Scholarship

Critique can be defined as disciplinary feedback, analysis, or assessment provided to an individual or within a group, be it a classroom or a team. At a fundamental level, it is an exchange of ideas, impressions, evaluations, opinions, reflections, judgments, speculations, or suggestions to oneself or between two or more participants in a defined context. Scholars describe critique as a signature pedagogy in many disciplines, a cornerstone of the educational experience. There has been scant critical analysis of how critique also represents a performance of power with roots in positions of authority, expertise, or assigned roles. Such power dynamics have been explored in some areas within SoTL, for example in scholarship on assessment, epistemic disobedience, social justice, feminist pedagogies, and critical race theory. However, this has generally not been the case within the scholarship on critique. To better understand the dimensions of power in the context of critique we develope...

This is an example/sample/guideline Personal Statement for anyone seeking to apply to LSE for a scholarship. The sample is for their Masters in Accounting and Finance course, but can still be helpful for anyone who needs some help in preparing a Personal Statement for whatever course. The biggest take-away from this Personal Statement is that you must do two things: firstly, make it personal to YOU- avoid being general at all costs; and secondly, tie in your experiences (academically, professionally, and leadership-wise) and strengths with the course you are applying to.

Credit momentum policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. This paper examines Indiana’s 30-credit-hour completion policy on first-time, full-time students who receive the Twenty-First Century Scholars (TFCS) Promise Program. Using administrative data from the Indiana University’s University Institutional Research and Reporting, representing 7842 low-income students who enrolled shortly before the policy was implemented, I use a difference-in-differences framework to explore the heterogeneous treatment effects of a credit (academic) momentum policy that was supported by the Complete College America 15 to Finish initiative on the academic progression and completion of promise scholarship recipients at Indiana University Bloomington and Indiana University-Purdue University, Indianapolis, compared to non-TFCS Pell recipients from the Fall 2011 cohorts through the Fall 2014 cohorts. I find some evidence to suggest that credit momentum policies are associated with small increases in cumulative credits and grades but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation Status). I also find evidence that TFCS female and first-generation recipients responded positively to the policy change but find no evidence that the policy affects promise recipients differently by race/ethnicity. While consistent with prior work on credit momentum, these findings are among the first to explore the academic performance of college promise recipients. Together, these findings indicate that credit momentum policies may improve academic progression and completion for low-income, first-generation students who receive a promise scholarship. Implications for policy and research are discussed.

Department of Housing and Urban Development has supported the research efforts of college and university students and faculty for the past 10 years. The department recognizes that good research and analysis is the foundation to meaningful community outreach.

Relations between colonial and post-colonial studies in and on Cameroon have been both continuous and discontinuous. As reflected in the domains of historiography and social anthropology, this has impacted on ethnic self-representations and popular labeling. This paper examines contrasting drives that have led to a replication of colonial redefinitions of ethnicity and how this informs current discussions on ethnicity in Cameroon. The argument is that certain research works have informed or substantially influenced the identity question when one aknowledges that the colonial period is a bench mark epoch in the establishment of certain categories of ethnic perception. Although substantially deconstructed at the scientific level, these categories have survived and continue to influence social categories of perception that become common sense intrusions (what Bourdieu called doxa) into social science. afrika focus -Volume 24, Nr. 2 [ 34 ] e. yenshu vubo afrika focus -2011-12 [ 35 ] European and Cameroonian scholarship on ethnicity and the making of identities in Cameroon afrika focus -Volume 24, Nr. 2 [ 36 ] e. yenshu vubo

This essay proposes an alternative approach to the literature review, presenting it as a creative process of construction and self-reflection within an ecology of ideas. The transdisciplinary literature review is an opportunity to situate the inquirer in an ecology of ideas, to participate in the discourse, and to become aware of how s/he constructs her or his understanding of this ecology. This article explores how we might approach this process from a perspective of complexity, and addresses some of the key challenges and opportunities. Four main dimensions are considered: (a) inquiry-based rather than discipline-based; (b) integrating rather than eliminating the inquirer from the inquiry; (c) meta-paradigmatic rather than intra-paradigmatic; and (d) applying systems and complex thought rather than reductive/disjunctive thinking.

