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"From antiquity to the present, the theory and practice of imitation have been central to the construction of art. Yet despite a growing body of recent work, imitation is still commonly confused with the practice of copying. This misunderstanding is detrimental to the many kinds of replication that are negatively compared with notions of originality and authenticity, such as appropriation, quotation, reproduction, citation and reference. Nevertheless it is the act of repetition that confers the quality of originality and authenticity on the model in the first place --- a paradoxical gesture of demarcation that serves to establish a representational hierarchy between imitation and model. This reinforces the perception that all forms of imitation necessarily run counter to the idea of innovation or emulation.This collection of essays challenges these prejudices by bringing to bear a perspective that reveals the ubiquity of the practice of imitation across cultures while underlining the homology of theories of imitation from within the various historical and geographical positions that are investigated. Leading scholars bring light to a broad range of areas, some of which have been little researched in the past, providing an invaluable text for undergraduates and scholars of art history, visual studies, and aesthetics, and museum professionals."

"This book, based on a survey of academics in 19 nations and conducted by leading global scholars, is a thorough sounding of the attitudes of academics to their working environment. As the post-WWII liberal consensus crumbles, higher education is increasingly viewed as a private and personal investment in individual social mobility rather than as a public good and, ipso facto, a responsibility of public authorities. The incursion of corporate culture into academe, with its ?stakeholders?, ?performance pay? and obsession with ?competitiveness? is a matter of bitter debate, with some arguing that short-termism is obviating epoch-making research which by definition requires patience and persistence in the face of the risk of failure."

"ABSTRAKGlobalisasi pendidikan adalah suatu tantangan besar yang harus dihadapi oleh semua institusi pendidikan. Dalam dunia yang berubah, institusi pendidikan harus menghadapi beberapa isu penting. Pertama, Pendidikan harus kompetitif, yang memaksa pelaku pendidikan harus bekerja lebih serius untuk mempertahankan eksistensi lembaga pendidikan mereka; Kedua, lembaga pendidikan perlu mempertimbangkan penerimaan terhadap nilai-nilai humanitas baru seperti pemahaman multikultural dan demokrasi sebagai ihtiar menyiapkan peserta didik memasuki dunia baru; Ketiga, sesuai dengan tuntutan sosial dan pasar, lembaga pendidikan perlu mengambil posisi sedemikian rupa sehingga alumni lulusannya dapat berkompetisi dan terserap pasar.Madrasah adalah salah satu jenis lembaga pendidikan di Indonesia yang mempunyai segmen masyarakat tertentu. Lembaga pendidikan ini mengambil porsi kurang lebih 18-20 % dari layanan pendidikan sesuai dengan jenjang tingkat pendidikannya. Jumlah madrasah di Inonesia kurang lebih 39.469 lembaga. Permasalahan penelitian yang dirumuskan dalam penelitian ini adalah bagaimana pelaku madrasah mengambil posisi dalam menghadapi globalisasi pendidikan. Untuk penelitian ini, saya mengambil kasus Madrasah Pembangunan di Ciputat Tangerang Banten. Madrasah ini berhasil membuktikan diri sebagai lembaga pendidikan alternatif. Siswa-siswinya berasal dari masyarakat urban kelas menengah secara ekonomi, dan lembaga pendidikan itu berhasil memperbaik kinerja dan image secara mengagumkan. Fenomena ini adalah sebuah perkecualian dari kebanyakan madrasah yang cenderung terbatas, memprihatinkan.Penelitian ini menyimpulkan beberapa pernyataan berikut: Pertama, dalam konteks globalisasi di dunia pendidikan, identitas adalah sesuatu yang penting dan menjadi salah satu sumber inspirasi utama untuk pengembangan lembaga pendidikan yang berkarakter dan berkeunggulan. Nama ?madrasah? merujuk pada sebuah jenis pendidikan di Indonesia menjadi nama identitas yang berkontestasi baik secara lokal, nasional maupun internasional. Kedua, madrasah sebagai salah satu jenis lembaga pendidikan di Indonesia dalam menghadapi tantangan globalisasi pendidikan harus mempunyai posisi yang sama dengan sekolah umum dalam legalitas dan akses terhadap negara. Kasus Madrasah Pembangunan, karena keberhasilan dalam memposisikan diri.

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ABSTRACTGlobalization is one thing that must be faced by all educational institutions. In a changing world, educational institutions must face some crucial issues. First, educational competitiveness is a priority in the current education system which makes educational practitioners work harder in order to maintain the existence of their institutions. Second, educational institutions should take into consideration the new secular/humanity values such as democracy and multiculturalism in their theory and practice. Third, in line with societal demand to match education with the market, education institutions must review its position so that its alumni are able to compete in job market.One of institutional education in Indonesia is education that manage by religious community. There are madrasahs (Islamic schools) that services for about 18-20 % Indonesia schools follows its each levels. The number madrasahs in Indonesia is approximately 39.469 unit (2007). The main research question is how are practitioners of madrasahs facing globalizatian challenges? For this research, I carried out a case study of Madrasah Pembangunan, located in Ciputat, Tangerang. The Madrasah is very successful. It?s students come from urban middle class family and that school has a favorable image and efficient administration. This phenomenon is different from the more common madrasahs found in the country with poor condition and second class in quality.This research concluded to the following statement: first, in the context of globalization, identity issues become important and can even become a source of inspiration for the development of educational institutions that characterized and competitive. The word of ?madrasah? to mention some Islamic schools becomes one identity that contesting in the local, national and international context. Second, madrasah as one of education institution in Indonesia in facing globalization must have same opportunity with the general schools both in position legal claims and in the context of competition. Now, one of madrasahs like Madrasah Pembangunan Ciputat, Tangerang begin ready to follow competition with the others. Third, the position of the state to madrasah preferable concerned to keep benefit of the integration and modernization of the nation's need to drive quality through the helping in financing, management, and direction for developing of Islamic education."

"Law's Ethical, Global and Theoretical Contexts examines William Twining's principal contributions to law and jurisprudence in the context of three issues which will receive significant scholarly attention over the coming decades. Part I explores human rights, including torture, the role of evidence in human rights cases, the emerging discourse on 'traditional values', the relevance of 'Southern voices' to human rights debates, and the relationship between human rights and peace agreements. Part II assesses the impact of globalization through the lenses of sociology and comparative constitutionalism, and features an analysis of the development of pluralistic ideas of law in the context of privatization. Finally, Part III addresses issues of legal theory, including whether global legal pluralism needs a concept of law, the importance of context in legal interpretation, the effect of increasing digitalization on legal theory, and the utility of feminist and postmodern approaches to globalization and legal theory."