1,820 research outputs found

    Forum Selling and Forum Marketing in International Commercial Disputes

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    In recent years, international commercial courts are mushrooming across the world. Examples include the Netherlands Commercial Court or the Singapore International Commercial Court. These courts are national courts specializing in cross-border, commercial disputes. Their multiple innovative features, such as the use of English as the court language or the appointment of foreign nationality judges, distinguish them from ordinary courts and have attracted the attention of academic literature. In addition, commentators have noted that, unlike ordinary courts, international commercial courts are part of broader state policies to attract foreign investment or dispute resolution and therefore aim at attracting cases. However, little is known on how this aim is actually shaping the courts’ practices, rules and case law. This research studies international commercial courts from a novel perspective; that of forum marketing and forum selling. It explores why and how exactly international commercial courts are engaging in forum selling and forum marketing. Drawing from interviews with lawyers and judges, the study of case law as well as academic literature it presents a comparative analysis of how different international commercial courts make themselves more attractive to prospective litigants and identifies forum marketing and forum selling practices. Finally, the research explores how forum marketing and forum selling reshape civil procedure and their implications on access to justice. While acknowledging that international commercial courts may improve international commercial dispute resolution, it highlights that under circumstances the courts’ practices may have negative implications with regard to access to justice and the role of courts as public institutions.<br/

    Honors Colleges in the 21st Century

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    Table of Contents Acknowledgments Introduction | Richard Badenhausen Part I: Honors College Contexts: Past and Present CHAPTER ONE Oxbridge and Core Curricula: Continuing Conversations with the Past in Honors Colleges | Christopher A. Snyder CHAPTER TWO Characteristics of the 21st-Century Honors College | Andrew J. Cognard-Black and Patricia J. Smith Part II: Transitioning to an Honors College CHAPTER THREE Should We Start an Honors College? An Administrative Playbook for Working Through the Decision | Richard Badenhausen CHAPTER FOUR Beyond the Letterhead: A Tactical Toolbox for Transitioning from Program to College | Sara Hottinger, Megan McIlreavy, Clay Motley, and Louis Keiner Part III: Administrative Leadership CHAPTER FIVE “It Is What You Make It’’: Opportunities Arising from the Unique Roles of Honors College Deans | Jeff Chamberlain, Thomas M. Spencer, and Jefford Vahlbusch CHAPTER SIX The Role of the Honors College Dean in the Future of Honors Education | Peter Parolin, Timothy J. Nichols, Donal C. Skinner, and Rebecca C. Bott-Knutson CHAPTER SEVEN From the Top Down: Implications of Honors College Deans’ Race and Gender | Malin Pereira, Jacqueline Smith-Mason, Karoline Summerville, and Scott Linneman Part IV: Honors College Operations CHAPTER EIGHT Something Borrowed, Something New: Honors College Faculty and the Staffing of Honors Courses | Erin E. Edgington and Linda Frost CHAPTER NINE Telling Your Story: Stewardship and the Honors College | Andrew Martino Part V: Honors Colleges as Leaders in the Work of Diversity, Equity, Inclusion, and Access CHAPTER TEN Cultivating Institutional Change: Infusing Principles of Diversity, Equity, and Inclusion into Everyday Honors College Practices | Tara M. Tuttle, Julie Stewart, and Kayla Powell CHAPTER ELEVEN Positioning Honors Colleges to Lead Diversity and Inclusion Efforts at Predominantly White Institutions | Susan Dinan, Jason T. Hilton, and Jennifer Willford CHAPTER TWELVE Honors Colleges as Levers of Educational Equity | Teagan Decker, Joshua Kalin Busman, and Michele Fazio CHAPTER THIRTEEN Promoting the Inclusion of LGBTQ+ Students: The Role of the Honors College in Faith-Based Colleges and Universities | Paul E. Prill Part VI: Supporting Students CHAPTER FOURTEEN Who Belongs in Honors? Culturally Responsive Advising and Transformative Diversity | Elizabeth Raisanen CHAPTER FIFTEEN Fostering Student Leadership in Honors Colleges | Jill Nelson Granger Part VII: Honors College Curricular Innovation CHAPTER SIXTEEN Honors Liberal Arts for the 21st Century | John Carrell, Aliza S. Wong, Chad Cain, Carrie J. Preston, and Muhammad H. Zaman CHAPTER SEVENTEEN Honors Colleges, Transdisciplinary Education, and Global Challenges | 423 Paul Knox and Paul Heilker Part VIII: Community Engagement CHAPTER EIGHTEEN Teaching and Learning in the Fourth Space: Preparing Scholars to Engage in Solving Community Problems | Heidi Appel, Rebecca C. Bott-Knutson, Joy Hart, Paul Knox, Andrea Radasanu, Leigh E. Fine, Timothy J. Nichols, Daniel Roberts, Keith Garbutt, William Ziegler, Jonathan Kotinek, Kathy Cooke, Ralph Keen, Mark Andersen, and Jyotsna Kapur CHAPTER NINETEEN Serving Our Communities: Leveraging the Honors College Model at Two-Year Institutions | Eric Hoffman, Victoria M. Bryan, and Dan Flores About the Authors About the NCHC Monograph Serie

