Although the advising literature has emphasized the importance of good academic advising, there has been little emphasis on ethical issues. NACADA: The Global Community for Academic Advising provides Core Values to guide ethical behavior. This study used an experimental design to examine perspectives of ethical behavior among faculty, staff, and students. All groups could differentiate between ethical and unethical extremes, but students had difficulty differentiating between ethical and neutral behavior. All groups hesitated to rate advisors as highly (...) ethical or unethical. Even when behavior was seen as less ethical, students and faculty/staff perceived limited opportunity for students to do something about that behavior, such as change advisors. Suggestions are offered to increase the likelihood of more ethical behavior within advisement. (shrink)

Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. (...) Mixed methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for two years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self efficacy (p =.001), campus connection (p <.001), professional development (p ≤.002), and self advocacy (p <.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the post-secondary educational environment and the young adults’ sociocultural context. (shrink)

Research integrity is fundamental to the validity and reliability of scientific findings, and for ethical conduct of research. As part of PRINTEGER (Promoting Integrity as an Integral Dimension of Excellence in Research), this study explores the views of researchers, research managers, administrators, and governance advisors in Estonia, Italy, Norway and UK, focusing specifically on their understanding of institutional and organisational influences on research integrity.A total of 16 focus groups were conducted. Thematic analysis of the data revealed that competition is (...) pervasive and appeared in most themes relating to integrity. The structural frameworks for research such as funding, evaluation and publication were thought to both protect and, more commonly, undermine integrity. In addition, institutional systems, including workload and research governance, shaped participants’ day-to-day work environment, also affecting research integrity. Participants also provided ideas for promoting research integrity, including training, and creating conditions that would be supportive of research integrity.These findings support a shift away from individual blame and towards the need for structural and institutional changes, including organisations in the wider research environment, for example funding bodies and publishing companies. (shrink)

The landscape of graduate science education is changing as efforts to diversify the professoriate have increased because academic faculty jobs at universities have grown scarce and more competitive. With this context as a backdrop, the present research examines the perceptions and career goals of advisors and advisees through surveys of PhD students and faculty mentors in science, technology, engineering, and math disciplines. Study 1 examined actual preferences and career goals of PhD students among three options: research careers, teaching (...) careers, and non-academic careers in industry, and compared the actual preferences of students with what they perceived as being the normative preferences of faculty. Overall, students had mixed preferences but perceived that their advisors had a strong normative preference for research careers for them. Moreover, students who ranked research positions as most desirable felt the most belonging in their academic departments. Further analyses revealed no differences in career preferences as a function of underrepresented minority student status or first-generation status, but URM and FG students felt less belonging in their academic departments. Study 2 examined faculty preferences for different careers for their advisees, both in general and for current students in particular. While faculty advisors preferred students to go into research in general, when focusing on specific students, they saw their preferences as being closely aligned with the career preference of each PhD student. Faculty advisors did not perceive any difference in belonging between their students as a function of their URM status. Discrepancies between student and faculty perceptions may occur, in part, because faculty and students do not engage in sufficient discussions about the wider range of career options beyond academic research. Supporting this possibility, PhD students and faculty advisors reported feeling more comfortable discussing research careers with each other than either non-academic industry positions or teaching positions. Discussion centers on the implications of these findings for interpersonal and institutional efforts to foster diversity in the professoriate and to create open communication about career development. (shrink)

Part 12: The fall of the house of ethics‘Sometimes a cliché is the best way to make ones point’From: Whatever works.For some seconds Gordon is blinded by the lights the television crews direct at him. More than 20 cameras focus on him, and one journalist yells “there he is!” Even Gordon is not used to that much attention, but vanity is a speedy advisor. Within seconds he has clad himself in the aura of important person, and knowledgeable ethicist, even if (...) he has no idea what that many journalists expect from him at precisely this moment. Particularly when he has little time, preparing for the world conference on bioethics in Singapore. Then a wave of disappointment hits the gathered gossip-mongering press. The floodlights are turned off, microphones are lowered, the buzzing quiets down.“Guys, this is not Testosterone Tony.”This Tony, the athlete who participated in the Olympic Games in Beijing, at that moment leaves the hospital by a back door, far away from the paparazzi. The armoured car of his sponsor Nanosock disappears from sight softly humming and brings him to a private clinic where he will be pampered and detoxified. His career in sports is over, but his reputation can certainly sell sports socks with nanofibres against sweaty feet. The only price he has to pay is to admit he has sweaty feet, not true, but a small price to pay considering the alternatives. In front of the hospital the disappointed and somewhat offended Gordon tries to save his ego and asks the journalists:“Maybe I can be of help? Do you want an ethical analysis of Testosterone Tony and enhancing evolution? My name is Gordon Mc….” Nobody listens, nobody reacts.A day later. Nurses Jake and Gwen return from the medication round. Jake looks at the unlit room in the Nuttree …. (shrink)

Research integrity climate is an important factor that influences an individual’s behavior. A strong research integrity culture can lead to better research practices and responsible conduct of research. Therefore, investigations on organizational climate can be a valuable tool to identify the strengths and weaknesses of each group and develop targeted initiatives. This study aims to assess the perceptions on integrity climate in three universities in Hungary. A cross-sectional study was conducted with PhD students, postdocs, and professors from three Hungarian universities. (...) The survey included demographic questions, such as gender, age, scientific field, academic rank, and the Survey of Organizational Research Climate. A total of 432 participants completed the survey. Our results show that postdocs and assistant professors perceived integrity climate more negatively than PhD students and full professors in every survey scale. Contrarily, PhD students perceive more positively than the other groups. Disciplinary differences show that researchers in the Biomedical sciences perceive regulatory bodies to be fairer when evaluating their projects than those in the Natural sciences. Natural sciences also perceive more negatively how the department values integrity when compared to Humanities. Humanities perceive more positively Advisor/Advisee Relations than Biomedical Sciences. Our results suggest that institutions should pay more attention to early career researchers, especially insecure and temporary positions like postdocs and assistant professors. They should provide RCR resources, socialize them in RCR, and set more reasonable expectations. Moreover, department leaders should develop initiatives to foster better integrity climates. (shrink)

This case raises ethical issues involving conflicts of interest arising from industrial funding of academic research; ethical responsibilities of laboratories to funding agencies; ethical responsibilities in the management of a research lab; ethical considerations in appropriate research design; communication in a research group; communication between advisor and graduate student; responsibilities of researchers for the environment; misrepresentation or withholding of scientific results.

Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions are academic language and learning advisors. In this article, we explore the identity negotiation of a novice ALL advisor through a positioning lens, (...) focusing on small stories conveyed during an interview. We highlight the ways in which she constructs identities vis-à-vis interactions with students and within the ideological and institutional structures of the contemporary university. This article contributes an important new perspective to existing depictions of ALL advisors as a marginalised group of professionals, making space for the study of advisory agency alongside structural analyses. While continuing to negotiate structural challenges, we argue that the participant’s sense of agency needs to be garnered to strengthen group identity and allow for professionals to transition to the role. (shrink)

The first book to be devoted to the logic behind the application of ethical theories, this collection of essays explores the question of how many different moral traditions (utilitarianism, natural rights theory, Marxism, Christian moral theology, and Kantianism among others) view the relation between theory and concrete judgments. By considering many applications of moral theory in medical ethics the authors illustrate their point.

Role models can be highly influential in conveying ethical standards. This study investigates the influence various categories of role models have had on a population of over 1,600 undergraduate students in Texas, Oregon and Michigan. Those identifying clergy, boy scout leaders, friends and college advisors as role models exhibited less willingness to adopt questionable ethical behavior in negotation situations. Journalist and spouse role models tended to cause students to be more accepting of questionable behavior. Individuals with strong end-result and (...) social contract ethical philosophies, as well as males and those who served in the military exhibited strong tendencies toward less than ethical behavior. Individuals with strong rule ethical philosophy, high levels of religiousity, and those with a cooperative attitude in negotiations tended to adopt higher ethical standards in negotiations. (shrink)

This article, based on a socio-cognitive approach, deals with the professional training of student teachers in French agricultural education during their practical work experience. The main objective is to demonstrate that the student teacher’s social interaction with his academic advisor allows him to use and develop his professional knowledge relating to practical matters. Based on a qualitative analysis this study presents the results of an investigation of seven students and six academic advisors. The article studies the interrelations (...) between the nature of the professional knowledges in question and the processes of construction in the work. (shrink)

A corporate executive is miserable and seeks the help of a psychotherapist. A college student is unhappy in her current major and goes to her academic advisor. A married couple struggles with discord and seeks the help of a licensed counsellor. In each case, the diagnosis and prescription will likely be the same: you are miserable because you are not doing what you want. Your path to happiness thus lies in figuring out what you enjoy doing, coming up with (...) a strategy to satisfy these desires, and then executing your plan. This is the standard approach to happiness used in much of today's counselling and psychotherapeutic practice. The Socratic, Stoic, and Confucian philosophical traditions tell a different story: you are miserable because you are not doing what you must. Through historical and contemporary case studies, analyses of key novels, reviews of modern psychological research, interviews with struggling people, and close readings of philosophical texts, The Joy of Duty illuminates the intimate connection between human joy and the performance of ethical obligation. (shrink)

The recommendations, during the past 20 years, to improve PhD scientific training and graduate school success, have focused on the significance of mentoring. It is well established that PhD students with mentors have significantly more success in graduate school as demonstrated by publishing papers before they graduate and by making presentations. Have faculty and academic institutions embraced the mentoring role? This study explores the views of 3,500 scientists who have primary responsibilities to educate PhD and MD/PhD students. Faculty members (...) report they are more likely to prefer being viewed as advisors (54 %) than mentors (38 %). Through an examination of perceptions about specific responsibilities of advisors and mentors, faculty members provide a description of their culture and the expectations they have about themselves and others. One would expect that because mentoring requires additional time and involvement that faculty would report differences between advising and mentoring. However, faculty members perceive few differences between advisors and mentors. We examine the implications of these findings. Future scientists need to be confident their education includes the opportunity to acquire the best possible research skills. To develop advisors who have the ability to provide this training, the process begins by defining role expectations and responsibilities and preparing advisors to interact with doctoral students in ways comparable to mentors. We expect faculty members to know how to teach and how to mentor; yet, we rarely discuss how to develop and shape the necessary skills of advisors so, that they more closely resemble those of mentors. (shrink)