Hello everyone! I am writing an article on how it is becoming more and more important for non-English-speaking classicists to write their published work in English, so as to have higher chances to be read by other scholars around the world and make a real contribution to scholarship. In fact, valuable works written in other languages tend to be overlooked and excluded from circulation and debate.

The objective of this study is to conduct a meta-review
analysis of the human-computer interaction (HCI)
literature by investigating research productivity and
conducting a citation analysis of individuals, institutions,
and countries. The meta-analysis focuses on the three
leading peer-reviewed, refereed journals in this area:
International Journal of Human-Computer Interaction,
Human-Computer Interaction, and Behavior and
Information Technology. Results indicate that research
productivity is exploding and that there are several
leading authors and foundation publications that are
referenced regularly.

Departing from the dominant trend of favoring flexibility, flattened relations, and deterritorialization in featuring the transnational, this autoethnographic inquiry theorizes and exemplifies how the gravity of place may give rise to the evolvement of scholarship in the context of transnational mobility. I examine my own career trajectory to demonstrate how groundedness results from the dynamics between displacement and emplacement. While recounting my experience of moving back and forth between Western universities and my home institution in Vietnam, I explore issues such as the nation building framework for transnational mobility, scholarly self-formation, and community cultivation. The study centers a mode of emplacement termed 'existential commitment'. It calls attention to the cultivation of a small, immediate scholarly community as a form of scholarship in the global periphery. The emphasis is on how the transnational can be grounded in local academic practices that address the world at multiple layers and scales.

Keywords: Grounded transnationality, place, existential commitment, returnee, scholarship

Phung, T (2020) Grounding the transnational: A Vietnamese scholar’s auto-ethnography. Research in Comparative and International Education 15(3), 217–233.

This prestigious three year PhD studentship is available beginning 1st October 2015. The new Rehabilitation and Recovery Service for People with Severe and Enduring Mental Health Needs was introduced in January 2015. The service aims to better support service user recovery through more enhanced community support, and less reliance on inpatient care. It is a radically different prototype emphasising collaborative team working across statutory and third sector providers, and a philosophy focused on the community recovery element of the service in-reaching into the inpatient ward to provide more holistic and intensive support. It is anticipated that this model will help avoid institutionalisation and will promote better outcomes for service users (core of around n=50 p/yr) who may be characterised as ‘high need’ and ‘slow moving’. It is anticipated, that this model of community service will be more widely implemented across other Trust community services. A partnership evaluation is on-going and consists of a questionnaire at 1mnth, 6mnths, and 12mnths.
The project will provide a complementary, qualitative evaluation of the service using ‘photo elicitation’. Photo elicitation is a developing method of inquiry in which participants are invited to take photographs which help them to express something of their experience around the topic of investigation. The researcher provides a structure by having an introductory meeting to clarify the topic of investigation, to answer questions, and provide a digital camera, if one is needed - participants can use their own phone/tablet if they like. A time-frame is agreed for the photos to be taken and sent to the researcher (e.g., by e-mail attachment) and for the participant and researcher to meet to discuss the meaning of the photos in an audio-recorded research interview. The research entails undertaking photo elicitation with service users (n~16) about their experience of the new service and to include purposefully sampled staff as well (n~8 including inpatient service and community partners). The aims are to provide:
• an in-depth understanding of the experience of service users and staff to complement the quantitative service evaluation currently ongoing in the Trust;
• an understanding of the strengths of the service and areas requiring further development, from the perspective of both service users and staff;
• an evidence-base from which to develop the service, for example, through exploring the possibility of integrating the method in an on-going cycle of service evaluation and service use technology skill development;
• to provide a platform to apply for additional funding for a public engagement and knowledge transfer/dissemination to other services.

