This edited volume offers empirical, evaluative, and philosophical perspectives on the question of higher education as a human right in the Asia Pacific. Throughout the region, higher education has grown rapidly in a variety of ways. Price, accessibility, mobility, and government funding are all key areas of interest, which likely shape the degree to which higher education may be viewed as a human right. Although enrollments continue to grow in many higher education systems, protests related to fees and other equity issues continue to grow. This volume will include scholarly perspectives from around the region for a more extensive understanding of higher education as a human right in the Asia Pacific.

Retracing the contours of a bitter controversy over the meaning of sacred architecture that flared up among some of the leading lights of the Carolingian renaissance, Samuel Collins explores how ninth-century authors articulated the relationship of form to function and ideal to reality in the ecclesiastical architecture of the Carolingian empire. This debate involved many of the major figures of the era, and at its core questioned what it meant for any given place or building to be thought of as specially holy. Many of the signature moments of the Carolingian Renaissance, in church reform, law, and political theory, depended on rival and bitterly controversial definitions of sacred architecture in the material world.

The ethics of care has flourished in recent decades yet we remain without a succinct statement of its core theoretical commitment. This study argues for a simple care ethical slogan: dependency relationships generate responsibilities. It uses this slogan to unify, specify and justify the wide range of views found within the care ethical literature.

This study is founded on several case studies which examine countries, including Thailand and Uganda, where impact analyses were done on World Bank loans dedicated to the expansion of higher education in science and technology. These two countries were chosen because they are in two different regions with dissimilar colonial histories and their loans are relatively recent. A case study on crossborder university partnerships also provides a model which other universities and development agencies may utilize when positioning higher education as a poverty reduction strategy. Delivering extensive frontline information on education, international development, and the challenges that follow, this book also includes a review of poverty reduction strategies as well as a theoretical framework that covers colonialism, development, and indigenous knowledge. This research conducted on the World Bank and the impact of its policies in two developing countries offers primary source information on work related to the topic. A major portion of the book looks at the effort put forth by U.S. universities in partnership with universities in developing countries for the purpose of using knowledge creation and dissemination as a poverty reduction strategy. The policy recommendations presented are useful for international development agencies like the World Bank, and the model demonstrated can be used by universities interested in cross-border partnerships across lines of economic development. This book will be invaluable to educational researchers, qualitative and ethnographic researchers, international development specialists, and scholars in international education.

This edited volume provides a framework for understanding academic public good and offers case studies and perspectives as in depth examples of the ways in which colleges and universities engage with the community to produce social benefits. Focusing on the Asia Pacific region, the authors discuss examples of engagement that produce consciousness, partnerships, and services that are broadly available to the public and enhance the progress of society. The authors argue that, unlike an individual degree, these are public benefits that should be focused upon and featured more readily so that the breadth of university benefits come to be better understood.

This edited volume addresses the dynamic global contexts redefining Asia Pacific higher education, including cross-border education, capacity and national birthrate profiles, pressures created within ranking/status systems, and complex shifts in the meanings of the public good that influence public education in an increasingly privatized world.

Colleges across the country, and the nation as a whole continue to be divided along racial lines. White Out: Understanding White Privilege and Dominance in the Modern Age is about the role of Whiteness and a defense of White dominance in an increasingly diverse society. Whiteness is socially constructed, just as race is undoubtedly a social construct, documented through various periods in history. This book proposes that White Out is a learned habit that serves to defend White dominance in a multicultural age. White Out is a strategy that covers systems, dispositions, and actions that cannot cover the full indentation or impact. However, the action of blotting, either intentional or unintentional, serves to obscure experiences of people of color in lieu of a competing definition of reality. The authors introduce the White Architecture of the Mind as a metaphor highlighting the mind as a collection of walls, doors, windows, and pathways that influence individuals to react based on a systemic logic that was socially constructed reason. White Out, a byproduct of a White architecture of the mind, is a set of individual actions, choices, behaviors, and attitudes that are guided by a system that predisposes these attitudes and perpetuates privilege for core members of a dominant majority. The often-unconscious purpose in denying privilege and articulating colorblind ideology is to support a larger system and view of reality. The concepts covered in this volume include: White Pain, Whitefluenza (privilege as a virus), White 22 (White if you do, White if you don't), Whitrogressions, Angry White Men, White Pilgrims, and Good White Friends.