From an intensive academic study based primarily on Machiavelli's works, critical arguments arise in this text that undermine not only the current-day political mind-set, framework, and practices, but also the views established academically, up to the point where the "body politic" formed by the Western classical tradition is dissipated and dispersed. Comprised in a contrary unconventional manner similar to Machiavelli, the basic essential factors of history, religion, power, and authority were formulated as the four main chapters in this work (...) by Nevio Cristante. From it, one can readily see the flaws today in the false praise in nostalgic historical hubris, the forgetting of a brand of religion that is essential for healthy politics, the overlooking of coercive forces that reduce politics to power, and the loss of true authority. In this book, Cristante comprises Machiavelli as a virtuous, unprecedented, "extreme humanist," in stark contrast to the common incessant interpretations of him being a "teacher of evil," a "diabolical," "soulless" political advisor. A subversive satirical interpretation of The Prince has been formed herein, extending from the generated knowledge of history and the history of Machiavelli's own experience. From the vivacious and unraveling Italian Renaissance, a cogent force prompted Machiavelli to create his literary works in order to form an educational cure for the deteriorating human condition, of his time, and any time. There is in Machiavelli, a differing sense of newness from that which is commonly known today, which circumvents its worth in this distinct educative interpretation. Machiavelli goes back in time in order to produce lessons applicable to correct the shortages in his, and every, present-day. With a divergent view of the works of art and literature outlined in this analysis, Machiavelli's education becomes revived today in creating a virtuous political, spiritual, and cultural dynamism as a battle-cry to repel the ignorance and great misfortunes in our human condition. (shrink)

As we approach the end of the twentieth century, the ways in which knowledge--scientific, social, and cultural--is produced are undergoing fundamental changes. In The New Production of Knowledge, a distinguished group of authors analyze these changes as marking the transition from established institutions, disciplines, practices, and policies to a new mode of knowledge production. Identifying such elements as reflexivity, transdisciplinarity, and heterogeneity within this new mode, the authors consider their impact and interplay with the role of knowledge in social relations. (...) While the knowledge produced by research and development in science and technology is accorded central focus, the authors also outline the changing dimensions of social scientific and humanities knowledge and the relations between the production of knowledge and its dissemination through education. Placing science policy and scientific knowledge within the broader context of contemporary society, this book will be essential reading for all those concerned with the changing nature of knowledge, with the social study of science, with educational systems, and with the correlation between research and development and social, economic, and technological development. "Thought-provoking in its identification of issues that are global in scope; for policy makers in higher education, government, or the commercial sector." --Choice "By their insightful identification of the recent social transformation of knowledge production, the authors have been able to assert new imperatives for policy institutions. The lessons of the book are deep." --Alexis Jacquemin, Universite Catholique de Louvain and Advisor, Foreign Studies Unit, European Commission "Should we celebrate the emergence of a 'post-academic' mode of postmodern knowledge production of the post-industrial society of the 21st Century? Or should we turn away from it with increasing fear and loathing as we also uncover its contradictions. A generation of enthusiasts and/or critics will be indebted to the team of authors for exposing so forcefully the intimate connections between all the cognitive, educational, organizational, and commercial changes that are together revolutionizing the sciences, the technologies, and the humanities. This book will surely spark off a vigorous and fruitful debate about the meaning and purpose of knowledge in our culture." --Professor John Ziman, (Wendy, Janey at Ltd. is going to provide affiliation. Contact if you don't hear from her.) "Jointly authored by a team of distinguished scholars spanning a number of disciplines, The New Production of Knowledge maps the changes in the mode of knowledge production and the global impact of such transformations. . . . The authors succeed . . . at sketching out, in very large strokes, the emerging trends in knowledge production and their implications for future society. The macro focus of the book is a welcome change from the micro obsession of most sociologists of science, who have pretty much deconstructed institutions and even scientific knowledge out of existence." --Contemporary Sociology "This book is a timely contribution to current discussion on the breakdown of and need to renegotiate the social contract between science and society that Vannevar Bush and likeminded architects of science policy constructed immediately after World War II. It goes far beyond the usual scattering of fragmentary insights into changing institutional landscapes, cognitive structures, or quality control mechanisms of present day science, and their linkages with society at large. Tapping a wide variety of sources, the authors provide a coherent picture of important new characteristics that, taken altogether, fundamentally challenge our traditional notions of what academic research is all about. This well-founded analysis of the social redistribution of knowledge and its associated power patterns helps articulate what otherwise tends to remain an--albeit widespread--intuition. Unless they adapt to the new situation, universities in the future will find the centers of gravity of knowledge production moving even further beyond their ken. Knowledge of the social and cognitive dynamics of science in research is much needed as a basis of science and technology policymaking. The New Production of Knowledge does a lot to fill this gap. Another unique feature is its discussion of the humanities, which are usually left out in works coming out of the social studies of science." --Aant Elzinga, University od Goteborg. (shrink)

A considerable amount of academic attention has been paid to John Kennedy and to his group of advisors during the Cuban missile crisis. Next to no attention has been accorded other bodies of the Kennedy White House that had daily access to a President's most private moments and possibly to his important deliberations. Drawing on Richard Reeves' account of President Kennedy: Profile of Power, I revisit the early 1960s looking for bodies of power that are culturally sexed female (...) by others and compelled into being as workaday secretaries and confidants, and para-Everythings for Kennedy. In doing so, I draw on the feminist body theorizing of Judith Butler, Rosi Braidotti and Elizabeth Grosz, as well as the evocations of bodies in important but abjected places featured in Margaret Atwood's Handmaid's Tale. After constructing the historically broad category of the handmaid to Washington power, I reread constructions of decision-making in the Cuban missile crisis offered by Graham Allison and conclude that the feint of mancentred Washington masks bodies given the locations, skills and resources to ooze into spaces of decision and power canonically forbidden to them. (shrink)

Historically, it has been presumed that being an experienced researcher was enough in itself to guarantee effective supervision. This has always been a dubious presumption, and it has become an untenable one in the light of global developments in the doctorate itself and in the candidate population which have transformed demands upon expectations of supervisors. This handbook will assist both new and experienced supervisors to respond to these changes. Divided into six parts the book looks at the following issues: * (...) Changing contexts of doctoral supervision * Recruiting, selecting and working with doctoral candidates * Supporting the research project * Supporting candidates of all nationalities and academic backgrounds * Supporting completion of projects and examination * Evaluation and dissemination of practice. A Handbook for Doctoral Supervisors focuses on the practical needs of supervisors, draws examples from a wide range of countries and uses self-interrogation as a means of encouraging readers to reflect upon their practice, making it an essential read for anyone involved in doctoral supervision. (shrink)

J. N. (Jitendra Nath) Mohanty (1928–2023). -/- Professor J. N. Mohanty has characterized his life and philosophy as being both “inside” and “outside” East and West, i.e., inside and outside traditions of India and those of the West, living in both India and United States: geographically, culturally, and philosophically; while also traveling the world: Melbourne to Moscow. Most of his academic time was spent teaching at the University of Oklahoma, The New School Graduate Faculty, and finally Temple University. Yet (...) his preeminent work in Husserlian phenomenology developed alongside his eminent work in Indian philosophy: describing his interests as “a fusion of disparate horizons.” -/- J. N. Mohanty was born September 26, 1928, in Cuttack (Odisha, East India). After graduating from high school, he went on to study both Indian and Western philosophy in Calcutta, earning bachelor’s and master’s degrees. There he read Whitehead and Kant’s First Critique; although he wanted to include mathematics in his curriculum, he was led instead to include Indian philosophy and Sanskrit. On the shelves of his teacher, Ras Vihar Das, he came upon a copy of the English translation (Ideas I, 1931) of Edmund Husserl’s classic Ideen I (1913), which presented Husserl’s ground-breaking conception of phenomenology. In 1952–1954 he left India for the first time, reaching Göttingen to study mathematics and philosophy, which earned him a doctorate in mathematics and “philosophy of mathematical sciences” (in his own words). In Göttingen, Mohanty found the powerful mathematical world that Husserl himself had earlier interacted with, where several Husserl students had formed the Göttingen school of phenomenology. During these years Mohanty studied primarily mathematics, alongside Kant and also Vedic Sanskrit. From his friend Günter Patzig, interpreter of Aristotle and Frege, Mohanty was drawn to Frege in relation to mathematical logic. He attended lectures of Heidegger, intrigued by his ontological thinking. Yet, despite the Husserlian legacy, Mohanty was completely self-taught in his studies of Husserl (as he has reported). With a doctorate in mathematics, and ideas from Kant and Frege in his philosophical background, Mohanty set about crafting his own conception of philosophy grounded in phenomenology, drawing on Husserl’s extensive work, critically sifting through Husserl’s texts and their emerging concepts of intentionality, meaning, subject, intersubjectivity, and world. In between he wrote his first book-length study: on phenomenological insights in Nicolai Hartmann and A. N. Whitehead (1958). -/- Over many decades Mohanty formulated and argued, in analytical detail, for a conception of phenomenology and its place in philosophy, later presented in a clear and concise book titled Transcendental Phenomenology: An Analytic Account (1989). Over these very decades the same scholar explored classical and recent Indian philosophy, thinking through kindred ideas of consciousness, self, and knowledge drawn from the Indian philosophical contexts. While writing on Nyāya theory of truth, he also pondered whether the world and finite individual are illusory or real, and whether Marx, Arendt, Gandhi (whom he heard speak in Calcutta), or Vinoba Bhave (with whom he marched across India for the land-grant movement) could best navigate post-Independent India’s social and svarāj or self-rule reforms. The two Mohantys, thinking through a vision of self and world, turned out to be “non-different” or “non-dual” as they each practiced critical phenomenology from both inside and outside the respective philosophical and cultural traditions. Numerous students, fellows, and colleagues or collaborators have benefited immensely from this infusion and unified approach to diversity in philosophical thought. In the 2000s, moving into retirement, Mohanty wrote two long books devoted to his understanding of Husserl and phenomenology and the calling of philosophy itself. This two-volume study shows Mohanty himself thinking through Husserl, critically, in The Philosophy of Edmund Husserl: A Historical Introduction (2008), and Edmund Husserl’s Freiburg Years: 1916–1938. As Mohanty worked on Husserl, he carefully indicated where he agreed and where he rejected or changed ideas, all part of his practice in phenomenology of “description and interpretation.” It was the same pattern he used in addressing the thought of Husserl vis-à-vis Kant or Frege or even Quine. -/- As Mohanty developed his understanding of phenomenology over the years, he wrote books on theory of meaning and the concept of intentionality, developing a model of ideal meaning and its foundation in intentionality, drawing on Husserl’s results. He followed these with the book Husserl and Frege (1982), linking the thought of those foundational figures for the “continental” and “analytic” traditions, respectively, in twentieth-century Western philosophy. Over his long career Mohanty addressed both traditions in his clear and accessible writing style. While developing his views on phenomenology, Mohanty regularly looked to “Husserl and his others,” evaluating views in Heidegger, Sartre, Merleau-Ponty, Ricoeur, and then Derrida and others in the wake of Husserl. With his background in Kant, Mohanty also looked toward Heidegger and Hegel in relation to Husserl’s later work in the Crisis (1935–38). Similarly, he looked to contemporary analytic philosophers, adjudicating his own, oft-wise Husserlian views in relation to Frege, Nagel, and others. Amid his active scholarly career, Mohanty co-founded the journal Husserl Studies, and was editorial advisor to Philosophy & Phenomenological Research, Philosophy East & West, Journal of Indian Philosophy, Sophia, among others. -/- Yet all this while Mohanty was also thinking and writing about Indian philosophy and its relation to phenomenology. In his own retrospective, Indian philosophy is “the permanent background” of his Husserlian thinking, while Kant is the recurrent Western background of his Husserlian phenomenology. Mohanty’s form of “transcendental phenomenology” evolved, in his own perspective, against the background of his studies of Navya-Nyāya on logic and Vedānta on consciousness, in Indian philosophy, and against the background of Kant’s First Critique on the transcendental, in Western philosophy. Accordingly, Mohanty’s study of logical form and of the intentionality of consciousness seeks a fusion of East and West in the conception of transcendental phenomenology. (Cf. Mohanty’s apt response to critics in The Empirical and the Transcendental (2000).) Even in the context of North American Husserl scholarship, Mohanty has exercised an earnest fusion of East and West. For the so-called East Coast and West Coast interpretations of Husserl’s crucial notion of noema both find a sympathetic spirit in J. N. Mohanty’s careful and nuanced interpretation of Husserlian transcendental phenomenology. With Mohanty the two faces of the noema are the logical (Fregean) and the phenomenal (Kantian), and these views of intentional structure join in consciousness—in a way resonant with Indian thought. -/- - David Woodruff Smith (UC Irvine) and Purushottama Bilimoria (SFSU, San Francisco; University of Melbourne) -/- For photo of Prof Mohanty visit APA online memorial_minutes2023 Courtesy of APA Memorial Minutes (& Proceedings) 2023 . (shrink)