Abstract

In this paper, I give four examples of the scholarships, bursaries, and awards that are highly bureaucratic and secret. I seriously doubt that they take into account the passion, capacities, experience, and knowledge of an applicant. Indeed, the academic system bothers scarcely itself with explaining the reasons of rejection of an application while it is full of cliché answers and demagogic expressions that we can find in almost all administrative letters sent to those who are unreasonably rejected.
As a matter of fact, academic wealth and prestige, which stands over students and taxpayers, is neither under the criticism nor under any control to check its impartiality and fairness. In other words, the intellectuals of responsible for these wealth and prestige are abandoned to themselves to manage their own business. There is no appeal against their decisions at all. It is amazing insofar as the scholars – especially those who have monopolized academic wealth and prestige in the universities and research centers – do not stop telling us that we live in a democratic society in which the people are counterbalance against the abuse of power or authority by checking it. The secret distribution of academic wealth and prestige goes hand in hand with the shortage of research about this distribution whereby those who are not in mainstream of academic elites find themselves outside the game (i.e. academic capital).   
                 
Keywords: Scholarships, Bursaries, Awards, Bureaucracy, and Mafia

Academic integrity is an age-long practice and the ethical policy of educational institution. It has been methodically investigated. In prior researches, the investigations focus largely on students’ nature of conducts regarding academic and school activities in general after the admissions, while being so limited in their acumens about paramount causality. This study has theoretical and practical contributions to the literature and the real world by uncovering the negativity associated with the age-limit criterion in scholarship admissions and how it jeopardizes the stability of integrity within and outside institutions. A total of 82 participants from 11 countries across 2 continents of Africa and Asia were interviewed at five selected countries. Age restriction in scholarship admission was reported to deprive and discriminate against aged competent and qualified scholarship applicants. Thus, adjustment of age to meet the required age in the scholarship has been considered as a defense mechanism overtime. Implications of this misconduct are discussed, and recommendations are provided.

Traditionally, it is believed that human thinking is captured and shaped by the so-called logic, and the relationship between language and meaning/thought is based on the notions of “true” and “false” that Aristotle chose and on which the current binary logic is based. The work outlines the process by which Aristotle arrived at these two notions and shows that he chose them through a process of elimination of options; that explains why logic has no applicability to analyzing language, establishing meaning, and capturing the human thinking. Then the work introduces a complex reasoning square that includes not only the notions of “true” and “false,” but also all other oppositions that Aristotle had discarded and are involved in any human discourse, therefore it establishes the true structure that is involved in any thought process. In order to show that this is not just a theoretical model but the actual structure that is involved in any discourse, the rational or reasoning square is applied to various literary forms such as metaphors, similes, syllogisms, informal arguments, narratives, humor, and so on. The second part of the study analyses the biblical book of Ecclesiastes, a notoriously difficult book to understand, and outlines its thinking and what might be the problems with accepting it. In the last part, the dissertation analyses some scholarly works on Ecclesiastes not only to understand how scholars deal with a text, but also the scholarly arguments that are used to support their claims.

The work has profound implications for all academic disciplines that come under the broad umbrella called “humanities” because it defines for the first time what “meaning” in language is, a notion that has proved so far to be illusive as any scholar knows. Since the work proves that the current binary logic is unable to establish meaning in language, all current research on artificial intelligence based on such logic is doomed to failure and instead it should be based on the theory advanced in this work. Once these rational structures are properly understood, not only the meaning of any discourse can be accurately established and analyzed, but it can also be replicated by machines.

To encourage methodological pluralism in the field, this paper examines an illustrative sample of articles that apply critical approaches to third-sector studies focused on gender. Specifically, the paper analyzes three articles that were previously identified as among the most critical work on gender in the field between 1970 and 2009 to illustrate how critical research is produced and the value it brings to third-sector studies. We find this work: uncovers hidden assumptions and/or uncomfortable erasures that mask gender-based inequities and injustices; resists hegemonic scientific norms in doing and writing research; and rejects ‘woman’ as a uniform object of theorizing. We discuss against what methodological standards such work should be evaluated and suggest a wider understanding of these ‘alternative’ standards, which might derive significant benefits for the field through increased critical scholarship and the unique features it brings.

