Tag: Profiles

Eva Berger Profile

ProfilesEva Berger is a senior lecturer at the School of Media Studies of the College of Management Academic Studies (COLMAN), where she also served as Dean (2006-2012). She holds a B.A. from the Department of Film and Television at Tel-Aviv University (1985) and an M.A. (1986) and a Ph.D (1991) in Media Ecology from New York University.

Eva Berger

Dr. Berger has taught at NYU, Tel Aviv University, the Kibbutzim College of Education and the Sam Spiegel Film School, and has been part of the faculty at COLMAN for close to 30 years. She has served on numerous boards and public service organizations including the Israel Peace Initiative, Israel Press Council, and Institute of General Semantics.

Eva has been a frequent commentator in the Israeli press on issues relating to media, language, gender and culture. She served on the editorial board of EME: Explorations in Media Ecology (the journal of the Media Ecology Association), and is currently a member of the Editorial Board of Giluy Daat, a Multidisciplinary Journal on Education, Society and Culture, as well as member of the Board of Trustees of  ETC.: A Review of General Semantics. She served as Chairwoman of the board of Women in the Picture (the Association for the Advancement of Women in the Visual Arts).

She is the author of various articles and book chapters in the fields of Communication and Media Studies. Eva’s research interests are Media Ecology, Gender, Advertising, Media and Technology, Health Communication, and General Semantics.

Publications include:

Berger, E. & Berger, I. (2014). The communication panacea: Pediatrics and general semantics. Fort Worth, TX: Institute of General Semantics.

Berger, E., & Berger, I. ( 2012). Hassan, Ami and Dalia’s mom:  Narrative medicine in pediatrics.  In R. Ahmed & B. Bates (Eds.), Medical communication in clinical contexts. Dubuque, IA: Kendall Hunt.

Berger, E., & Na’aman, D. (2011). Combat cuties: Photographs of Israeli women soldiers in the Israeli press since the 2006 Lebanon war. Media, War and Conflict, 4(3), 269 – 286.

Berger, E. (2010). Recapitulation, medical imaging technologies and media of communication: The medium is the message. EME: Explorations in Media Ecology, 9(4), 225-237.

Berger, E. (2008). Orality v. monotheism or media v. narratives: Biblical heroes and the media environment of the spoken word. In S. Drucker & G. Gumpert (Eds.), Heroes in a global world. Cresskill, NJ: Hampton Press.

Berger, E. (2008). The Postmanian dialogue: Education on TV, for TV and about TV. In N. Aloni (Ed.), Empowering dialogues in humanistic education: Theoretical and practical aspects. Bnei Brak: Hakibbutz Hameuchad Publishers, Sifriat Kav Adom. [Hebrew]

Berger, E., & Lavie-Dinur, A. (2007). Conservative outlook and liberal reflection: Homosexuals in Israeli television commercials. EME: Explorations in Media Ecology, 6(1), 35-48.

Shoval, G., Zalsman, G., Polakevitch, J., Shtein, N., Sommerfeld, E., Berger, E., & Apter, A. (2005). Effect of the broadcast of a television documentary about a teenager’s suicide in Israel on suicidal behavior and methods. Crisis, 26(1), 20-24.

Berger, E. (2004). The exhaustion of the literacy metaphor in education. EME: Explorations in Media Ecology, 3(2), 131-137.

Work for CID:
Eva Berger translated KC:35 Media Ecology into Hebrew.

Alessia Maselli Profile

ProfilesAlessia Maselli is a graduate of the International Education M.A. program at New York University (USA), currently working as an Exchange Program officer at Bocconi University (Milan, Italy), contributing to managing the exchange experience of over 1000 incoming exchange students from 200+ partner universities.

Alessia Maselli

Her research interests focus on the impact of globalization on education: more specifically, she is interested in understanding the relationship between international education and political changes on the global level, in the internationalization of the curriculum in higher education through the lens of critical pedagogy, and, more largely, on the international student experience. As a dual Italian American citizen, Alessia’s deep understanding of the international student experience translated into a strong personal and academic passion for improving it, as demonstrated by her various leadership roles, such as that of Assistant Teacher in the New International Student Seminar at NYU.

Alessia also contributed to the translation from English to Italian of the two UNESCO pedagogical guides on the prevention of violent extremism through education, in collaboration with the UNESCO Regional Bureau for Science and Culture in Europe (Venice, Italy) and the Centre for International Cooperation (Trento, Italy): A Teacher’s Guide on the Prevention of Violent Extremism (UNESCO, 2016) and Preventing violent extremism through education: a guide for policy-makers (UNESCO, 2017).