In White Jesus: The Architecture of Racism in Religion and Education, White Jesus is conceived as a socially constructed apparatus-a mythology that animates the architecture of salvation-that operates stealthily as a veneer for patriarchal White supremacist, capitalist, and imperialist sociopolitical, cultural, and economic agendas. White Jesus was constructed by combining empire, colorism, racism, education, and religion; the by-product is a distortion that reproduces violence in epistemic and physical ways. The authors distinguish White Jesus from Jesus of the Gospels, the one whose life, death, and resurrection demands sacrificial love as a response-a love ethic. White Jesus is a fraudulent scheme that many devotees of Jesus of Bethlehem naively fell for. This book is about naming the lies, reclaiming the person of Jesus, and reasserting a vision of power that locates Jesus of the Gospels in solidarity with the easily disposed. The catalytic, animating, and life-altering power of the cross of Jesus is enough to subdue White Jesus and his patronage. White Jesus can be used in a variety of academic disciplines, including education, religion, sociology, and cultural studies. Furthermore, the book will be useful for Christian institutions working to evaluate the images and ideologies of Jesus that shape their biblical ethics, as well as churches in the U.S. that are invested in breaking the mold of homogeneity, civil religion, and uncoupling commitments to patriotism from loyalty to one Kingdom. Educational institutions and religious organizations that are committed to combining justice and diversity efforts with a Jesus ethic will find White Jesus to be a compelling primer.

From Theocritus' Idylls to James Cameron's Avatar, Arcadia remains an enduring presence in world culture and a persistent source of creative inspiration. Why does Arcadia still exercise such a powerful pull on the imagination? This book responds by arguing that in sixteenth-century Europe, a dramatic shift took place in imagining Arcadia. The traditional visions of Arcadia collided and fused with romance, the new experimental form of prose fiction, producing a hybrid, dynamic world of change and transformation. Emphasizing matters of fictional function and world-making over generic classification, Imagining Arcadia in Renaissance Romance analyzes the role of romance as a catalyst in remaking Arcadia in five, canonical sixteenth-century texts: Sannazaro's Arcadia; Montemayor's La Diana; Cervantes' La Galatea; Sidney's Arcadia; and Lope de Vega's Arcadia. Collins' analyses of the re-imagined Arcadia in these works elucidate the interplay between timely incursions into the fictional world and the timelessness of art, highlighting issues of freedom, identity formation, subjectivity and self-fashioning, the intersection of public and private activity, and the fascination with mortality. This book addresses the under-representation of Spanish literature in Early Modern literary histories, especially regarding the rich Spanish contribution to the pastoral and to idealizing fiction in the West. Companion chapters on Cervantes and Sidney add to the growing field of Anglo-Spanish comparative literary studies, while the book's comparative and transnational approach extends discussion of the pastoral beyond the boundaries of national literary traditions. This book's innovative approach to these fictional worlds sheds new light on Arcadia's enduring presence in the collective imagination today.

This book provides an interdisciplinary look at racism and science, investigating the biological and social realities of individual and group differences. The contributors examine race and racial distinctions, environmental versus genetic contributions to IQ and to cognitive skill level, the impact of biocultural interactions on behavior, and the problems of achieving an objective appraisal of inter- and intragroup differences in humans. They also consider a possible model for cultural and biological evolution, recommending a careful selection of models and methods of approach for sciences concerned with the study of man. The book includes recent findings in the area of race and IQ, documents instances of racism and classism, and analyzes factors underlying these phenomena.

Is a thoroughly Christian and biblically informed doctrine of creation compatible with widely held conclusions of modern science, especially biology? For Darrel R. Falk, this is not just an abstract question but one with which he has personally wrestled. A professor of biology, Falk brings together his biblically based understanding of creation and the most current research in biology. The result of his efforts to acknowledge the validity of science and the authority of Scripture is a new paradigm for relating the claims of science to the truths of Christianity. Written with the undergraduate student in mind, this book nonetheless will help anyone who is looking for a place to stand in the creation-evolution debate, fearful that they'll have to choose between intellectual integrity and the faith of the church. Calling for charitable discussions within the church, Falk shows how an original and ongoing interaction of God with creation is fully reconcilable with the kinds of development identified by current biological science.

