جست‌وجوی استاد و پژوهشگر

• Modern Chinese History
• Borderland Studies
• Nationalism
• +۷ مورد دیگر

Dr. Scott Relyea serves as Associate Professor and Assistant Chair in the Department of History at Appalachian State University's College of Arts and Sciences. A specialist in Modern Chinese history, his research and teaching focus on political, social, and intellectual dynamics within China's southwest borderlands (Sichuan, Yunnan, Tibetan plateau), examining nationalism, state-building, and ethnic identity formation during the empire-to-nation-state transition. His educational foundation includes: Ph.D. in History, University of Chicago MA in Chinese Studies, School of Oriental and African Studies (University of London) MA in International Affairs, George Washington University BS in Journalism, Northwestern University Dr. Relyea's scholarship centers on borderland studies as critical to understanding modern China. His current book manuscript Gazing at the Tibetan Plateau analyzes how early twentieth century Kham borderlands shaped Sino-Tibetan relations and state consolidation. Parallel projects examine colonial influences on frontier policies and high-speed rail's historical relationship to China's urban-rural divide, using Sun Yat-sen's 1922 railway plan as analytical framework. His publications in Cross-Currents , Modern Asian Studies , and Twentieth Century China demonstrate consistent focus on Kham region authority structures, monetary history, and Western conceptual frameworks in borderland contexts. While no specific awards are listed, his interdisciplinary approach bridges historical analysis with contemporary geopolitical discourse. In pedagogy, Dr. Relyea implements active learning through textual/visual source engagement, guided by Xunzi's principle that 'only through action can a thing be truly learned.' His courses—including specialized offerings on Olympic ceremonies, student protest movements, and regional Chinese foods—foster perspective-taking and historical complexity awareness. Departmental leadership as Assistant Chair complements his scholarly contributions to borderland studies and Chinese historical scholarship.

Tiago de Lucaمشاهده پروفایل

دانشیار

• World Cinema
• Slow Cinema
• Cinematic Realism
• +۳ مورد دیگر

Tiago de Luca is Associate Professor in Film Studies at the University of Warwick, Faculty of Arts, where he serves as Director of Graduate Studies in the Department of Film & Television Studies. His academic journey began with a BA in Communication Studies from the State University of São Paulo (UNESP), followed by an MA in Film Studies from UCL, and culminated in a PhD in World Cinemas from the University of Leeds. De Luca's scholarly profile centers on world cinema studies with particular expertise in slow cinema, cinematic realism, planetary cinema, and Brazilian/Latin American film traditions. He serves on the editorial board of the Contemporary Cinema book series and co-edits the Film Thinks book series (Bloomsbury) with Lúcia Nagib. His research has been supported by prestigious fellowships, including a British Academy Mid-Career Fellowship (2018-19) that funded his monograph Planetary Cinema: Film, Media and the Earth (2022). His publications reveal an evolving trajectory from early work on sensory realism in world cinema toward more recent explorations of planetary imaginaries, elemental ecocriticism, and intermedial approaches to understanding cinema's relationship with the Earth. His scholarship consistently bridges historical and theoretical perspectives, connecting nineteenth-century media culture with contemporary film practices to address questions of global representation and environmental crisis. Among his significant contributions are the award-winning edited volume Towards an Intermedial History of Brazilian Cinema (2022), which won the Edited Collection of the Year MeCCSA 2023, and Slow Cinema (2016), the first comprehensive anthology on this cinematic trend. His single-authored works Realism of the Senses in World Cinema (2014) and Planetary Cinema (2022) have established him as a key voice in contemporary film studies, with the latter proposing that exploration of nineteenth-century media culture can help us understand contemporary planetary imaginaries in times of environmental collapse. As an educator, De Luca teaches courses including World Cinema (FI204) and Contemporary Latin American Cinema (FI344/FI934), welcoming PhD projects related to his research areas. His leadership as Director of Graduate Studies demonstrates his commitment to mentoring the next generation of film scholars, while his ongoing research continues to shape contemporary debates in film studies through innovative approaches to planetary representation and intermedial analysis.

• Deception Psychology
• Behavior Psychology
• Risk Assessment
• +۳ مورد دیگر

Mariëlle Stel is an Associate Professor in the Department of Psychology within the Faculty of Behavioral, Management and Social Sciences at the University of Twente. Her research focuses on deception detection, risk assessment, and social behavior dynamics, with significant contributions to understanding how physiological and environmental cues influence human judgment. Her primary research interests include deception psychology (particularly nonverbal cues in online and offline contexts), risk-taking behavior in adverse environments, and prejudice reduction interventions. Notable work examines speciesism reduction through prejudice-based approaches and the role of facial cues in social decision-making. She employs diverse methodologies including eye-tracking, virtual reality simulations, and structural equation modeling. Her publication record shows consistent output since 2008 with 59 research outputs including 39 articles, 8 reports, and 4 abstracts. Recent work demonstrates increasing focus on digital deception (online reviews) and sustainability-related behavior change. Her research spans interdisciplinary applications in consumer behavior, health psychology, and environmental decision-making. Stel actively contributes to academic discourse through conference presentations, including recent work on virtual reality investigations of environmental harshness effects (2023) and early adversity impacts on health behaviors (2021). She collaborates extensively within the University of Twente and with international researchers, evidenced by multi-institutional datasets. Her research group maintains three significant datasets on physiognomic beliefs, facial cue influences in peer markets, and social decision-making mechanisms. These resources support ongoing work in behavioral prediction models and intervention development. Current projects focus on translating deception detection research into practical applications for digital platforms and sustainability initiatives.

Nicolas Epinouxمشاهده پروفایل

مدرس

• Physical Education
• Cooperative Learning
• Psychosocial Resources
• +۳ مورد دیگر

Nicolas Epinoux is a Lecturer at the Institute of Teacher Education (INSPE) of the University of Poitiers and an active research member of the Center for Research on Cognition and Learning (CeRCA). His work bridges physical education pedagogy, psychosocial resource development, and teacher professionalization within French educational contexts. He completed his PhD in Education at the University of Bordeaux in 2014 with a thesis examining social skills development through cooperative learning in middle school physical education and physics classes. His research focuses on three interconnected strands: sensorimotor and communication interactions in educational settings, psychosocial resource cultivation in physical activities, and structured support systems for teacher development. Epinoux investigates how cooperative learning frameworks manage student diversity while fostering democratic classroom experiences. His methodology emphasizes practical action research, particularly in physical education contexts where group dynamics directly impact skill acquisition and social development. Recent work explores stress management for educators, student note-taking optimization, and role-based autonomy frameworks. Analysis of his publication trajectory reveals consistent focus on translating theoretical psychosocial concepts into classroom interventions. Key themes include the integration of cooperative structures to address student differences, reflective discourse for teacher growth, and video-based analysis for practice improvement. His research demonstrates strong alignment with contemporary challenges in inclusive physical education. No scientific awards were documented in the source material. As co-manager of the Integrated Mental Preparation DU (Diplôme d'Université), Epinoux develops specialized training for mental preparation in sports education. He contributes to CeRCA's PLAViMoP (Point Light Action Visualization and Modification Platform) and Self Analysis Video (SAV) projects, which utilize motion-capture and video technology to refine teaching practices through objective behavioral analysis.