The University of Greenwich Generator is setting sail on a thrilling new journey of knowledge exchange with the launch of its first-ever podcast the Navigator. Crafted in collaboration with Lucien von Schomberg, Senior Lecturer in Creativity and Innovation at Greenwich Business School it promises to be an exciting platform for innovation, entrepreneurship, and thought-provoking conversation. The podcast aims to bridge the gap between academic insights and real-world issues in an easily digestible way. Through engaging conversations, listeners can expect to (...) gain valuable knowledge from industry leaders and academic experts alike. Operating on three key principles—knowledge communication, knowledge exchange, and knowledge creation—this podcast embodies the essence of the Generator's mission, inspiring, educating and fostering collaboration. The first episode explores the limitless potential of AI in today's world, unravelling its impact on business, education, and society. Guests share their profound insights, experiences, and practical advice, shedding light on how AI is shaping our future. The episode delved deep into the ethical implications but also vast potential of using AI in the future and how it will affect both education and the wider world. The episode boasts an impressive lineup of inaugural guests, including Jane Harrington, the Vice-Chancellor of The University of Greenwich, Carl Thomas, Enterprise Advisor, and founder of Audiowings, Ghislaine Boddington, Professor in Digital Immersion, and Neil Saunders, Senior Lecturer in Mathematical Sciences. Together, these guests provide diverse perspectives on the future of AI at the university and beyond. (shrink)

Open access. This open-access book discusses vulnerability and the protection-inclusion dilemma of including those who suffer from serious poverty, severe stigma, and structural violence in research. Co-written with representatives from indigenous peoples in South Africa and sex workers in Nairobi, the authors come down firmly on the side of inclusion. In the spirit of leaving no one behind in research, the team experimented with data collection methods that prioritize research participant needs over researcher needs. This involved foregoing the collection of (...) personal data and community researchers being involved in all stages of the research. In the process, the term ‘vulnerability’ was illuminated across significant language barriers as it was defined by indigenous peoples and sex workers themselves. The book describes a potential alternative to exclusion from research that moves away from traditional research methods. By ensuring that the research is led by vulnerable groups for vulnerable groups, it offers an approach that fosters trust and collaboration with benefits for the community researchers, the wider community as well as research academics. Those living in low-income settings, in dire situations that are summarized with the term ‘vulnerability’ know best what their problems are and which priorities they have. To exclude them from research for their own protection is a patronizing approach which insinuates that researchers and research ethics committees know best. The team from this book have shown that minimally risky and minimally burdensome research tailored towards the needs of highly marginalized and stigmatized communities can be scientifically valuable as well as inclusive and equitable. I congratulate them. Prof. Klaus Leisinger, President Global Values Alliance, Former personal advisor to Kofi Annan on corporate responsibility. (shrink)