The curiosity in matters regarding students' integrity at higher institutions in particular can be virtually traced back to the numerous reports and cases about academic misconducts worldwide. Thus, academic integrity has been exhaustively dealt with by numerous scientists and researchers. The previous studies have explored different perspectives of the concept. The present study contributes to the literature as the first study to examine the impact of endowment and scholarship on academic integrity. Participants were 107 Nigerian students at Al-Azhar university in Egypt. They completed the academic integrity survey invented by Don McCabe who was the founder of the concept to measure their conducts towards research and examine their attitude towards exams.

Over the last couple years I put together a list of advice for graduate students applying for a Social Sciences and Humanities Research Council (SSHRC) scholarship or grant. SSHRC proposals have a different set of norms and requirements  than many other other grants and scholarships, but I expect that many of these tips could also be helpful for other types of applications. I applied for a SSHRC scholarship four times before I was successful, and over the course of that time I took workshops, participated in writing groups, had many conversations with peers and mentors, and attended courses on how to write a SSHRC proposal. I have combined much of the advice I picked up along the way and combined it with approaches that worked for me personally (and others I know). I consider this a living document, so if you see any egregious omissions or shortcomings, do not hesitate contact me. I hope these tips can make the process somewhat less painful for other applicants.

A short statement on the cognitive expansion enabled by the narrative sweep and range of reflection demonstrated by The Toyin Falola Reader on African Culture, Nationalism, Development and Epistemologies ( Austin: Pan African University Press, 2018), exemplified by a passage from the book on the social challenges of scholarship.

The purely verbal text of the essay is complemented by images from African art and accompanying explicatory text, both signifying the effort to understand existence as process, as a historical continuum, as well as the striving to grasp the ultimate direction of this unfolding, of the symmetry of being and becoming it actualises, suggesting the resolution of the tension between the understanding of history as an open ended development, the ultimate orientation of which is beyond human perception, as exemplified by Karl Popper’s The Poverty of Historicism, by his The Open Society and its Enemies 2 : Hegel and Marx and by his autobiographical The Unfinished Journey, in contrast to  the cosmologising understanding of historical consummation  represented by Georg Hegel’s Lectures on the Philosophy of World History and Phenomenology of Mind and Augustine of Hippo’s The City of God.

The use of images in complementing verbal text also seeks to cultivate the mutual  reinforcement between my development of the ideational force of art, in general, and African art, in particular, in amplifying textual meaning, as demonstrated, for example,  in "Memory and Amnesia: An Intercultural and Interdisciplinary Exploration" and “Manifestations at Cosmogenesis: Three Yoruba Cosmogonic Narratives” (academia.edu and Scribd : PDF),  Facebook, Part 1 and Part 2)  and  Falola’s advocacy in “The Ritual Archives” chapter in the Reader, of African art as a catalyst for idea generation across disciplines.

The literature on global international relations (IR) has argued that the discipline develops in the footsteps of world politics, but no sustained attention has been given to more immediate causes such as the funders that pay for IR teaching and scholarship. These donor–recipient relations have only attracted the attention of authors interested in cultural hegemony and those contributing to the recent historiography of IR. Among the latter, some have studied how during the Cold War the Rockefeller Foundation attempted to buttress classical realism in the United States and Western Europe. This article connects and moves forward IR historiography and the global IR literature by shedding light on philanthropic foundations’ attempts to further a specific IR theory—classical realism—and area studies in the global south. The article argues that world politics influenced global IR, but this influence was mediated by highly contingent events. Even a proximate cause like science patronage, l...

Higher education has been deeply affected by neoliberalism and corporatisation, with their emphasis on efficiency, competitiveness and valorisation of quantity over quality. This article argues that in the context of South African higher education, and in the Extended Curriculum Programme (ECP) more particularly, such commodification of education is problematic. The article explores what the Slow movement has to offer ECP in terms of scholarship. It seeks to answer the question: How might ECP be reconfigured using Slow imaginaries? Various academic disciplines and practices have incorporated Slow philosophy to develop alternative ways of doing academia; however, it has hitherto not been considered for programmes such as ECP. This article approaches Slow pedagogy for ECP using posthuman and feminist new materialist sensibilities that are predicated on a relational ontology. The article puts forward the following 10 propositions for a Slow scholarship in ECP using ideas from posthumanism and feminist new materialism: practice attentiveness through noticing, engage in responsible relations, diffract rather than reflect (thinking together affirmatively), render each other capable, enable collective responsiveness, explore creatively, making thoughts and feelings possible, enact curiosity, ask the right questions politely, foreground process rather than product, and create conditions for trust by wit(h)nessing. It is argued that by practising Slow scholarship with these propositions, ECPs might resist marketdriven imperatives that characterise contemporary academia.