Work for CID:
Alessia Maselli translated KC35: Media Ecology into Italian.

Huan Zou Profile

ProfilesHuan ZOU is a lecturer at Shanghai International Studies University. From 2021 to 2023, she provided professional service as coordinator of onsite data/material collection for projects of climate change, migration, and adaptation at the Education University of Hong Kong. Before this, she worked as an editor in social sciences and foreign literature at Shanghai Translation Publishing House (2016-21).

ZOU HuanShe graduated from Fudan University with a Bachelor’s degree in Translation and the University of Hong Kong with a Master’s degree in China Development Studies. Her research interests span China studies, historical climate change and its educational practice, comparative literature, and native American studies. She has contributed to publishing projects of notable prize winners including The Sympathizer (100th Pulitzer Prize winner) & The Refugees by Viet Thanh Nguyen, Collected Poems: 1931-2001 by Czeslaw Milosz (Nobel Laureate), No Room for Small Dreams: The Making of Modern Israel by Shimon Peres (former Israeli President), as well as works by Paul A. Cohen, Ezra F. Vogel, and Henry Kissinger.

She also works as a translator. Published translation works include:

Ishiguro, N. (2024). Common ground [共有之地]. [Zou, H., Trans.] Shanghai: Shanghai Translation Publishing House.

Johnson, D. (2022). Sisters [姐妹] [Zou, H., Trans.] Shanghai: Shanghai Literature and Art Publishing House.

Johnson, D. (2021). Everything under [深水] [Zou, H., Trans.] Shanghai: Shanghai Literature and Art Publishing House.

St. Aubyn, E. (2020). Never mind [算了] [Zou, H., Trans.] Shanghai: Shanghai Translation Publishing House.

Lum, C. M. K. (2019). Media ecology and media education: Reflections on media literacy in a globalized communication ecology [媒介环境学和媒体教育: 反思全球化传播生态中的媒体素养] [Zou, H., Trans.] Chinese Journal of Journalism & Communication, 41(4), 2019.

Buckley, P. (2018). Classic Penguin: Cover to cover [经典企鹅：从封面到封面] [Zou, H., Trans.] Shanghai: People’s Publishing House.

Work for CID:
Huan Zou has served as a reviewer for Simplified Chinese.

Timea Németh Profile

ProfilesTimea Németh, PhD, is Assistant Professor at the Department of Languages for Specific Purposes at the Medical School of the University of Pécs, Hungary. She teaches English and Hungarian for medical purposes and intercultural communication and competence for Hungarian and international undergraduate medical students.

Timea NémethHer research interests include multiculturalism, intercultural communication and competence, intercultural language learning, study abroad programmes, internationalisation and internationalisation at home processes as well as the use of online educational tools in teaching. She is actively involved in international projects focusing on multicultural education and the development of intercultural competence in healthcare settings. She is member of the Hungarian Association of Teachers and Researchers of Languages for Specific Purposes and the European Association of Language Teachers for Healthcare. She is on ResearchGate; for further details, see her institutional website.

Selected publications:

Németh, T., & Szántóné, C. A. (2016). Intercultural orientation of freshmen at the medical school of the University of Pécs. Porta Lingua, 77-85.

Németh, T., & Csongor, A. (2018). Internationalisation at home: The case of non-mobile medical students in Hungary. Journal of Contemporary Educational Studies, 69(2), 160-170.

Németh, T., & Tseligka, T. (2018). Initial results of a virtual exchange project between Greece and Hungary to improve medical students’ intercultural and English language competence . ELTA JOURNAL , 6(6), 77-88.

Work for CID:
Timea Németh translated KC94: Cross-Cultural Kids and KC97: Anti-Racist Education into Hungarian. She has also served as a reviewer for Hungarian.

Katalin Egri Ku-Mesu Profile

Profiles

Katalin Egri Ku-Mesu, PhD, is Associate Tutor at the School of Arts, University of Leicester, UK.

Katalin Egri Ku-Mesu

 

She has a multidisciplinary background in languages, literatures and cultures, and she has taught and supervised at Hungarian and British universities at under- and postgraduate level in the broad disciplinary areas of English language and linguistics, English, American and postcolonial literature, English teacher training and education and applied linguistics. She has also taught Russian to students specializing in Russian language and literature and Hungarian to speakers of other languages. Katalin has also worked as Head of English for Academic Purposes (EAP) for a pathway organization, managing the delivery of EAP programs and supporting teachers across sixteen countries in Asia, Africa, South America and Europe.