................English....................... The purpose of this study is to reveal university students’ perceptions regarding Holy Qur’an through metaphors. The survey group of study consists of 194 participants who were studying in Theology Department and Social Service Department at Gümüşhane University in the 2014-2015 academic terms. Both quantitative and qualitative methods are used together. The study’s data was collected through a form with the phrase “The Holy Qur’an is similar/like…, because...” and some demographical variables. The Content Analysis Technique was used to (...) interpret data. Results of this study determined that 44 different metaphors regarding Holy Qur’an were given by participants. Theme of these metaphors were compiled as 9 categories consisting of directional, life source, explanatory, key, protective, curative, instructive, speech, and other categories. Top metaphors are in the directional, life source and explanatory categories. Key words are metaphor, perception, The Qur’an perception, religious concepts, and religious symbols. Getting data through comprehensive and in-dept analysis can help to have information about concepts of holy books in the human mind. The purpose of this study is to pick out perceptions of university students with regard to the Holy Qur’an through metaphors. For this reason, these questions are searched by researchers: 1) What are the metaphors which used by university students on description of perceptions regarding the Holy Qur’an? 2) How are the metaphors regarding the Holy Qur’an categorized in terms of common characteristics which produced by university students? 3) Are there any links between socio-demographic variables and composed metaphoric categories? One of the qualitative data collection technics, data collecting through metaphors method is used, and is asked open-ended question in the study. Picking up similarities and diversities under thematic topics is quite easy in the method. Therefore, this method has a functional feature in the sociology, psychology and anthropology, and it gives a wealthy and qualified image about matter, phenomenon, event and situation (Yıldırım & Şimşek 2005, 212). The target population of the study consists of students who were taking education at Gümüşhane University. Easily accessible and availability principles pursued in the sample choosing. In the distribution of participants according to the demographical features, females have 61.9 percent (n:120) and males have 38.1 percent (n:74) in terms of gender. Students who graduated from religious vocational high school is 61.3 percent (n:119), and others who from other high schools is 38.7 percent (n:75) in terms of graduated from different high schools. Students in theology department have 68.0 percent (n:132), and students who were educated in the social service department have 32.0 percent (n:62). Research data is gathered through survey form includes “The Holy Qur’an is like/similar to…, because…” sentence and demographical variabilities. Data, gathered from 194 survey forms, is transferred to the Excel and the SPSS program. In an attempt to reliability of study, gathered metaphors is examined by four area expert. Frequencies (f) and percentages (%) is taken into consideration in the process of replacing metaphors to the tables. Data analysis technique is used on the getting relationships and explaining gathered data, while content analysis technique is used on the interpreting of data. The SPSS program is used in the analysis of quantitative data. Obtained data from the surveys and composed categories is associated with descriptive statements in the verses of the Holy Qur’an. In the composed categories demonstrate distribution of produced 44 different metaphors with regard to the Holy Qur’an as 9 categories. According to this, the sample is represented in the categories as 64.4 % (f:125) is in the ‘directional’, 11.3 % (f:22) is in the ‘life source’, 7.7 % (f:15) is in the ‘explanatory’, 3.1 % (f:6) is in the ‘key’, 3.1 % (f:6) is in the ‘protective’, 2.1 % (f:4) is in the ‘curative’, 2.1 % (f:4) is in the ‘instructive’, 2.1 % (f:4) is in the ‘speech’ and 4.1 % (f:8) is in the ‘other’ categories. Distributions of composed categories are represented according to common characteristics as frequencies and percentages in the next tables. In the distribution of produced metaphors in the ‘directional’ category, university students produced 7 different metaphors (f:125). Frequencies of produced metaphors in the category are such that: guide (f:41), advisor (f:25), mentor (f:19), compass (f:16), road map (f:8), route (f:3) and other (f:13). According to the result, it is understood that aspects of guide, advisor, mentor and compass stood mostly out in the category. In the ‘life source’ category, 6 different metaphors (f:22) is developed by participants. Developed metaphors’ frequencies in the category are the following: life (f:4), lifeblood (f:4), weather (f:2), water (f:2), inheritance (f:2) and others (f:7). So, life and lifeblood aspects stood mostly out in the category. In the ‘explanatory’ category, 5 different metaphor (f:15) is developed by participants. Frequencies of produced metaphors in the category are such that: light (f:5), sun (f:3), flashlight (f:2), torch (f:2) and other (f:3). According to the result, it is understood that aspects of light and sun stood mostly out in the category In the ‘protective’ category, 5 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: saver (f:2), lifeguard (f:1), hereafter-saving (f:1), escapeway (f:1) and branch to catch (f:1). According to the result, it is understood that aspect of saver stood mostly out in the category. In the ‘instructive’ category, 4 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: reference book (f:1), dictionary (f:1), priceless book (f:1) and life encyclopedia (f:1). In the ‘speech’ category, it is seen that 4 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: divine message (f:1), speaking truth (f:1), Allah’s dialogue with us (f:1) and final word (f:1). In the ‘key’ category, 3 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: a key (f:4), the key of heaven (f:1) and the key of salvation (f:1). In the ‘curative’ category, 2 different metaphors (f:4) is developed by participants. Frequencies of produced metaphors in the category are such that: a pill (f:3) and doctor (f:1). In the ‘others’ category, 8 different metaphors (f:8) is developed by participants. Frequencies of produced metaphors in the category are such that: world (f:1), the friend of lonely passenger (f:1), the tree with fruit (f:1), hereafter (f:1), priceless treasure (f:1), miracle (f:1), philosophy (f:1) and mirror (f:1). Participants composed of 44 different metaphors regarding the Holy Qur’an. The metaphors were summed up in the 9 categories as ‘directional’, ‘life source’, ‘explanatory’, ‘key’, ‘protective’, ‘curative’, ‘instructive’, ‘speech’ and ‘other’ To results of the study; guide, advisor, mentor and compass aspects of the Qur’an came into prominence at most in the ‘directional’ category, when life and lifeblood aspects of the Qur’an came into prominence at most in the ‘life source’ category. Light and sunny aspects of the Qur’an came into prominence at most in the ‘explanatory’ category, while saver aspect of the Qur’an came into prominence at most in the ‘protective’ category. Instructive aspect of the Qur’an came into prominence at most in the ‘instructive’ category. Speech aspect of the Qur’an came into prominence at most in the ‘speech’ category, while key aspect of the Qur’an came into prominence at most in the ‘key’ category. Moreover, pill aspect of the Qur’an came into prominence at most in the ‘curative’ category. Whatsoever world, friend of single traveler, tree with fruit, hereafter, priceless treasure, miracle, philosophy and mirror aspects of the Qur’an came into prominence at most in the ‘other’ category. It is inferred that significant relationships between demographic variables and metaphor categories. In terms of major variable; theology students were composed of more metaphor in the ‘explanatory’ and ‘instructive’ categories, while social service students were composed of more metaphor in the ‘life source’ category. In terms of gender variable; females composed of more metaphor in the ‘curative’ and ‘other’ categories, while males composed of more metaphor in the ‘directional category. In terms of graduating high school variable, students who graduated from religious vocational high school composed of more metaphor in the ‘key’ and ‘speech’ categories, when students who graduated from other high school composed of more metaphor in the ‘directional’ category. Whatsoever, in terms of having the Qur’an education in their life status variable, had the Qur’an education in their life students composed of more metaphor in the ‘curative’ and ‘other’ categories, while other group composed of more metaphor in the ‘directional’. Moreover, in terms of perception of subjective religiousness, students who think themselves are ‘religious’ composed of more metaphor in the ‘key’ and ‘other’ categories, while students who think themselves are ‘less religious’ composed of more metaphor in the ‘explanatory’ category. In terms of perception of family religiousness, students who think own family ‘less religious’ composed of more metaphor in the ‘directional’ and ‘life source’ categories, when students who think own family ‘religious’ composed of more metaphor in the ‘key’ category. It can be suggested by the results of this study; perception of the Qur’an can be studied with the different study techniques, or it can be studied in the different research groups with the same technique. Muslims’ perceptions regarding the Holy Qur’an can be examined with intercultural comparative studies. Perceptions regarding the Holy Qur’an can be researched through interviews. Members’ perception regarding holy book that have different religious faith can be comparatively examined. Individuals’ perceptions regarding different religious concepts can be studied through metaphors. .................. Turkish...................Bu araştırmanın amacı üniversite öğrencilerinin Kur’an-ı Kerim’e ilişkin algılarını metaforlar aracılığıyla ortaya çıkarmaktır. Araştırmanın çalışma grubunu, 2014-2015 eğitim öğretim yılında Gümüşhane Üniversitesi İlahiyat Fakültesi ve Sosyal Hizmetler bölümünde öğrenim gören 194 katılımcı oluşturmaktadır. Araştırmada nitel ve nicel yöntemler birlikte kullanılmıştır. Araştırma verileri, “Kur’an-ı Kerim……gibidir, çünkü……” cümlesini ve demografik değişkenleri içeren bir form aracılığıyla toplanmıştır. Verilerin analizi ve yorumlanmasında içerik analizi tekniği kullanılmıştır. Araştırmada Kur’an’a ilişkin 44 farklı metafor geliştirildiği tespit edilmiştir. Bu metaforlardan ‘yönlendirici’, ‘yaşam kaynağı’, ‘açıklayıcı’, ‘anahtar’, ‘koruyucu’, ‘öğretici’, ‘derman’, ‘kelam’ ve ‘diğer’ olmak üzere 9 farklı kategori oluşturulmuştur. Üretilen metaforların ‘yönlendirici’, ‘yaşam kaynağı’ ve ‘açıklayıcı’ kategorilerinde yoğunlaştığı görülmüştür. Demografik değişkenler ile metafor kategorileri arasındaki ilişkiyi ortaya çıkarmak araştırmanın ikincil amaçlarındandır ve bu yönüyle sonuçlar değerlendirildiğinde değişkenler ile kategoriler arasında anlamlı ilişkiler olduğu tespit edilmiştir. Demografik değişkenler ile kategori ilişkisinde fakülte değişkeni açısından ilahiyat öğrencileri ‘açıklayıcı’ ve ‘öğretici’ kategorilerinde daha fazla metafor üretirken sosyal hizmet öğrencileri ‘yaşam kaynağı’ kategorisinde daha fazla metafor üretmiştir. Cinsiyet değişkeni açısından ise kız öğrenciler ‘derman’ ve ‘diğer’ kategorilerinde daha fazla metafor üretirken erkek öğrenciler ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Lise mezuniyeti açısından bakıldığında da İHL’den mezun olanlar ‘anahtar’ ve ‘kelam’ kategorilerinde daha fazla metafor üretirken diğer lise mezunları ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Kur’an Kursu eğitimi alma değişkeni açısından ise Kur’an kursu eğitimi alanlar ‘derman’ ve ‘diğer’ kategorilerinde daha fazla metafor üretirken Kur’an Kursu eğitimi almayanlar ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Ayrıca öznel dindarlık ve aile dindarlık algılarıyla metafor kategorileri arasında da anlamlı ilişkiler elde edilmiştir. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 21-40 [Access article in PDF] Unifying the Curriculum with an Art Exhibition:In the American Grain Terry Barrett This is an account of a whole-school faculty designing and teaching a five-month whole-school curriculum based on an exhibit of modern American art, In the American Grain, in a public school in the Pacific Northwest, grades 6-12. This account is a case-study of a successful (...) attempt of teachers, students, and administrators at one school, in one time and place, unifying the whole curriculum by having an art exhibit at the center of learning. The account is given through many voices, especially those of the students in the school who participated in the curriculum, and the teachers who invented it. I served the school as a faculty advisor and thus the telling is in the voice of a participant-observer but I rely heavily on the experiences of the participants and their ways of telling. The students and teachers are unabashedly enthused about what they were able to accomplish in teaching and learning, and are eager to share their experiences with other learningcommunities. This account begins with a short history of the recently founded school and an overview of its curricular mission. It proceeds with students telling about projects they did and their experiences of the curriculum, which evolved around In the American Grain; teachers talking about their experiences with the curriculum; and the founding principal's responses to the curriculum. It ends with my observations and conclusions. I hope that this account might encourage other educators to initiate their own attempts at school reform by placing the arts at the center of the curriculum. The School Vancouver School of Arts and Academics opened in September of 1996 with 525 middle and high school students (grades 6-11 with 12th grade added the following year) in a renovated building originally constructed as a high school in 1928. 2 The school has a new theater, recording studio, rehearsal rooms, and art studios. The school is dedicated to "the dual mission [End Page 21] of academic rigor and artistic excellence," with an evolving curriculum in which all areas of study (math, science, language arts, and social studies) and a full spectrum of arts disciplines (music, theater, dance, moving imagery, literature, and visual arts) are focused around artistic themes taught through interdisciplinary approaches. 3All students attend the school full-time. The mornings are devoted to "academics," subjects that are team-taught to "core groups" of students of combined grades (6-7-8, 9-10, 11-12) and the afternoons consist of three hours of arts instruction in elected classes of mixed-age students. There are four teachers for each core of about 100 students. Teaching and learning is project-based, interdisciplinary, on an art-centered school theme pre-selected for the year by the faculty. In selecting its theme for a year, the faculty follows the state of Washington's pattern for social studies concentrating one year on world history, the next on United States history, and the next on state history. The faculty also privileges an art form for the year: year one is visual arts; year two, music; year three drama; and so forth. Theme-related projects are conducted by students working individually or in small groups of two to three, and are usually teacher-suggested at the junior high level and student-initiated at the senior high level.Students enroll from all areas of the Vancouver school district and neighboring districts. 4 Students and their parents are interviewed and students are selected for the school on the basis of a demonstrated interest in the arts, not on portfolios or auditions, nor on the basis of special designations such as "gifted and talented." Most of the students are from working-class families, and most students graduating from the school go on to college.All faculty members applied to teach at the school, and all have personal interest and expertise in one or more art forms. For example, Mr... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 21-40 [Access article in PDF] Unifying the Curriculum with an Art Exhibition:In the American Grain Terry Barrett This is an account of a whole-school faculty designing and teaching a five-month whole-school curriculum based on an exhibit of modern American art, In the American Grain, in a public school in the Pacific Northwest, grades 6-12. This account is a case-study of a successful (...) attempt of teachers, students, and administrators at one school, in one time and place, unifying the whole curriculum by having an art exhibit at the center of learning. The account is given through many voices, especially those of the students in the school who participated in the curriculum, and the teachers who invented it. I served the school as a faculty advisor and thus the telling is in the voice of a participant-observer but I rely heavily on the experiences of the participants and their ways of telling. The students and teachers are unabashedly enthused about what they were able to accomplish in teaching and learning, and are eager to share their experiences with other learningcommunities. This account begins with a short history of the recently founded school and an overview of its curricular mission. It proceeds with students telling about projects they did and their experiences of the curriculum, which evolved around In the American Grain; teachers talking about their experiences with the curriculum; and the founding principal's responses to the curriculum. It ends with my observations and conclusions. I hope that this account might encourage other educators to initiate their own attempts at school reform by placing the arts at the center of the curriculum. The School Vancouver School of Arts and Academics opened in September of 1996 with 525 middle and high school students (grades 6-11 with 12th grade added the following year) in a renovated building originally constructed as a high school in 1928. 2 The school has a new theater, recording studio, rehearsal rooms, and art studios. The school is dedicated to "the dual mission [End Page 21] of academic rigor and artistic excellence," with an evolving curriculum in which all areas of study (math, science, language arts, and social studies) and a full spectrum of arts disciplines (music, theater, dance, moving imagery, literature, and visual arts) are focused around artistic themes taught through interdisciplinary approaches. 3All students attend the school full-time. The mornings are devoted to "academics," subjects that are team-taught to "core groups" of students of combined grades (6-7-8, 9-10, 11-12) and the afternoons consist of three hours of arts instruction in elected classes of mixed-age students. There are four teachers for each core of about 100 students. Teaching and learning is project-based, interdisciplinary, on an art-centered school theme pre-selected for the year by the faculty. In selecting its theme for a year, the faculty follows the state of Washington's pattern for social studies concentrating one year on world history, the next on United States history, and the next on state history. The faculty also privileges an art form for the year: year one is visual arts; year two, music; year three drama; and so forth. Theme-related projects are conducted by students working individually or in small groups of two to three, and are usually teacher-suggested at the junior high level and student-initiated at the senior high level.Students enroll from all areas of the Vancouver school district and neighboring districts. 4 Students and their parents are interviewed and students are selected for the school on the basis of a demonstrated interest in the arts, not on portfolios or auditions, nor on the basis of special designations such as "gifted and talented." Most of the students are from working-class families, and most students graduating from the school go on to college.All faculty members applied to teach at the school, and all have personal interest and expertise in one or more art forms. For example, Mr... (shrink)

