This paper examines how racial violence underpins the European Union's border regime. Drawing on two case studies, in northern France and the Balkans, we explore how border violence manifests in divergent ways: from the direct physical violence which is routine in Croatia, to more subtle forms of violence evident in the governance of migrants and refugees living informally in Calais, closer to Europe's geopolitical centre. The use of violence against people on the move sits uncomfortably with the liberal, post-racial self-image of the European Union. Drawing upon the work of postcolonial scholars and theories of violence, we argue that the various violent technologies used by EU states against migrants embodies the inherent logics of liberal governance, whilst also reproducing liberalism's tendency to overlook its racial limitations. By interrogating how and why border violence manifests we draw critical attention to the racialised ideologies within which it is predicated. This paper characterises the EU border regime as a form of "liberal violence" that seeks to elide both its violent nature and its racial underpinnings.

While there are certainly differences ofopinion regarding teaching effectiveness, the goal of this study is toinvestigate whether there is consistency or differences in opinion based on thegender of the student doing the evaluation of the instructor or the gender ofthe instructor being evaluated. Thispaper summarizes the gender-based findings from a survey administered tostudents in fall 2011 at a mid-sized Association to Advance Collegiate Schoolsof Business International (AACSB International) accredited Midwesternuniversity business school. Thirty-fivetraits were presented for evaluation. Thefindings of this study suggest that there are differences between female andmale student ratings of teacher effectiveness.Females in general tend to rate teachers higher overall in terms ofteaching effectiveness. Furthermore,there are specific traits that appear to be more important to females, andother specific traits which appear to be more important to males. This study provides strong evidence thatthere are systematic differences between male and female students in terms of theirperceptions of the teaching traits they find important and how they rateinstructors of each gender. It isimportant that faculty members and especially administrators are aware of thepotential for gender bias in ratings of teacher effectiveness. Men and women have different perceptions. Male and female students are different, andthey perceive differences between male and female faculty members.

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Certainly not a new phenomenon, professors continue to strive to discover the magic elixir that will cause all students to become active participants in the learning process. It seems logical that if students find a topic interesting or pertinent to their career objectives, they will tend to take a more active role in a course. Perhaps as reasonable to assume, if instructors are engaging and have the respect of the class, students will naturally put forth more effort to master the material.  Prior studies have also shown that certain pedagogical devices and innovations, such as the usage of presentation technology, can positively impact student motivation. This study explored whether something as basic as the professor’s attire could also have a motivating effect on student perceptions and behavior in a college classroom setting. This paper summarizes the results of a survey pertaining to faculty dress that was administered to students enrolled in selected business courses at a mid-sized Midwestern university. Students were asked their opinion of whether the professional or unprofessional dress of the instructor would conceivably impact their own learning and effort. The survey results show that, in general, students perceive professional dress positively, and adjust their behavior accordingly.

Prior studies suggest that faculty members who are credible are more effective in the classroom in that they are evaluated more highly and their students achieve greater learning. This paper explores how the instructor's attire impacts his or her perceived credibility, and how the students' corresponding perception of instructor credibility impacts the students' self-described behavior.