This book provides an interdisciplinary look at racism and science, investigating the biological and social realities of individual and group differences. The contributors examine race and racial distinctions, environmental versus genetic contributions to IQ and to cognitive skill level, the impact of biocultural interactions on behavior, and the problems of achieving an objective appraisal of inter- and intragroup differences in humans. They also consider a possible model for cultural and biological evolution, recommending a careful selection of models and methods of approach for sciences concerned with the study of man. The book includes recent findings in the area of race and IQ, documents instances of racism and classism, and analyzes factors underlying these phenomena.

Since the original publication of Playing God? in 1996, three developments in genetic technology have moved to the center of public discussion about the ethics of bioengineering. Cloning, the completion of the human genome project, and the controversy over stem cell research have all sparked lively debates among religious thinkers and the makers of public policy. In this updated edition, Ted Peters illuminates key issues in these debates and makes deft connections between our questions about God and our efforts to manage technological innovations.

"Community Writing: Researching Social Issues Through Composition" employs a series of assignments that guide students to research and write about issues confronting their individual communities. Students start by identifying a community to which they belong and focusing on problems in it, and then analyze possible solutions, construct arguments for them, decide which are likely to succeed, and consider how to initiate action.
This is a primary text for first-year composition courses, covering the basics of the writing process. The assignments are recursive. Short writing assignments in each chapter build up to longer papers. Each of the assignment questions is accompanied by a guide to thinking about and writing the assigned paper, followed by a short "Focus On" reading that provides a brief account of community activism, a media case study, or a notable success story. The longer papers are accompanied by in-class peer reading groups. Each successive peer reading attempts a higher level of conceptual critique. By working together throughout the semester, students create increasingly adept peer groups familiar with all stages of each other's research. The book is carefully structured, but there is plenty of "give" in it, allowing instructors to be flexible in adapting it to the needs of their students and courses.
"Community Writing: "
* is distinguished by pedagogy based on a collaborative, process-oriented, service learning approach that emphasizes media critique and field research on community issues chosen by individual students;
* answers real student questions, such as: Where do I find articles on my topic? What if evidence contradicts my hypothesis? How do I know if a source is biased?;
* is web-savvy--guides students into building their own Web sites, including a unique guide for critiquing the design and veracity of other people's websites; and
* is media-savvy--topics include media monopolies, spin control, dumbing down, misleading statistics, the Freedom of Information Act, "crackpot" authors, political rhetoric, and fallacious argumentation.

Community Writing: Researching Social Issues Through Composition employs a series of assignments that guide students to research and write about issues confronting their individual communities. Students start by identifying a community to which they belong and focusing on problems in it, and then analyze possible solutions, construct arguments for them, decide which are likely to succeed, and consider how to initiate action. This is a primary text for first-year composition courses, covering the basics of the writing process. The assignments are recursive. Short writing assignments in each chapter build up to longer papers. Each of the assignment questions is accompanied by a guide to thinking about and writing the assigned paper, followed by a short Focus On reading that provides a brief account of community activism, a media case study, or a notable success story. The longer papers are accompanied by in-class peer reading groups. Each successive peer reading attempts a higher level of conceptual critique. By working together throughout the semester, students create increasingly adept peer groups familiar with all stages of each other's research. The book is carefully structured, but there is plenty of "give" in it, allowing instructors to be flexible in adapting it to the needs of their students and courses. Community Writing: is distinguished by pedagogy based on a collaborative, process-oriented, service learning approach that emphasizes media critique and field research on community issues chosen by individual students; answers real student questions, such as: Where do I find articles on my topic? What if evidence contradicts my hypothesis? How do I know if a source is biased?; is web-savvy--guides students into building their own Web sites, including a unique guide for critiquing the design and veracity of other people's websites; and is media-savvy--topics include media monopolies, spin control,

It takes the 50 defining facts, dates, thoughts, habits, and achievements of each subject, and uses infographics to convey each of them in vivid snapshots. The result is a quick-fire journey through truths and trivia that is the most entertaining way to follow in the footsteps of the men and women whose lives have most influenced our own. Many people know that Jane Austen was one of the greatest literary voices in history. What, perhaps, they don't know is that she was one of eight children of a clergyman; that all of her novels were originally published anonymously; and that she once accepted a marriage proposal, but changed her mind the following day. Biographic: Austen presents an array of irresistible facts and figures converted into infographics to reveal the author behind the words.