    The European Experience: A Multi-Perspective History of Modern Europe, 1500–2000

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    The European Experience brings together the expertise of nearly a hundred historians from eight European universities to internationalise and diversify the study of modern European history, exploring a grand sweep of time from 1500 to 2000. Offering a valuable corrective to the Anglocentric narratives of previous English-language textbooks, scholars from all over Europe have pooled their knowledge on comparative themes such as identities, cultural encounters, power and citizenship, and economic development to reflect the complexity and heterogeneous nature of the European experience. Rather than another grand narrative, the international author teams offer a multifaceted and rich perspective on the history of the continent of the past 500 years. Each major theme is dissected through three chronological sub-chapters, revealing how major social, political and historical trends manifested themselves in different European settings during the early modern (1500–1800), modern (1800–1900) and contemporary period (1900–2000). This resource is of utmost relevance to today’s history students in the light of ongoing internationalisation strategies for higher education curricula, as it delivers one of the first multi-perspective and truly ‘European’ analyses of the continent’s past. Beyond the provision of historical content, this textbook equips students with the intellectual tools to interrogate prevailing accounts of European history, and enables them to seek out additional perspectives in a bid to further enrich the discipline

    Translating Islamic Law: the postcolonial quest for minority representation

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    This research sets out to investigate how culture-specific or signature concepts are rendered in English-language discourse on Islamic, or ‘shariÊża’ law, which has Arabic roots. A large body of literature has investigated Islamic law from a technical perspective. However, from the perspective of linguistics and translation studies, little attention has been paid to the lexicon that makes up this specialised discourse. Much of the commentary has so far been prescriptive, with limited empirical evidence. This thesis aims to bridge this gap by exploring how ‘culturalese’ (i.e., ostensive cultural discourse) travels through language, as evidenced in the self-built Islamic Law Corpus (ILC), a 9-million-word monolingual English corpus, covering diverse genres on Islamic finance and family law. Using a mixed methods design, the study first quantifies the different linguistic strategies used to render shariÊża-based concepts in English, in order to explore ‘translation’ norms based on linguistic frequency in the corpus. This quantitative analysis employs two models: profile-based correspondence analysis, which considers the probability of lexical variation in expressing a conceptual category, and logistic regression (using MATLAB programming software), which measures the influence of the explanatory variables ‘genre’, ‘legal function’ and ‘subject field’ on the choice between an Arabic loanword and an endogenous English lexeme, i.e., a close English equivalent. The findings are then interpreted qualitatively in the light of postcolonial translation agendas, which aim to preserve intangible cultural heritage and promote the representation of minoritised groups. The research finds that the English-language discourse on Islamic law is characterised by linguistic borrowing and glossing, implying an ideologically driven variety of English that can be usefully labelled as a kind of ‘Islamgish’ (blending ‘Islamic’ and ‘English’) aimed at retaining symbols of linguistic hybridity. The regression analysis confirms the influence of the above-mentioned contextual factors on the use of an Arabic loanword versus English alternatives

    Northeastern Illinois University, Academic Catalog 2023-2024

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    https://neiudc.neiu.edu/catalogs/1064/thumbnail.jp

    Between the Transnational and the Local: Assessing the Changing Profile of the Islamic Art Collections in Museums in TĂŒrkiye