Muslims are fundamentally interested in the practice of writing especially for scribing the copies of the Qur’ān. Later, the practice of scribing ḥadīths texts and writing diplomatic correspondence increased the demand for developing this practice. It is because the writing is based on a religious reference in Islamic societies; over time, the interest in writing and writing materials has also turned into an art form. Thus, writing and writing materials have been named with the selected words from the Qur’ān. Pencil, (...) book, pages (ṣuḥuf), line, stone tablet (alwāḥ) are some of the examples of those words. The writing constituted a series of professions. Calligraphers and warrāqs (book dealers/booksellers) are some examples in Islamic societies. Until the printing press became widespread, the books were written and reproduced by hand which is called istinsākh. Nowadays, these manuscripts are protected in libraries and digital archives. Codicology examines the external elements of these manuscripts such as ink, binding and paper. In addition, the critical edition method was used to bring out manuscripts to the surface. Critical edition of manuscripts is not only transferring the text to the computer. The critical edition is to compare manuscripts of work to reach the original text of the author. While doing this, the evaluation of the text has been held to reveal the historical value of it. In this article, the place of manuscripts in Islamic culture has been discussed and the basic principles of the critical edition, how to create the editing (dirāsa) and text (naṣṣ) sections of the critical edition are explained with examples. The examples were selected from the previous critical editions conducted by the author. This study aims to give an introduction to a very wide field of codicology and critical edition. This article is intended to provide basic information for researchers interested in codicology and critical edition.Summary: Classical Islamic writing culture has its method. For centuries, Muslims have written manuscripts according to this method. This method has been applied from writing the knowledge on paper to collecting and binding the fascicles.The adventure of creating a manuscript is a long process. A lot of people come around to contribute this process initiating from the writing of the first sentence. Producer of the knowledge: scientists, paper-producer: werrâq, the calligrapher: khaṭṭāṭ, bookseller, bookbinder, expert in the ink, naqqāsh who marbles the papers, sponsors of the project, collection and the librarian are some of the contributors. Today, this adventure continues with the participation of enthusiasts which are: the author who re-writes the manuscript to revive it, the restorer who repairs the damage of the manuscript, the expert who creates the digital copy and institutions which publishes the facsimile.Nowadays manuscripts are accepted as important scientific data and are examined in many ways other than their contents thus new specialities have been occurred. At universities, the institutes which examine manuscripts have been established and academic journals have been published. Moreover, the critical edition of manuscripts is the main subject of some of the M.A. and Ph.D. theses.The studies on critical edition, which initiated earlier in some of the western countries, have made a rapid development and created its method. In Turkey, there are many critical editions of works which are based on various manuscripts from Theology to Literature fields. However, there is no significant mutual method among the studies yet. Also, their understanding of critical edition differentiates. In those studies, it has to be examined that basic parameters such as the selection of convenient copy, access to all copies of manuscript or priority of copies are applied to critical edition process. Most of the time it is observed that the advisor’s way of the critical edition has shadows on studies. However, fundamentally critical edition process needs expert contribution itself. Difference between studies is related to the fact that the critical edition is relatively a new field of study in Turkey. Therefore, specific studies in the field of critical edition and codicology are still needed to be developed. On the other hand, there are various publications to establish an objective methodology of the critical edition. Significant studies are being held by the Center for Islamic Studies (ISAM) to establish a mutual language and method for critical edition studies. The factor that led to the emergence of this article is the effort to contribute to the realization of this method. The article discusses the principles to be followed during a critical edition process. Moreover, topics are explained practically with examples selected from manuscripts. Those examples have been chosen from the author’s previous critical edition works. The article would be considered as an “Introduction to Critical Edition” for the researchers who are new at this field. In this respect, the article aims to make a methodological contribution to the critical edition studies.There are many parts of a manuscript –something more than the written text on the page– which makes it a whole. These parts can be divided into internal and external elements of the manuscript. All of these are parts have different levels of contribution to the examination of the critical edition of the work and the interpretation of the texts.Some external elements of manuscript are: ink production and color, inkwell, production of paper, foliation, rule-borders, and frames, ruling board (misṭara), sewing of quires, gilt and gilding, bookbinding, stamping and tooling, frontispiece, cases and pouches, storage boxes and cabinets, flap, tabula ansata, the history of manuscript.The internal elements of the manuscript are: text of the manuscript, script, subject, authenticity, historical value and importance, proprietor, literary features, number of copies and textual variants, scribes and copyists, whether it has been falsified or not, sources used or referenced by the author, abbreviations, records of marginalia, colophon, glosses and scholia, ownership statements, seals and seal impressions, word transposition or transposition of words/letters, waqf-statements, correction signs and corrections, countermarks.While the internal elements of manuscript are the work of critical edition, the external elements of the text fall within the field of codicology. Although critical edition and codicology are considered as separate sciences, there are points where they can contribute to each other. For instance, the ink tone or binding style of a manuscript may help to determine the writing date range of it. The references used by the manuscript can give us an idea about the name or the subject of another manuscript. The literary characteristics of the manuscript may reflect the author's success in language and literature fields. Thus, we are able to inform that the critical edition process of a manuscript requires the evaluation of substantial information at the same time which is no different from an archaeologist carefully examining an arrowhead. Therefore, whatever is the relation between History and Archeology has; Islamic sciences have the same relationship with critical edition. They are both individual sciences with methods of their own and two inseparable common sciences. Thus, without the contribution of codicology or other sciences, rewriting a manuscript on a computer does not mean making a critical edition of it. According to this information, we can define the critical edition as follows, “Critical Edition is the process of reviving of any manuscript -which belongs to Islamic civilization- with comparison of all available copies to create a single text which is closest to the text of the author and to determine the sources which this main text is based, citations such as verses, hadiths and poetry.”For studies on critical edition, the priority should be given to the texts which will contribute to this science. Before initiating critical edition, the authenticity of the author of the manuscript should be determined precisely. Of course, having a person's name on the page is not enough for determination. All copies of the manuscript must be identified. From those copies, critical edition should be based on the text that the author has personally written or prepared as a draft and other copies should be compared with this. In the absence of the author’s authentic copy, new criteria will apply. For instance, the copy written by the closest student of the author or the copy with the closest writing date takes precedence over the copies with no date. After comparison of all copies, the differences are shown in the citation.Critical Edition consists of two sections entitled as Edition (Editing/Dirāsa) and Text (Naṣṣ):The Edition section includes: the author’s name, lineage, place and date of birth, scientific life of the author and his/her prominent students, works, the authentication document which is proven that the text is belong to the author, the place of the work in the history of science, studies about the work, bibliography, literary characteristic, terms in the text, the amount and characteristics of the copies, the characteristic of the main copy which is determined as the fundamental text for the research, the rules and principles applied during the critical edition, the digital images of the first and last pages of the copies used. The Edition section is the part that demonstrates the reliability of the study. All external elements of writing are being introduced here. The importance of the text is confirmed by this edition process. Thus, the final shape of the edition section must be shaped by reading and understanding the text.In the text section, the main aim is to reach the very first text which has been written originally by the author. In this section, principles of morality and objectivity are followed. The text is preserved; additions or subtractions are not made. Cited sources at the manuscript are being found. Verses and ḥadīths are written with their sources. Poems are found in Dīwāns. Text is made legible with punctuation and pilcrow. Proper names, dates of death are written together. Page numbers in the manuscript are shown in square brackets. Some simple grammatical errors are corrected without interfering with the main text. Mostly the reason for this is the letters used for men or women. At the end of the study, a bibliography with all the resources used during the critical edition process is added. The Islamic codicology and manuscripts appear to receiving interest especially in academic studies. Considering that many manuscripts from the Ottoman Era are still waiting to be revived thus, we may come across profound critical edition works in the near future. Therefore, it is understood that individual studies related to the manuscript itself and the method of the critical edition will guide the researchers. (shrink)

BackgroundResearch proactively and deliberately aims to bring about specific changes to how societies function and individual lives fare. However, in the ever-expanding field of ethical regulations and guidance for researchers, one ethical consideration seems to have passed under the radar: How should researchers act when pursuing actual, societal changes based on their academic work?Main textWhen researchers engage in the process of bringing about societal impact to tackle local or global challenges important concerns arise: cultural, social and political values and (...) institutions can be put at risk, transformed or even hampered if researchers lack awareness of how their ‘acting to impact’ influences the social world. With today’s strong focus on research impacts, addressing such ethical challenges has become urgent within in all fields of research involved in finding solutions to the challenges societies are facing. Due to the overall goal of doing something good that is often inherent in ethical approaches, boundaries to researchers’ impact of something good is neither obvious, nor easy to detect. We suggest that it is time for the field of bioethics to explore normative boundaries for researchers’ pursuit of impact and to consider, in detail, the ethical obligations that ought to shape this process, and we provide a four-step framework of fair conditions for such an approach. Our suggested approach within this field can be useful for other fields of research as well.ConclusionWith this paper, we draw attention to how the transition from pursuing impact within the Academy to trying to initiate and achieve impact beyond the Academy ought to be configured, and the ethical challenges inherent in this transition. We suggest a stepwise strategy to identify, discuss and constitute consensus-based boundaries to this academic activity. This strategy calls for efforts from a multi-disciplinary team of researchers, advisors from the humanities and social sciences, as well as discussants from funding institutions, ethical committees, politics and the society in general. Such efforts should be able to offer new and useful assistance to researchers, as well as research funding agencies, in choosing ethically acceptable, impact-pursuing projects. (shrink)

W. E. B. Du Bois never felt so at home as when he was a student at the University of Berlin. But Du Bois was also American to his core, scarred but not crippled by the racial humiliations of his homeland. In Lines of Descent, Kwame Anthony Appiah traces the twin lineages of Du Bois' American experience and German apprenticeship, showing how they shaped the great African-American scholar's ideas of race and social identity. At Harvard, Du Bois studied with such (...) luminaries as William James and George Santayana, scholars whose contributions were largely intellectual. But arriving in Berlin in 1892, Du Bois came under the tutelage of academics who were also public men. The economist Adolf Wagner had been an advisor to Otto von Bismarck. Heinrich von Treitschke, the historian, served in the Reichstag, and the economist Gustav von Schmoller was a member of the Prussian state council. These scholars united the rigorous study of history with political activism and represented a model of real-world engagement that would strongly influence Du Bois in the years to come. With its romantic notions of human brotherhood and self-realization, German culture held a potent allure for Du Bois. Germany, he said, was the first place white people had treated him as an equal. But the prevalence of anti-Semitism allowed Du Bois no illusions that the Kaiserreich was free of racism. His challenge, says Appiah, was to take the best of German intellectual life without its parochialism--to steal the fire without getting burned. (shrink)

Nineteenth Century Collections Online: European Literature, 1790-1840: The Corvey Collection includes the full-text of more than 9,500 English, French and German titles. The collection is sourced from the remarkable library of Victor Amadeus, whose Castle Corvey collection was one of the most spectacular discoveries of the late 1970s. The Corvey Collection comprises one of the most important collections of Romantic era writing in existence anywhere -- including fiction, short prose, dramatic works, poetry, and more -- with a focus on especially (...) difficult-to-find works by lesser-known, historically neglected writers. The Corvey library was built during the last half of the 19th century by Victor and his wife Elise, both bibliophiles with varied interests. The collection thus contains everything from novels and short stories to belles lettres and more populist works, and includes many exceedingly rare works not available in any other collection from the period. These invaluable, sometimes previously unknown works are of particular interest to scholars and researchers. European Literature, 1790-1840: The Corvey Collection includes: * Novels and Gothic Novels * Short Stories * Belles-Lettres * Short Prose Forms * Dramatic Works * Poetry * Anthologies * And more Selected with the guidance of an international team of expert advisors, these primary sources are invaluable for a wide range of academic disciplines and areas of study, providing never before possible research opportunities for one of the most studied historical periods. Additional Metadata Primary Id: B0545300 PSM Id: NCCOF0063-C00000-B0545300 DVI Collection Id: NCCOC0062 Bibliographic Id: NCCO006452 Reel: 4262 MCODE: 4UVC Original Publisher: Chez Lefevre, libraire Original Publication Year: 1819 Original Publication Place: Paris Original Imprint Manufacturer: ľimprimerie de Crapelet Subjects French fiction -- Early works to 1800. (shrink)