This paper reports on a collaborative project led by the University of South Australia, which involves the design and develop a comprehensive, integrated Web-enabled peer review system that guides academic staff in the development or redevelopment of their own courses through reflective processes, and uses these same criteria to have their work evaluated. The project, which is funded by an Australia Learning and Teaching Council Grant, builds on extensive work that has been undertaken both within Australia and overseas in the development of peer review of online learning and teaching, which supports and stimulates the scholarship of online learning and teaching, and has the capacity to demonstrate quality learning and teaching through course development, evaluation, improvement and interactive learning. Evidence produced through such quality processes can be used by academic staff as evidence to support claims for recognition and reward. The project commenced as a pilot in 2003 and has evolved in response to changing technologies and recognition of the need for a more adaptable system that enables academics to play a significant role in the creation of criteria and in contributing their own exemplars using a Web 2.0 approach. A major feature of the approach is its educative dimension, which is responsive to supporting online teaching and learning at a time when new Web 2.0 and 3D virtual learning technologies are presenting new challenges for educators. This paper describes the project and argues that online learning and teaching in this changing landscape is an emerging area of scholarship which needs to be supported and encouraged.

In recent years, numerous studies have discussed, examined and explored the links between research and teaching in Higher Education. These studies have given rise to anumber of concepts, such as the research-teaching nexus and research-informed teaching, but the relationships that these concepts have to one another, and to the wider research-teaching debate, is not well-understood by a significant number of academics. Here, eachof these concepts, and their relationship to one another, is briefly examined. This leads to a redefinition of research-informed teaching that acknowledges input from academic programme research, as well as pedagogic research and the scholarship of learning andteaching. This broader definition also gives rise to the notion of a research content continuum along which teaching may be placed according to its research content. Finally,an overarching context is proposed that provides a framework within which these variousconcepts may be viewed and understood, and which is referred to here as the research-teaching complex. It is hoped that this framework will aid development in this area and stimulate further discussion and debate.

The name of God is as constitutive of His being as His being-there is no dichotomy. The Scripture presents God as jealously guarding his name in the same way He guards His holiness. Throughout God's dealings with Israel He often demonstrated a keen interest in the influence exerted on behalf of His name especially in relation to non-Israelites. Honoring God's name is exemplified through a life of obedience. The judgment and restoration of God's people are intricately associated with the honor of His name. Defamation of God's name results not only in personal consequences to the individual but the land and those associated with it are also adversely affected. Often times as it is the case in Ezek 36 God's decision to save His people emanates from His unwavering commitment to the holiness of His name. 2 Tydskrif vir Christelike Wetenskap-2014 (1ste Kwartaal) An analysis of the motifs of defilement and holiness in light of God's actions

The academy has a reputation of resisting change; the assumption is that the faculty are unwilling to consider alterations to the tempo, pattern, texture and content of the academy. While many basic structures within the academy remain in place, there are in fact multiple surface-level changes that have impacted academe over the years. This article focuses on what academic life is about and how it is changing in the twenty-first century. The author highlights the changing nature of peer review and how early-career scholars might be best served with a thoughtful and relevant mentoring from senior
scholars in order to improve their skills. The author concludes with what he sees as fundamental changes to academic life that will be forthcoming.