Katalin’s research interests fall within the fields of postcolonial literature, World Englishes, cross-cultural pragmatics, sociolinguistics and cultural text-analysis. She is also interested in multilingualism, English language teaching and English teacher education, specifically the exploitation of literary material for language teaching purposes, the applicability of Western language teaching methods elsewhere in the world and the effect of extensive reading on language learning. She has researched various aspects of African literature, including the works of Ghanaian and Nigerian writers, cultural reference in Ghanaian English language fiction, and reading and censorship in Africa as well as the role of the mother tongue in teaching and learning English, creativity in the language classroom, academic literacies, genre pedagogy and language assessment.

For more information, please visit Katalin’s ORCiD or her LinkedIn profile.

Work for CID:
Katalin Egri Ku-Mesu translated KC23: Afrocentricity and KC73: Argumentative Dialogue into Hungarian.

Zhichao Qiu Profile

ProfilesZhichao Qiu (M.A. New York University, 2017, B.A. Ohio State University & Beijing International Studies University, 2016) is currently a program manager at International Division, Beihang University, Beijing, China.

Zhichao Qiu

He earned his M.A. degree from New York University in Foreign Language Education with a focus on Teaching Chinese as a Foreign Language. His research interests include the internationalization of higher education and cross-cultural communication. He has experiences not only in teaching foreign languages, but also in managing partnerships, student mobility programs, and intercultural training. His pioneering project “Buddy Program” at Beihang University has equipped over 300 students with advanced intercultural communication skills and global competence.

He is committed to pursuing research and professional work in intercultural communication and international higher education as his lifelong career.

Work for CID:
Zhichao Qiu translated KC35: Media Ecology into both Simplified and Traditional Chinese.

Tasha Souza Profile

ProfilesTasha Souza is the Associate Director for the Center for Teaching and Learning and Professor of Communication at Boise State University.

Tasha Souza

Most recently, she was the Faculty Associate for Inclusive Excellence for Humboldt State University and a Fulbright scholar at the University of the West Indies in Barbados. Previously, she was the founding Faculty Development Coordinator for HSU’s Center for Excellence in Learning and Teaching (CELT) and also served as an Instructional Consultant at the Center for Instructional Development and Research (CIDR) at the University of Washington. She has published in the areas of difficult dialogues in the classroom, addressing microaggressions with microresistance, service-learning pedagogy, discussion-based teaching, multicultural education, instructional communication, and intercultural conflict. Her current research is on difficult dialogues, participation, and stereotype threat in the college classroom.

Dr. Souza teaches and consults. She has taught a variety of courses in communication, women’s studies, and business and has taught in 5 different countries. She is a consultant on communication and pedagogy broadly and has provided workshops and/or consultation services at over 20 institutions of higher education in the U.S. and abroad. She has also consulted outside of higher education with organizations such as the Yurok Tribe, Johnson Wax, Girls Inc., M & M/Mars, First 5, Clorox, Promotions Unlimited, Seattle Department of Public Health, San Jose Recreation and Leisure Department and United Indian Health Services.

Key publications:

Barnes, E., & Souza, T. J. (2019, January 30). Intercultural dialogue partners: Creating space for difference and dialogue. Faculty Focus.

Souza, T.J., & Exah, A. (2018). Preparing program directors for managing student conflict and microaggressions abroad. Diversity Abroad’s Faculty Development Short Course.

Souza, T. J. (2018, April 30). Responding to microaggressions in the classroom: Taking ACTION. Faculty Focus.

Ganote, C. M., Cheung, F., & Souza, T.J. (2016). Responding to microaggressions with microresistance: A framework for consideration. In A. T. Harrell (Ed)., POD Diversity Committee White Paper at the 41st Annual POD Conference (pp. 3-7).

Souza, T.J. (2016). Managing hot moments in the classroom: Concrete strategies for cooling down tension. In Faculty Focus special report: Diversity and inclusion in the college classroom.

Souza, T., Vizenor, N., Sherlip, D., & Raser, L. (2016). Transforming conflict in the classroom: Best practices for facilitating difficult dialogues and creating an inclusive communication climate. In P. M. Kellett & T. G. Matyok (Eds.), Transforming conflict through communication: Personal to working relationships. (pp. 373-395). Lanham, MD: Lexington Books.

Souza, T.J. (2007).  Creating social justice in the classroom:  Preparing students for diversity through service-learning. In J. Calderon (Ed.), Race, poverty, and social justice: Multidisciplinary perspectives on enduring societal issues, (pp. 187-206).  Sterling, VA:  Stylus Publishing.