Steven M. Cahn's advice on the professorial life covers an extensive range of critical issues: how to plan, complete, and defend a dissertation; how to navigate a job interview; how to improve teaching performance; how to prepare and publish research; how to develop a professional network; and how to garner support for tenure. He deals with such hurdles as a difficult dissertation advisor, problematic colleagues, and the pressures of the tenure clock. Whether you are beginning graduate study, hoping to secure (...) an academic position, or striving to build a professorial career, Cahn's insights are invaluable to traversing the thickets of academia. (shrink)

I’ve recently found myself discussing apparitions with some SSE members and various other correspondents. And to my dismay I’ve discovered that many suppose, all too readily, that when apparitional cases require paranormal explanations, they should be viewed as instances of telepathic interaction. I addressed this topic quite some time ago (in Braude, 1997), arguing that the telepathic interpretation of apparitions is problematical—at least as an approach to apparitions generally. And back then I expected (admittedly, rather foolishly) that my trenchant and (...) extended analysis would settle the matter decisively. So now that I’ve been humbled once again by this latest indication of my lack of influence, I’d like to revisit the topic briefly and review its essentials, in the hope that some might then adopt a more sophisticated and nuanced approach. Apparitional phenomena have intrigued me for a long time. One reason is that they reach into all corners of the human population. Even hard-nosed, otherwise outwardly skeptical academics have confided their apparitional experiences to me and acknowledged they were baffled and impressed by them. That august group even includes an ex father-in-law (an anatomist at Ohio State) and my dissertation advisor (a distinguished and suitably hard-nosed philosopher). From the earliest days of the Society for Psychical Research (SPR), the dominant view, at least within parapsychology, has been that if apparitions aren’t simply internally-generated (e.g., exhaustion- or drug- or illness-induced) hallucinations, they can then be explained by appealing to various sorts of telepathic interaction. And I suspect that’s still the prevailing view. So for example, according to this view we’d understand apparitions of the dead to result from telepathic interactions between a postmortem and an ante-mortem individual, and we’d explain apparitions of the living entirely in terms of ante-mortem telepathic interactions. Thus, a so-called “crisis apparition” would be understood as a kind of moment-of-death (or peril) telepathic reaching out from the agent to the percipient. (shrink)

Within a context of rapid growth and diversification in higher degree research programs, there is increasing pressure for the results of doctoral research to be made public. Doctoral students are now being encouraged to publish not only after completion of the doctorate, but also during, and even as part of their research program. For many this is a new and challenging feature of their experience of doctoral education. _Publishing Pedagogies for the Doctorate and Beyond_ is a timely and informative collection (...) of practical and theorised examples of innovative pedagogies that encourage doctoral student publishing. The authors give detailed accounts of their own pedagogical practices so that others may build on their experiences, including: a program of doctoral degree by publication; mentoring strategies to support student publishing; innovations within existing programs, including embedded publication pedagogies; co-editing a special issue of a scholarly journal with students; ‘publication brokering’, and writing groups and writing retreats. With contributions from global leading experts, this vital new book: explores broader issues pertaining to journal publication and the impacts on scholarly research and writing practices for students, supervisors and the academic publishing community takes up particular pedagogical problems and strategies, including curriculum and supervisory responses arising from the ‘push to publish’ documents explicit experiences and practical strategies that foster writing-for-publication during doctoral candidature. _Publishing Pedagogies for the Doctorate and Beyond_ explores the challenges and rewards of supporting doctoral publishing and provides new ways to increase research publication outputs in a pedagogically sound way. It will be a valued resource for supervisors and their doctoral students, as well as for program coordinators and managers, academic developers, learning advisors, and others involved in doctoral education. (shrink)

This collection reflects the extraordinary career of the man it honors in its variety of subjects and range of scholarship. Mortimer Adler proposes six amendments to the Constitution. Paul Eidelberg surveys the rise of secularism from Socrates to Machiavelli. Hellmut Fritzsche, a physicist, catalogs some famous scientific mistakes. David Grene (Anastaplo's dissertation advisor) looks at Shakespeare's Measure for Measure as "mythological history." Harry V. Jaffa continues a running debate with Anastaplo on how to read the Constitution, James Lehrberger examines Aquinas's (...) views on natural law, Harry Newman argues "The Case Against Politics." Studs Terkel interviews Anastaplo on his encounter with the Illinois bar, and John Van Doren and others contribute a selection of poems. George Anastaplo turned to an academic career when he was denied admission to the bar in 1950 because, on principle, he affirmed the right of revolution and refused to say whether he was a Communist. In this age of academic specialization, Anastaplo's career has been distinguished by a remarkable versatility of thought. Author of five books, including The Artist as Thinker: From Shakespeare to Joyce (Swallow Press, 1983), Human Being and Citizen: Essays on Virtue, Freedom and the Common Good (Swallow Press, 1986), The Constitution of 1787: A Commentary (1989), and The American Moralist: On Law, Ethics, and Government (Ohio University Press, 1992), Anastaplo has also, for the past three decades, produced a steady stream of essays, articles, and papers on subjects from baseball to the Koran, from Socrates to Freud. Volume 2 of Law and Philosophy includes a complete bibliography of his works. (shrink)

The present article discusses the Department of Kalam, its foundation, academic structuring, philosophy, and contribution to religious thought at the national and international level since the establishment of Ankara University Faculty of Divinity. The process regarding the field of Kalam since the establishment of Ankara University Faculty of Divinity in 1949 has been studied over two historical periods. The first is the period from its being taught as a course under the Chair of the History of Islam and Sects (...) during the establishment of the Faculty of Divinity to 1974 when it turned into an independent chair, and the second is the process from 1974 to the present. Higher religious education was continued in the Faculty of Theology, established under the Istanbul Dārulfunūn, which was constructed in the western style instead of the madrasahs that were closed in accordance with the Law of Unification of Education (Tawhid Tadrisāt) adopted on March 3, 1924.The faculty in question was closed in 1933 due to the shortage of students. Until Ankara University Faculty of Theology, which started its teaching activities in November 1949, was opened, there was no higher religious education for 16 years in Turkey. During this time, the need for experts trained in the field of religion emerged. In order to meet this need, Ankara University Faculty of Theology was opened. In the newly opened faculty, it is aimed to train theologians with versatile knowledge and perspective by teaching philosophy, psychology, sociology, foreign languages, as well as teaching disciplines related to the field of theology. One of the chairs in the faculty’s academic structure opened for this purpose was the chair of History of Islam and Sects. In Ankara University Faculty of Theology, where the academic structuring was organized according to the chair system, the science of Kalam was taught as a course within the Chair of the History of Islam and Sects until 1974. Within this chair, the teachings of Principles of Islam, the history of Islamic sects, and Kalam lessons were carried out. The first instructor of the chair was Prof. Yusuf ZiyaYörükân. Although there were changes in the academic staff during the process, one of the important names that contributed to the field of kalam until 1974 was Muhammad Tavît al-Tanji. These scholars not only made significant contributions to the field of Kalam in terms of method and content with their own studies but also taught scholars to work in this field after them.The doctoral advisor of HüseyinAtay, who is the founder of the Kalam Chair/Department, is M. Tavît al-Tancî. In 1974, when HüseyinAtay became a professor, the Kalam course was separated from the Chair of Islam and Sects and gained the status of an independent chair. HüseyinAtay is the architect of the transformation of Kalam from a lecture to a chair.As a result of Atay’s efforts, being a theologian in Turkey has turned into an identity rather than being a member of an academic discipline. In the studies carried out by Yörükân, Tancî, Atay and the academicians taught by them in Ankara University Faculty of Theology Department of Kalam, the emphasis on the Quran and reason, the importance of critical thinking in the field of theology, the human-centered theological thought, the effort to find solutions to current problems, the researches on Mu‘tazila and Maturidism, the study and translation activities that are carried out to bring the classical theology to the present day come to the fore. In the essence of academic studies conducted within this framework, the importance of correctly determining the distinction between the divine and human in the analysis of religious thought is emphasized. In addition, it is aimed to give a perspective on the meaning and value of human life. In the Department of Kalam, where the human-centered understanding of kalam is systematically dealt with on the basis of individual, responsibility, and morality, the science of kalam is structured not only as a system of thought consisting of abstract fictions but a discipline that has the function of developing and gaining a perspective on what is happening around us and in the World. (shrink)

Health care may be the most regulated industry in the United States, at least in terms of the volume of State and Federal laws and regulations that affect business practices. Lawyers who counsel health care clients often face a dilemma: is the client seeing legitimate advice about the legal limitations on his or her conduct, or is the client seeking to use the lawyer's skills to evade the law? The history of health care fraud prosecutions involving lawyers and other professional (...) advisors in recent years makes this an issue of more than academic interest. The well publicized case of U.S. v. Anderson, in which health care counsel faced charges as co-defendants for purported kickback violations, the recent prosecution of Ernst & Young for allegedly aiding Medicare fraud on behalf of client hospitals, and the recent indictment and conviction of an in-house lawyer in a national durable medical equipment fraud case, make clear that the wrongful use of legal advice by health care clients can lead to significant criminal and civil charges against attorneys. (shrink)

Health care may be the most regulated industry in the United States, at least in terms of the volume of State and Federal laws and regulations that affect business practices. Lawyers who counsel health care clients often face a dilemma: is the client seeing legitimate advice about the legal limitations on his or her conduct, or is the client seeking to use the lawyer's skills to evade the law? The history of health care fraud prosecutions involving lawyers and other professional (...) advisors in recent years makes this an issue of more than academic interest. The well publicized case of U.S. v. Anderson, in which health care counsel faced charges as co-defendants for purported kickback violations, the recent prosecution of Ernst & Young for allegedly aiding Medicare fraud on behalf of client hospitals, and the recent indictment and conviction of an in-house lawyer in a national durable medical equipment fraud case, make clear that the wrongful use of legal advice by health care clients can lead to significant criminal and civil charges against attorneys. (shrink)