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    This thesis aims to explain the multiple motives behind the transformation of the display methodologies of Islamic art collections in a museum context by considering the global circumstances such as politics and society. It investigates the shifting ways of displaying the Islamic art collections in Turkish national museums through analyzing both physical and conceptual elements of their permanent galleries starting from the formation of the collections—the late nineteenth or early twentieth centuries—to the present day. Starting from the early years of the twenty-first century, especially after September 11, 2001 the debate about Islam in the West was reflected within the general institution of the museum. During the last two decades, most of the important private and state museum collections of Islamic art around the world—such as the MET, the Benaki Museum, the David Collection, the Louvre Museum, the V&A Museum and the British Museum—have undergone substantial reinstallation. While this global trend exists, each institution follows its own individual agendas, often or partly motivated by local political influences as well as practical purposes such as renovations. In line with this current global process, two major Islamic art museums in Turkey, which were inherited from the Ottoman Empire—the Museums of Turkish and Islamic Art in Istanbul and Bursa—have recently redesigned their galleries in 2014 and 2021 respectively. In addition to the existing museums in Edirne and Erzurum, established during the Republican era, a new Museum of Turkish Islamic Art was recently opened in İznik in 2020. Considering such international and local factors, this research examines how and why the connotations of displaying the visual and material culture of the Islamic world have changed for state museums in Turkey starting from the late nineteenth century to the present day. Through a comparative and a comprehensive analysis, this study aims to understand how national public museums in Turkey display their Islamic art collections within the changing frameworks of global and local museology and as part of distinct social, cultural and political environments. Based on fieldwork and archival research, this research will conclude by presenting new results about the various layers of meaning displaying Islamic art in a Turkish museum context, affected by both transnational cultural and academic trends as well as local political dynamics tied to the AKP’s cultural conceptualizations of Turkey’s Islamic past. Even though scholarly literature on the history of collecting and displaying of Islamic art has extended in parallel with the transformation of the museum galleries for the last two decades, this area of study still needs further research. Being the first study that focuses on Islamic art collections in Turkey, this thesis will hopefully contribute to the existing literature by bringing new perspectives to the meaning of exhibiting the cultural heritage of Muslim societies

    The Role of Education in Preventing Honour-Based Abuse in England

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    Honour-based abuse (HBA) is a form of abuse that frequently remains undetected despite its pervasive nature and catastrophic effects. As an act of violence perpetrated predominantly against women and girls, HBA is the overarching term used for abuse inflicted upon victims because they have supposedly dishonoured their family and brought shame to their community. To date, there is a paucity of research that specifically explores the role of education in preventing HBA in England. In seeking to strengthen and advance knowledge in this area, this research aims to gain insights into the perspectives of key participants about the cross-cultural and contested nature of HBA, including the factors contributing to it, the ramifications for local and national policy, and the role of education in preventing HBA in the context of England. This thesis also illustrates how the insidious and invidious practices of HBA continue to be perpetuated toward the most vulnerable within society. Underpinned by a feminist theoretical framework, qualitative analysis was employed to explore how participants perceive how education may contribute to prevention of HBA. The research participants interviewed for this study, over a period of eight months, included four activists, three politicians, one Home Office senior civil servant, four academics, two Crown Prosecution Service (CPS) staff, and one senior police officer. The semi-structured interviews provided a comprehensive understanding of the significance and meaning that the research participants placed on the role of education in HBA, and HBA prevention. Thematic analysis was undertaken after the data was transcribed and input into NVivo to detect themes, identify codes, and define key themes and underlying subthemes. This analysis uncovered five key themes within this research inquiry. The first theme related to the definitions and practices of HBA and exploring participant perceptions of the elements that contribute to and influence HBA. The second theme identified the origins and perpetuations of HBA. In broad terms, this theme focused on the origins of the cultural practice, identified the trigger factors, and examined the impact of gender and patriarchy in relation to HBA. The third theme was in relation to identification and definition of perpetrators and victims. The fourth theme provided an overview of the positionality of the research participants including their backgrounds, roles, and responsibilities. The fifth theme explored solutions to HBA, including methods of eradication, taking into account interviewees’ views on how to address HBA, and the role of education and government organisations in preventing HBA. Whilst it was clear that steps have been taken by the State to address the phenomenon of HBA through community initiatives and statutory education, the impact of these initiatives on HBA was limited due to several factors, such as lack of effective training for teachers, community literacy in HBA, race relations within the migrant community, funding constraints, and the multiple viewpoints and experiences due to the intersectional nature of HBA. Weaving through the tapestry of migration, culture, discrimination, gender norms, and societal roles, this research generates new understandings on the role of education in preventing HBA in England by drawing on the views of key participants on policies and initiatives related to HBA
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