Souza, T.J. (2003).  Framing equity: Approaches to diversity in the classroom. In S.E. Lucas (Ed.), Selections from the Speech Communication Teacher. Boston, MA: McGraw Hill.

Souza, T.J.  (1996).  Intercultural conflict management. Multicultural Education Journal, 4(2), 4-10.

Work for CID:
Tasha Souza wrote Constructing Intercultural Dialogues #11: Creating Connection Through ICD Partners.

Ruben Mazzei Profile

ProfilesRuben Daniel Mazzei is a university EFL and literature teacher and a sworn translator (Universidad Nacional de La Plata) and is currently working on his thesis in Linguistics. He teaches at primary, secondary, tertiary and university levels, and is a researcher for University of Buenos Aires.

Ruben Mazzei

He has delivered and produced CPD courses and materials since 2005 for Dirección de Formación Continua -Province of Buenos Aires- and has coordinated the team of CPD teachers for the Ministry of Education for nine years.

He has recently participated in the updating of the Curriculum Design for English in Primary School for the Ministry of Education and for Secondary School (E.S.B.) He is also a speaking examiner for Cambridge University. He has participated in several of the British Council activities such as developing material, facilitating reading groups and coordinating the Connecting Classrooms programme for Argentina. He has facilitated workshops for the British Council on Global Citizenship and Global Education accredited by the University of London and workshops for the British Council Core Skills Programme both in Argentina and abroad.

He is also an adjunct professor at the University of Buenos Aires –College of Pscychology- where he coordinates and designs materials for E.A.P reading courses and academic literacies. At initial teacher education (profesorado de inglés) he teaches World Literature with a strong connection to intercultural competence/awareness, identity, otherness, and language as a resource to convey meanings and cultures.

Ruben Mazzei´s research interests are interculturality (also as part of the international projects he coordinates at primary and secondary school), academic literacies, genre-based pedagogy- including multimodality- and didactics in Higher Education.

Some of his publications can be found on his Academia.edu page.

Work for CID:
Ruben Mazzei translated KC11: Intercultural Discourse and Communication, and KC44: Multimodality into Spanish. He has also served as a judge for the 2019 CID Video Competition.

István Fekete Profile

ProfilesIstván Fekete did his postdoctoral training in psycholinguistics at the University of Oldenburg, Germany, where he worked also as a consultant in statistics and research methods.

István Fekete

Previously, he was a research fellow at the Research Institute for Linguistics of the Hungarian Academy of Sciences and earlier a research assistant at the Department of Cognitive Science of the Budapest University of Technology and Economics, where he received his PhD in psycholinguistics in 2013. He earned his M.A. degrees in English and German language and literature from Eötvös Loránd University, Budapest in 2006.

His research focuses on psycholinguistics, cognitive linguistics, semantics and pragmatics, the understanding of exhaustivity in wh-phrases, and isolating language disorder using machine-learning approaches. His wider research interests include interdisciplinary work and the application of advanced statistical methods to linguistic data. He has worked with EEG, eye-tracking and behavioral methods.

For publications, please see
https://loop.frontiersin.org/people/491179/overview

Stacey K. Sowards Profile

ProfilesDr. Stacey K. Sowards (PhD, Kansas University) is Department Chair and Professor of Communication at the University of Texas at El Paso (UTEP), where she has been since 2004.

Stacey K. SowardsHer research interests include the intersections of: rhetorical theory and criticism, feminist theories of communication, environmental communication and rhetoric, and intercultural communication and rhetoric. She is especially interested in these areas of inquiries in Asia and Latin America. She has completed research projects in and about Indonesia, Mexico, and Costa Rica.

Her publications appear in Communication Theory, Philosophy and Rhetoric, Communication Studies, The Howard Journal of Communications, Hypatia, Argumentation and Advocacy, Ethics and the Environment, The Globalization of Corporate Media Hegemony, and other outlets. She also received a William J. Fulbright research grant for her dissertation research in 2000-2001 and a Fulbright-Hays grant in 2005. While at UTEP, Dr. Sowards has led study abroad programs/research trips in Mexico, Costa Rica, Indonesia, and Germany. She also serves as the department’s coordinator for UTEP’s master’s program with the non-governmental organization, Rare. Rare is based in Arlington, Virginia, and works to protect endangered species and their habitats in more than 40 countries. Dr. Sowards also worked with the Rare-UTEP training program for conservation campaigns at the Bogor Agricultural Institute in Indonesia and the Universidad Libre in Colombia with students/campaign managers who earn their M.A. degrees from the Department of Communication.

Work for CID:
Stacey Sowards described her Fulbright experience.