This study investigated ethical leadership and staff innovative behaviour in Nigeria. The aims of this study are to find out the relationships that exist among ethical leadership and staff innovative behaviour. This study also seeks to find the level of practice for the parts in ethical leadership and staff innovative. Quantitative research design was adopted in the study. Sample of 350 participants were randomly selected from the sample university in line with Research Advisor, table of determining sample size of known (...) population. Pearson correlations and linear regression analysis were used to analyze the collected data. The findings show that leadership integrity, power sharing and fairness positively and significantly correlated with staff innovative behaviour. The result also shows that staff innovative behaviour can be influenced by ethics behaviour of academic leaders. In order to improve staff innovative behaviour and development of universities, academic leaders must demonstrate high standards of professional conduct, encourage an open and transparent culture, develop framework that will encourage staff to work together irrespective of their race, gender, religion or age, as well as demonstrate effective fairness in terms of unbiased evaluation of staff performance. If all these are put in place, staff innovative behaviour will be achieved. (shrink)

Questions traditionally answered by philosophers are now being tackled by prominent scientists. As the cultural influence of science and technology continues to grow, what room, if any, is left for philosophy? Three philosophers—Dr. Jonathan Kaplan, Dr. Massimo Pigliucci, and Dr. Leonard Finkelman —explore issues related to the philosophy of science, including how philosophy has contributed to scientific progress, why philosophy continues to be important to science, and why there remain questions that only philosophy can answer. The panelists represent four generations (...) of an academic lineage: Dr. Kaplan was Dr. Pigliucci's dissertation advisor, Dr. Pigliucci was Dr. Finkelman's dissertation advisor, and Evan Tracy is a student of Dr. Finkelman. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Buddhist Literature as Philosophy and Buddhist Philosophy as Literature ed. by Rafael K. StepienVesna A. Wallace (bio)Buddhist Literature as Philosophy and Buddhist Philosophy as Literature. Edited by Rafael K. Stepien. Albany, NY: State University of New York Press, 2020. Pp. xi + 381. Paperback $26.95, isbn 978-1-4383-8070-1.The editor of the Buddhist Literature as Philosophy and Buddhist Philosophy as Literature should be commended for bringing together an excellent collection (...) of essays and producing the first comprehensive volume that offers a coherent study of the relationship between Buddhist literature and philosophy. This book is an ambitious and praiseworthy project, which covers a wide range of Buddhist literary genres produced in India, Tibet, and East Asia over two millennia. As a whole, the volume invites the reader to reexamine a centuries-long binary division between the categories of literature and philosophy, which have been often approached in academic studies as mutually exclusive. It does so by demonstrating that in the context of Buddhism, philosophy and literature continuously converge, diminishing the overarching binary and broadening their scopes. Most contributions to this volume demonstrate that Buddhist philosophy as presented and enacted in Buddhist literature is not limited to what some would consider a "pure philosophy." The volume is divided into the two, mutually mirroring sections, with each section containing six chapters. Chapters forming the section one, "Buddhist Literature as Philosophy," aim at broadening our perspective about literary forms, such as tales, novels, hymns, and court poetry, which have not been usually explored as the means of articulating Buddhist philosophical views. Chapters grouped in the section "Buddhist Philosophy as Literature" focus on Buddhist literary theories as philosophy of language and introduce the Buddhist biographical and autobiographical genres characterized by practical philosophy to further challenge our preconceptions of what it is that constitutes literature and philosophy. While some contributors endeavor to demonstrate the presence of rational, analytical reasoning in unexpected literary forms, other contributors problematize a strict distinction between literature and philosophy as inapplicable to Buddhism, which is undeniably cross-disciplinary.The first two chapters in section one, authored by Amber Carpenter and Sarah Shaw respectively, draw examples from jātaka stories to show us how Buddhist ethical lessons work in the narrative tales of the Buddha's former births. These two chapters also draw our attention to an accessible and engaging, [End Page 1] narrative manner that presents the Bodhisattva's philosophical exercises to the audience, a manner that stands in contrast to the a priori reasoning characteristic of philosophical treatises. In the first chapter, titled "Transformative Vision: Coming to See the Buddha's Reality," Carpenter analyzes two jātaka stories--"Bodhi the Wandering Ascetic" and "The Man Without an Heir"--taken from Āryaśūra's Jātakamālā. In the first story, a renunciant Bodhi, while repudiating the king's ministers who are intent on disqualifying him as a king's advisor on morality, makes metaphysical claims regarding the nature of reality, causation, and the universe, and provides the reasons and arguments. According to Shaw, by offering an insight into the Buddhist worldview and morality, jātaka tales have a transformative power not only with regard to ethics but also in transforming the reader's vision of reality. In the chapter "Jātakas and the Abhidhamma: Practical Compassion and Kusala Citta," Shaw suggests that a reason why jātaka stories are rarely discussed seriously in the way that they were intended is their literary format based in narrative and mundane situations. Analyzing the concepts of momentariness and kusala citta ("virtuous consciousness") in these stories, Shaw shows that by communicating the technical and insight-based Buddhist doctrinal elements, jātaka tales significantly contribute to Buddhist practical ethics. The Pāli Javanahaṃsa-jātaka, a tale about the friendship between a goose and a king, introduces the reader to some of the most complex Buddhist ideas such as impermanence, momentariness, and mental states, expounded in the Abhidhamma in extraction. Through her analysis of the Kurudhamma-jātaka and Mahosaddha-jātaka, Shaw further shows the integration of narrative literature and Buddhist philosophical tenets, of Buddhist tales and the Abhidhamma, of the relationship between the intention and consciousness... (shrink)

In the early 1990s the American academic, political commentator and government advisor, Francis Fukuyama, leapt to prominence with his argument that society had entered a new and lasting phase. He claimed that the change was so dramatic that it might be accurately depicted as the end of history. Fukuyama derived his argument from the writings of Kant, Hegel and a critical reading of Marx. This new phase represented the worldwide triumph of liberal democracy with the collapse of communism. History (...) has ended in the sense that there is no more room for large ideological battles. (shrink)

The Orpheus Institute celebrates 20 years of artistic research in music Artistic research has come of age, and with it the Orpheus Institute. Founded twenty years ago, the Institute’s purpose from the start has been to pursue research through the practice of musicians. The Orpheus Institute is of the same generation as the field it was established to explore. Like many young adults, artistic research and its structures are still constructing their identity within a wider world. How have they developed? (...) How will they mature? How can they negotiate relationships with institutions, disciplines, and bodies of theory and yet retain the essence of their work—the critical perspective of the artist? In the last two decades there have been major changes in the dynamics and structures of culture, its institutions and constituencies. How can artistic research maintain a productive dialectic between its potential status as a discipline and its core as radical practice? These and related questions are the threads woven through this collection of essays and assessments by present and past members of the Orpheus community—researchers, scholars, administrators, advisors. Together and separately they weave a tapestry of past accomplishments, current research, and future perspectives. They celebrate the twentieth anniversary of Orpheus not with congratulations but with challenges and questions—a job for research, a job for the Institute, a job for the future. The wide range of contributors to this volume includes practitioner-researchers, theorists, and academic leaders from institutions at the forefront of artistic research in music. Contributors Tom Beghin (Orpheus Institute, Ghent), Paulo de Assis (Orpheus Institute, Ghent), Leonella Grasso Caprioli (Conservatorio di Vicenza), Jonathan Impett (Orpheus Institute, Ghent), Esa Kirkkopelto (University of the Arts, Helsinki), Kari Kurkela (University of the Arts, Helsinki), Susan Melrose (Middlesex University, London), Stefan Östersjö (Orpheus Institute, Ghent), Gertrud Sandqvist (Malmö Art Academy), Huib Schippers, Vanessa Tomlinson, Paul Draper (Queensland Conservatorium Research Centre, Griffith University), Luk Vaes (Orpheus Institute, Ghent), Janneke Wesseling/ Kitty Zijlmans (Leiden University). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Operating in a Contemporary Safety NetJason D. KeuneIt is summer, and I have just started my fourth year of general surgery residency, having just returned from two years in the lab. My “lab years” were spent as a Scholar–in–Residence of the American College of Surgeons. The scholarship that I engaged in included obtaining an MBA and a Graduate Certificate in Professional Ethics. The ethics component was self–designed with help (...) from an advisor, and was made up of graduate courses in political theory, healthcare financing law and bioethics. To say that I was reflective as I returned to the clinical rotations of the fourth year of residency would be understated.During this two–year period, I did not operate. I did do some clinical work during this time, but there wasn’t anyone in town willing to hire a partially–trained surgeon to do anything operative. I ended my third year of residency very happy with my technical skills, and was not sure just how these skills would survive a two–year hiatus. The challenge, as I thought of it then, would be to return to clinical rotations with this insecurity in mind and try to gain insight into just how rusty my skills were in a short period of time, and rectify them. I was in for a surprise.I felt a chill of trepidation when I discovered that the rotation that had been selected for me to return to was one in which I would be assigned to operate on and care for a low–income population of uninsured or underinsured patients with surgical problems—with minimal attending supervision. The patients were referred from the Federally Qualified Health Centers in town. The rotation had arisen from altruistic roots. The surgical service, provided at a large, academic urban hospital, was established when the city’s last remaining public hospital closed its doors for surgical patients. The service was an upright attempt to provide surgical continuity for this population. As I started the rotation and performed my first surgeries in two years with very minimal supervision, I realized that I would be participatory in what sums to a thoroughly unjust healthcare system. I would be caught in a swirl of humanitarian justice celebrated and a focus on a justice that seemed to fall short of a mark.The indigent hospital itself managed the clinic with a full complement of staff befitting a contemporary surgical clinic, albeit with a rather rudimentary computer system. The recordkeeping mechanism in our surgical office, however, was done without administrative assistance. We occupied a small room amongst the academic surgical offices at our home institution. The chief resident sat at a large [End Page 12] desk, the intern at a smaller desk, and the medical student had a chair and a laptop. The recordkeeping mechanism tracking who needed surgery, who had had surgery, and who needed follow–up on pathology was maintained by all members of the team. It involved one labyrinthine Excel spreadsheet, with multiple tabs, and a complex color–coordinated scheme of organization. The team would scan the entire thing on a daily basis to make sure nothing would be missed.When it came time to schedule a patient for the operating room, it was my responsibility as a chief resident to get an attending to “cover the case”, which amounted to finding an attending who agreed, at the bare minimum, to be present for the “critical portion” of the case. If the case was complex or very difficult, an attending surgeon would have to be sought who would scrub in and help perform the procedure. Not every attending would cover a charity case—the reasons why were not forthcoming. One surgeon would scrub every case he was asked to cover, stating that he felt every patient should have the same chance at the best treatment. Another would come to the room, but sit along the wall and review manuscripts as we operated, there to grant reassurance, and answer questions, but not, presumably, to direct the overall decision–making. All patients with breast cancer were seen, and operated on by one very dedicated breast surgeon with a humanitarian bent.I... (shrink)