"The Inventory of the Chancellor and Public Notary Thomas Colutii de Cingulo from the City of Split
The article has as the focus of its attention the figure of master Thomas Colutii, born in Cingolo (Anconitan region), chancellor and public notary who held these positions in the city of Split from 1395 to 1434. The author’s point of departure is the discovery of the inventory of goods made after the death of master Thomas on the basis of which he delineates an 'image' of an educated and wealthy city official. These features set Thomas apart within the circumstances in which he lived and moved about, while the renown he enjoyed is best reflected in the fact that a correspondent in a private letter refers to him using the title scientifficus vir. Using chiefly unpublished archival documents, some of which he has transcribed and published as attachments to the article, as well as the existing literature, the author proceeds to describe the different situations in which the chancellor and the public notary found himself while engaged in his work. From the detailed description of these situations the author isolates those facts which define the network of informal social connections which the chancellor and public notary from Split established during his lifetime. In such a manner the article reconstructs the circle of people amongst which master Thomas moved in his lifetime, this circle consisting of his associates and friends, clerks from the city office and members of the local economic and political elite, primarily the powerful city merchants.
Positioning master Thomas in the center of the delineated social network, the author draws attention to the fact that the chancellor and the public notary had a rich library with 80 titles in his home studiolo, such as were set up in the 15th century by intellectuals from humanistic circles, and on the basis of this puts forward the thesis that it was precisely here that the first humanistic intellectual circle of medieval Split was formed. The author designates this circle as a 'textual community' and concludes that through the establishment of this circle a process of a different (in relation to the medieval tradition) reception of antique intellectual heritage opened up. Within this context the author draws attention to the very likely possibility that it was precisely within such an atmosphere that the medieval ethnic terms ('Slavs', 'Croats') were replaced by new categories ('Illyrians'), founded on the authority of antique writers and correlated to the social realities of the time."

Beasiswa kebutuhan dan pinjaman registrasi adalah bantuan dana yang dibuka tiap awal semester nya. Dalam proses administrasi pengajuan, selama ini mahasiswa masih melakukan pengajuan secara manual dengan mengirimkan formulir dan berkas fisik yang tentunya beresiko terhadap kerusakan dokumen. Belum lagi dengan proses rumit yang dilalui mahasiswa saat mengajukan membutuhkan persetujuan dari pejabat terkait dan tentunya memakan banyak waktu. Masalah lain yang timbul ialah proses seleksi yang masih menggunakan buku kerja dalam perhitungan data dan belum di proses atau rekam dalam basis data. Saat pengguna membutuhkan riwayat penerima bantuan dana berdasarkan semesternya, akan membutuhkan waktu yang lama. Biro III membutuhkan sistem yang dapat memangkas waktu proses pengajuan dan menghubungkan administrasi pada dokumen pengajuan serta dapat menghubungkan seluruh proses tersebut. Dengan pengembangan sistem administrasi beasiswa ini, sistem mampu melakukan seluruh proses tersebut.

T ra le molte opere alle quali Giovan Battista Moroni deve la fama di ritrattista di spicco nella Lombardia di metà Cinquecento, va annoverato il dipinto che raffigura Bartolomeo Bonghi, rector iuristarum dello Studium pavese nell'anno 1552-53 1 . Il personaggio viene rappresentato di tre quarti, seduto «sopra una poltrona fiorentina», rivolto a sinistra con lo sguardo diretto verso chi osserva; particolarmente curati sono i dettagli dell'abbigliamento: «una ricca zimarra di stoffa nera con riflessi rasati, ornata da un'ampia pelliccia» che lascia in vista «un sottile colletto arricciato e manichini consimili ai polsi» 2 ; il «berretto floscio a guisa di tricorno» 3 richiama la «beretta di veluto nero» con la quale viene raffigurato il «Rettore dello Studio di Padova» in un importante repertorio iconografico del secolo successivo, gli Habiti antichi di Cesare Vecellio 4 .