The Biographic series presents an entirely new way of looking at the lives of the world's greatest thinkers and creatives. It takes the 50 defining facts, dates, thoughts, habits and achievements of each subject and uses infographics to convey all of them in vivid snapshots. Many people know that Gabrielle 'Coco' Chanel (1883-1971) was a prolific French fashion designer and founder of the House of Chanel, who ruled over Parisian haute couture for almost six decades. What, perhaps, they don't know is that: she was taught to sew by nuns and started Chanel by making hats; that she lived in a suite at the Ritz Hotel, Paris, for 37 years; that, in 1935, she was recognized as the world's wealthiest woman; and that, prior to her fashion career, she worked as a singer, famously gaining the nickname 'Coco' from one of her songs. Biographic: Coco presents a visual catwalk through her life and work, with an array of irresistible facts and figures converted into infographics to reveal the genius behind the garments.

The Biographic series presents an entirely new way of looking at the lives of the world's greatest thinkers and creatives. It takes the 50 defining facts, dates, thoughts, habits and achievements of each subject, and uses infographics to convey all of them in vivid snapshots. Many people know that Rembrandt Harmenszoon van Rijn (1606-1669) was a Dutch painter and etcher, a master of light and shadow who is regarded as one of the greatest of all portrait artists. What, perhaps, they don't know is that he taught over 50 apprentices; that he produced over 2,000 artworks, of which 120 were self-portraits; and that, after buying one of the finest houses in Amsterdam, he ran up so many debts that he was forced to sell his wife's grave. Biographic: Rembrandt presents an instant portrait of his life and work, with an array of irresistible facts and figures converted into infographics to reveal the artist behind the pictures.

A scientific and medical revolution has crept up on us. Twenty-one million Americans are affected by 6,000 so-called rare and orphan diseases, many of which are primarily attributable to misspelled genes. And virtually all diseases have a significant hereditary component. Diabetes, heart disease, the common cancers, mental illness, asthma, arthritis, Alzheimer's disease, and more are having their secrets unlocked through DNA. Families that faced common problems, without hope, are now discovering a new world of understanding, treatment, and prevention. You owe it to yourself to learn about your DNA: how it works, what it reveals, and the benefits and limits of this new knowledge.

Many people know that Vincent van Gogh (1853-90) was a 19th-century Dutch artist, a leading light of the Post-Impressionist movement who painted 'Sunflowers' and cut off his own ear. What, perhaps, they don't know is that he sold, in his lifetime, only one of the 2,100 artworks he painted; that, in 1998, his work 'Self- Portrait Without Beard' sold for $71.5 million; that he wrote over 800 letters; and that he sent that famous ear wrapped in brown paper to a brothel. Biographic: Van Gogh presents an instant impression of his life and work, with an array of irresistible facts and figures converted into infographics to reveal the artist behind the pictures.

Following the development of a "Concept Note" for the World Bank Education Strategy 2020, the World Bank engaged in a series of activities to garner feedback about the new strategy. In early 2011, a revised strategy was published entitled, "Learning for All: Investing in People's Knowledge and Skills to Promote Development." The document ranges from explaining the role of education in development to the philosophy behind a new strategy and concludes with details about performance and impact indicators. To bring together the scholarly work and both evidence and expert opinion about the development practices of the Bank, this volume includes chapters/authors with a range of research interests, practical experience, and ideological backgrounds.

This book discusses the historic range of variation (HRV) in the types, frequencies, severities and scales of natural disturbances, and explores how they create heterogeneous structure within upland hardwood forests of the Central Hardwood Region (CHR). The book was written in response to a 2012 forest planning rule which requires that national forests to be managed to sustain 'ecological integrity' and within the 'natural range of variation' of natural disturbances and vegetation structure. Synthesizing information on HRV of natural disturbance types, and their impacts on forest structure, has been identified as a top need.

The ethics of care has flourished in recent decades yet we remain without a succinct statement of its core theoretical commitment. This study argues for a simple care ethical slogan: dependency relationships generate responsibilities. It uses this slogan to unify, specify and justify the wide range of views found within the care ethical literature.

Retracing the contours of a bitter controversy over the meaning of sacred architecture that flared up among some of the leading lights of the Carolingian renaissance, Collins explores how ninth-century authors articulated the relationship of form to function and ideal to reality in the ecclesiastical architecture of the Carolingian empire.