The belief that science is “a driver of growth in the knowledge economy” has led in recent decades to increasing encouragement by government of the involvement of industry and of commerce in the sponsorship and direction of research in universities, and to the increasing influence of industrial representatives on advisory panels associated with the publicly funded scientific research councils. By extending the doctrine of commercial confidentiality into university laboratories, inconvenient findings have been suppressed, and both free endeavour and free speech (...) undermined. This has narrowed our scientific horizons and compromised government advisors. It is argued that scientific freedom is a guarantor of our wider liberties. Science, which tells us who we are and how we can live better, is being distorted so twisting our understanding of the ways in which we might progress, shutting off alternatives to existing models of development. Business now stands as a guard dog at the gates of perception. Only the inquiries which suit its needs are allowed to pass. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rita Gross as Teacher, Mentor, FriendKathleen M. ErndlI have been asked to speak about the work of Rita Gross from the point of view of someone who was once her student. Not only was I her student, I was one of her very first students. She was my first teacher of religious studies during my first semester of college in the first semester of her first full-time academic (...) position. The year was 1971; the place was New College, a small, alternative liberal arts college in Sarasota, Florida. As the eldest child in the second generation of a working-class immigrant family, I was the first person in my family to pursue higher education. While none of my grandparents had completed high school, both of my parents were high school graduates and my father had risen to a professional level as an engineer through on-the-job training and his own diligence, so my attending college was perhaps the next logical step in achieving the "American dream." However, my choice of college was a bit unusual.New College, as might be expected by its name (though I later discovered was named after a college at Oxford), was new and relatively unknown, lacking a football team and an engineering school, which my parents, with their limited knowledge of higher education, considered essential. But by this time I was somewhat of an educational radical, having been influenced by Angela Davis and Paolo Freire.1 A local newspaper article of the time described New College students as "rich, radical, and hedonistic" (I can only attest to ever having been one of the above). The Underground Guide to the College of Your Choice2 described New College as a place where students taught the classes and where "chicks suffer from underwear famine." While this was somewhat of an overstatement, it was the kind of place where students initiated courses, were largely free from required courses, conducted unusual independent research, came to class barefoot, and sat on the floor. In any case, as the first in my working-class immigrant family to attend college and as an idealist who had chafed against a system that I felt, to paraphrase Henry David Thoreau, allowed schooling to interfere with education, I was excited to be in any college and especially in one with a reputation for experimental modes of learning.When I went to meet my assigned faculty advisor to figure out my schedule and negotiate a "contract" of study, I was told that I had been reassigned to a new faculty member who was "young and full of energy." This, of course, was Rita Gross. Asian religious and cultural traditions place a strong significance on the first meeting with [End Page 57] one's teacher. To be honest, I do not remember much about our first meeting, but I can say in retrospect that it was life changing. After meeting with her, I decided to take her course, Indian Religions I, as well as courses in philosophy, literature, and constitutional law. On my first day of college, my initial plan had been to major in philosophy, with a focus on legal philosophy, with the eventual goal of law school and practicing constitutional, civil rights, or public interest law. But my experience in that Indian Religions I course changed that plan forever. I subsequently took Indian Religions II, then Indian Religious III, and by that time I was hooked. I took several other courses with Rita, including East Asian Religions and a tutorial on Primal Religions. In January of my second year, at Rita's encouragement, I went to Sri Lanka on a study program, doing a project under Rita's direction on lay Buddhist practices. By the time I returned to New College for my third and final year, Rita had already left for the University of Wisconsin-Eau Claire, but that was not the end of our association. We have stayed in contact for almost forty years now, meeting at the AAR, visiting each other's homes, and talking about each other's work and lives. I have hosted lectures or workshops by Rita at all three institutions where I have taught. I... (shrink)

Pushing back on policies favored by dying patients is a challenging endeavor, requiring tact, engagement, openness to bidirectional learning, and willingness to offer alternative solutions. It's easy to make missteps, especially in the age of social media. Holly Fernandez Lynch shares her experience learning with and from the amyotrophic lateral sclerosis (ALS) community, first as a caricature of an ivory tower bioethicist and more recently as a trusted advisor, at least for some. Patient‐engaged bioethics doesn't mean taking the view that (...) patients are always right, but even when disagreement continues, progress is possible if academics and patients recognize the unique expertise each has to offer. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Advocacy, Therapy, and PedagogyJohn E. MacKinnonBeyond Political Correctness: Toward the Inclusive University, edited by Stephen Richer and Lorna Weir; 272 pp. Toronto: University of Toronto Press, 1995, $55.00 cloth, $19.95 paper.Anyone who would doubt the relevance of philosophy to public affairs ought to attend to the unhappy evolution of the Canadian university. On campuses across the country in recent years, speech codes have been introduced, the “re-education” of professors (...) urged, visiting speakers on controversial subjects silenced, and classes monitored by administrators eager to do the bidding of various special interest groups. As universities have come more and more to see their role as that of some sort of multipurpose social project, education itself has become less pressing a priority. Thus, while money is found to hire sexual harassment officers, employment equity advisors and “wellness” mavens, academic posts disappear. Those that remain are frequently filled in accordance with crass gender and race-based quotas, and when that fails to guarantee positions for members of bureaucratically favored groups, contrived “schools” and pseudodisciplines proliferate. Many of these developments, however, are simply the manifestation of trickle-down deconstruction, trickle-down Rortyism, trickle-down “politics of difference,” of the sort that Charles Taylor is prone to rhapsodize. Notions of value, nature and merit, of equality, universality and objectivity are dismissed as mere inventions, “imperial” notions designed to favor the powerful and oppress the disenfranchised. The art [End Page 492] of spoken and written argument, with their ideals of detachment and discipline, are taken as evidence of a smug “androcentrism,” while rationality itself is derided as a “regime” that works “to maintain patriarchal control of knowledge and knowledge production.” Even the notion of evaluating students by means of essays and exams is ridiculed as scandalously “non-feminist.” While past attacks on academic independence have tended to come from outside the university, Canadian academics over the past decade have slavishly accepted their own domestication. More disconcerting still has been the role of pliant university presidents, most of whom have proved eager to unburden themselves of the inconvenience of scholarship and to indulge the cosmological musings of the radical left.Beyond Political Correctness: Toward the Inclusive University bristles both with resentment that such criticisms should even be aired and paranoia about their motivation. According to its contributors, the challenge to political correctness—the very use of the term as an epithet—is the result of a “neo-conservative” attack that has been orchestrated in and “imported” wholesale from the United States (to morally smug Canadians, there can be no more dastardly provenance) and insinuated into public debate by a servile media. The first two articles in the collection, by Dorothy Smith and Lorna Weir respectively, pursue this very theme. Each betrays that dreary habit, particularly prevalent among social scientists, of rendering imposingly technical the most bracingly trite. For instance, Smith writes: “The textuality of public text-mediated discourse is essential to its peculiar temporal and spatial properties of ubiquity and constancy of replication across multiple and various actual situations of watching, reading, or hearing” (p. 25). Translation? The more one sees, reads or hears a view expressed, the more one tends to believe it’s true. Her concern here, of course, is to establish that whoever controls the means of public debate controls its terms as well, that those means happen to be controlled by neo-conservative interests bent on retarding social progress, and that growing public disquiet about educational reform simply confirms the success of that neo-conservative strategy. But the failure of Smith’s account goes far beyond the thoroughly rebarbative nature of her expression.According to Smith, the very term, “political correctness,” is shorthand for an “ideological code” that has been expressly designed by “neo-conservatives” to caricature the good works of the visionary left. An ideological code, she says, operates as a “free-floating form of control,” which, once established, is “self-reproducing” (p. 27). Now, [End Page 493] the trouble with this picture is that it can account only for ascendant ideological codes, those that are successfully transmitted and progressively consolidated. And yet, in recent years, the ideological code of the left has to a considerable extent... (shrink)

In 1969, a few short months after the Warsaw Pact invasion of Czechoslovakia, Sergei I. Prasolov, advisor to the Soviet Ambassador in Prague, informed František Šorm, President of the Czechoslovak Academy of Sciences, at a formal meeting that he welcomed Šorm's suggestion to intensify scientific exchange between Czechoslovakia and the Soviet Union. Šorm politely declined this offer. Behind the veneer of diplomatic courtesy on the part of both actors, a real drama was taking place. Šorm and the Czechoslovak Academy of (...) Sciences had actually never formulated such a request. To the contrary, since the late 1950s the academy had repeatedly pointed out that the Soviets were incapable of coordinating scientific activities in the Eastern Bloc. The Soviet system of academic cooperation within the Eastern Bloc had already begun to collapse after the Geneva Summit of 1955, where the Soviets opened the door to international collaboration across the Iron Curtain. Yet it was only in the late 1960s that the Soviets realized that while they dominated large‐scale international collaboration, they had lost control of internal developments within the Eastern Bloc. (shrink)

This practical book is designed to help school leaders develop a sustainable culture of learning across the curriculum. It offers a personal insight into how one school embraced a range of dialogic and analytical tools to create an environment in which all stakeholders were inspired to evaluate and innovate. Each chapter tackles one piece of the 'jigsaw' that makes up a successful school environment, considering topics such as Attitudes for Learning, Coaching for learning and Love of Learning. Utilising theory, case (...) studies and activities, it illustrates how the reader can realistically and practically increase student attainment in their own school setting. This book will help leaders: Develop a supportive and encouraging leadership style that will create a cycle of self-improvement and self-efficacy for all ; Adapt the curriculum to focus on progress and engagement ; Use the Philosophy 4 Children strategies to promote deeper thinking and enquiry, increasing the rate of school improvement through a system of enquiry based staff professional development Using an inner city primary school as a working example, this book will be a source of inspiration and encouragement for school leaders, teachers and school advisors looking to cultivate and embed a love of learning into their school. (shrink)

This practical book is designed to help school leaders develop a sustainable culture of learning across the curriculum. It offers a personal insight into how one school embraced a range of dialogic and analytical tools to create an environment in which all stakeholders were inspired to evaluate and innovate. Each chapter tackles one piece of the 'jigsaw' that makes up a successful school environment, considering topics such as Attitudes for Learning, Coaching for learning and Love of Learning. Utilising theory, case (...) studies and activities, it illustrates how the reader can realistically and practically increase student attainment in their own school setting. This book will help leaders: Develop a supportive and encouraging leadership style that will create a cycle of self-improvement and self-efficacy for all ; Adapt the curriculum to focus on progress and engagement ; Use the Philosophy 4 Children strategies to promote deeper thinking and enquiry, increasing the rate of school improvement through a system of enquiry based staff professional development Using an inner city primary school as a working example, this book will be a source of inspiration and encouragement for school leaders, teachers and school advisors looking to cultivate and embed a love of learning into their school. (shrink)

The Good Supervisor engages readers in dialogue and active reflection on the strategies of effective supervision of PhDs, postgraduate and undergraduate research. Accessibly written, it encourages supervisors to reflect on and enhance their research supervision practice with a diversity of students on a variety of research projects: Postgraduate and undergraduate levels, international and distance students practice and professional research research leading to creative process and products/creations the PhD by publication supervising your colleagues interpersonal skills managing diversity in learning styles, gender, (...) age and culture. The book is also useful for students undertaking research. There is special focus on research skills development.and on supporting students through and beyond the examination process. (shrink)