Out-of-school youth (OSY) rate is increasing nowadays due to the high cost of education. In order to alleviate this, the city government of Davao implemented the Scholarship on Tertiary Education Program (STEP) in 2008 to provide economic assistance to underprivileged yet deserving students of Davao City. The study aimed to examine the effectiveness and efficiency of STEP by identifying, evaluating, comparing the costs and benefits, and analyzing if it is worth pursuing on the next years. Data were gathered through personal interviews with the STEP in-charge and 5 of its 33 graduates. The ex-post impact of STEP was assessed through Cost Benefit Analysis (CBA) approach that compares the opportunity cost of the STEP graduates who went to college after high school, which is the salary they could have earned if they worked after high school, against the opportunity cost of the conceptualized counterfactual scenario which is the college degree foregone if they chose to work first before entering college The opportunity costs were measured in terms of the length of time STEP graduates can recuperate the 4-year tuition fees based on their annual income and the length of time that the non-STEP recipients will need to work in order for them to enroll to college based on Region XI's minimum wage. The Benefit-Cost Ratio (BCR) of 6.57 showed that STEP has a positive impact since it takes 0.632 years or 7.6 months for STEP graduates to recompense their tuition, while it takes 0.934 years or 11.2 months for high school graduates who chose to work first to gain enough money to proceed to college. Therefore, getting a college degree through scholarships like STEP is more beneficial than working before entering college. Thus, STEP is worth pursuing and should be given an increased budget to cater more students to lessen the number of OSY.

Recent scholarship has paid considerable attention to the emergence of the citizen-consumer in the interwar era. Drawing on the literature from the fields of ethical consumption and consumer history, this paper opts for a broader perspective on the emergence of the citizen-consumer in historical analysis. It combines the polysemic nature of the hybrid citizen-consumer from food studies and ethical consumption, and the socio-historic analysis concerning political and cultural citizenship, by showing how consumption practices have been used to shape Dutch national citizenship. In the Netherlands, the private association Vereeniging Nederlandsch Fabrikaat (VNF) was one of the earliest and most vocal organisations that linked consumerism with an ideal of citizenship. Scholars typically tend to see the rise of the citizen-consumer as a product of three interest groups: the consumers, the state, or the industry. The VNF did not just appeal to consumers themselves, but also the government, and the business community to play their part in the development of the ideal Dutch citizenconsumer. By studying the practices of this association this paper thus offers a new perspective on the emergence of the citizen-consumer within a transnational perspective.

“The Bible in the Renaissance,” the international conference held in Jerusalem on May 22-24 2017, was an important academic event on the Renaissance readings of the Bible, which provided a formal framework for historians, art historians and literary scholars to meet and discuss the subject in a collegial context. Under the aegis of the Israel Institute for Advanced Studies, the Israel Science Fund, Bar-Ilan University and Fondazione per le Scienze Religiose Giovanni XXIII, this three-day event was structured along the lines of a methodological statement: in order to understand the possible range of intentions motivating the various artistic elaborations of biblical topics in the Renaissance, one first has to understand the religious context in which those particular works were produced. Beyond the well-planned structure of the event, and the methodological bases motivating it, there was also an underlying scope to the initiative, namely to show how dispute, variety and incoherent interpretations have always characterized modern engagements with Scriptural texts, and that in 2017, in Jerusalem, in a city that stands on five-thousand years of stratified stones, dirt, words and blood, scholars of different faiths and denominations can come together to discuss and interpret, question and embrace the Holy Scriptures.

This chapter describes the findings from a national survey of community college faculty. With the lens of Boyer's Domains of Scholarship applied to these findings, a more fine-grained and accurate assessment of the engagement of community college faculty members in scholarship emerges.

Based on Edward Said’s Colonial Discourse Theory and his concept of Oreintalism, this paper develops a Saidian reading of the Orientaists ’ thought in their relationship with non-Western people. The paper attempts to decipher the common interface between Darwinism and Orientalism. Located within the postcolonial framework, the paper methodologically tries to uncover the pervasively Western intellectual and scientific mindset which is governed by the Orientalist thought that directs its relation with the “Other”. The Eurocentric determinism has been shaped and articulated through theories such as Social Darwinism, Functional Anthropology, Modernism, Capitalism, etc., which has coincided and materialized in the act of colonialism, imperialism and globalization. It is to be noted that colonialism, imperialism, Orientalism are Western-based ideologies that caused the epistemological and geopolitical drift in the world order, and their aftermaths are still the most discussed problematics...