Thesis (Ph.D.)--Bowling Green State University, 2009. / Document formatted into pages; contains xii, 239 p. Includes bibliographical references.

Thesis (M.A.)--Xianggang Zhong wen da xue, 1984. / Cover title. Reproduced from ms. copy; printed on one side of leaf only. Includes bibliographical references.

Thesis (M.A)--Chinese University of Hong Kong, 1984. / Cover title. Reproduced from ms. copy; printed on one side of leaf only. Supplement duo: Jin dai xue zhe dui Ming Qing zhi ji xue shu si xiang zhuan bian de jie shi / Chen Yekai. 880-03

archives@tulane.edu / Serviteurs at the Crossroads addresses the fundamental paradox of Haitian Vodou studies: can Vodou be viewed through a Western academic lens? The thesis focuses on the historiographical debate surrounding the role of Haitian Vodou in the Haitian Revolution, and the ways it illustrates the pervasive disconnect between the worldview of Haitian Vodou and the worldview of Western Scholarship. / 1 / Michal (Holly) Devon

李翠茵. / "2004年5月". / 論文(哲學碩士)--香港中文大學, 2004. / 參考文獻 (leaves 151-171). / 附中英文摘要. / "2004 nian 5 yue". / Li Cuiyin. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (leaves 151-171). / Fu Zhong Ying wen zhai yao. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 《呂氏春秋》槪述 --- p.2 / Chapter 第三章 --- 稷下學派槪說 --- p.5 / Chapter 第一節 --- 稷下學宮的形成 --- p.5 / Chapter 第二節 --- 稷下學者及其相關著作考辨 --- p.6 / Chapter 第三節 --- 稷下學說特色綜論 --- p.19 / Chapter 第四章 --- 呂氏春秋與稷下學派關係槪說 --- p.25 / Chapter 第一節 --- 《呂氏春秋》的成書背景 --- p.25 / Chapter 第二節 --- 《呂氏春秋》引用齊地人、事及稷下人物的情況 --- p.26 / Chapter 第五章 --- 《呂氏春秋》與稷下文本關係考證 --- p.29 / Chapter 第六章 --- 呂氏春秋與稷下相關論說比義 --- p.39 / Chapter 第一節 --- 治身：精氣論 --- p.39 / Chapter 1. --- 精氣槪說 --- p.39 / Chapter 2. --- 精氣的存養 --- p.52 / Chapter 3. --- 精氣與養生 --- p.69 / Chapter 第二節 --- 治身：解蔽 --- p.80 / Chapter 第三節 --- 治國 --- p.93 / Chapter 1. --- 形名 --- p.93 / Chapter 2. --- 因 --- p.114 / Chapter 3. --- 執一 --- p.125 / Chapter 第七章 --- 結語 --- p.143 / 附錄一、《呂氏春秋》篇章學說分類 --- p.146 / 參考書目 --- p.151

This article-format dissertation focuses on how scholars use social media to support their scholarship. The first article is a scoping literature review that outlines current research. While overviewing an emergent field of literature, the article highlights motivations for using social media use, discusses benefits and drawbacks of this use for scholarship, explains how this discourse has evolved over time, and shares implications of what further topics can be investigated as well as implications for post-secondary institutions and scholars integrating social media use into their professional roles. In article two, I built a classifier and used it to analyze the Twitter data of those who self-identified as post-secondary scholars. The goal of the classifier was to analyze patterns of actual use rather than self-reported use. It was discovered that use is primarily personal, although many scholars use these to represent an aspect of their professional identity. The classifier was then tested on a sub-group of learning technology scholars to identify variance that may exist in the ways in which scholars of a singular field may be using Twitter. The third article was a phenomenological study that investigated the lived experiences of faculty using social media to support their scholarship. Through the study, five themes emerged as scholars discussed their use of Twitter and other social media and those were (a) positive relational impacts and community building, (b) using social media as a tool for open scholarship, (c) identity presentation, (d) the ethics of social media platforms, and (e) drivers for change over time. The study also found that although scholars may appear to be using social media for varied purposes, their Twitter profiles are often seen as primarily or completely a professional platform with which they engage with their communities and expand their definition of scholarship. The conclusion of the dissertation highlights findings across the three articles and provides directions for future research.

The purpose of this qualitative case study was to describe the evaluation of university-community engagement scholarship through the college level promotion and tenure process at Southeastern University and to determine the value of faculty engagement as scholarship through that process. This study also examined useful criteria for judging such scholarship. In designing this study, three research methods were employed. Those methods were (a) interviews with faculty and department heads within the College of Education, and other university administrators at Southeastern University; (b) a review of university documents germane to the promotion and tenure process; and (c) an examination of dossier comment forms about a fictional dossier. Data were transcribed, coded, and categorized using content analysis. A role-ordered matrix was designed to display the perceptions and attitudes of the participants interviewed regarding the evaluation of engagement scholarship within the College of Education at Southeastern University. A conceptually clustered matrix was used to display empirical data that related by theme. A case dynamics matrix was used as an attempt to link consequential processes. An event network was helpful in displaying relationships among the respondents regarding the promotion and tenure process. This network depicted the people within that process and the flow of major communication that affects the promotion and tenure process. This study resulted in a model of engagement scholarship and a model for promoting engagement within a university setting. Findings from this study included a list of criteria offered by the resondents that paralleled those proposed by Glassick et al (1997). Perceived values of engagement scholarship were mixed and depended on whether such scholarship produced publications, grants, and contracts. This study might be useful for persons being evaluated for university-community engagement scholarship and for those evaluating university-community engagement scholarship in university setting. / Ph. D.

Call number: LD2668 .T4 1930 E41

Call number: LD2668 .T4 1930 G41

Published Article / In academia, evidence of scholarship, e.g. published articles, is required for career progression. A consensus-seeking design was used to identify ways in which nurse academics in sub-Saharan Africa could be mentored to increase their publications. Convenient sampling was done and data were gathered through two nominal groups. Only 9 of the 24 participants who had at least a master's degree have had an article published. Nurses in sub-Saharan Africa who acquire master's and doctoral degrees should be mentored to get their findings published in journals. Developmental network mentoring appeared to be more appropriate for mentoring nurse academia over geographical distances than individual dyad mentoring relationships.