We examine whether and how CEO foreign experience affects firm’s green innovation. Using a sample of Chinese public companies and hand-collected CEO foreign experience data, we document a positive association between CEO foreign experience and corporate green innovation. Furthermore, consistent with the view that CEOs with foreign experience would play a more significant role when provided with more resources, we find that the positive relationship is more pronounced in less financially constrained firms, (...) in state-owned enterprises, and in less competitive industries. Additional analyses indicate that enhanced environmental ethics and general competency are two potential mechanisms through which CEO foreign experience affects corporate green innovation. Finally, we find that CEO foreign experience is positively related to green innovation quality and internationalization. Collectively, these findings suggest that CEO foreign experience is a significant factor for corporate green innovation in emerging markets. (shrink)

This article identify catalysts of synthetic economic crisis. These catalysts are the subject of transnational corporations, international financial, trade organizations, regional integration groupings. Generalized mechanism for the flow of synthetic economic crisis and their types. This article also proves that the response of governments to the process flow of synthetic economic crisis with the help of the classical fiscal, monetary and administrative-legislative instruments are not effective.

In this study, we examine how top management teams' foreign experience affects firms' green innovation performance and what role environmental regulation plays in their association. Using a large data set on firms' green patents and foreign work or education experience of top management teams from China, we find robust evidence that firms whose top management team members have foreign experience achieve significantly more green patents, and this positive relationship is more pronounced for firms subject (...) to strong environmental regulation. Our findings indicate that via enhancing firms' green innovation performance, top management teams' foreign experience has a positive corporate governance effect on advancing sustainable social development, and environmental regulation is helpful to promote this effect. (shrink)

This study investigates the influence of chief executive officers' (CEOs) career horizon on the adoption of Global Reporting Initiative (GRI) standards for corporate social responsibility (CSR) reporting. Using data from A-share Chinese listed firms on the Shanghai and Shenzhen stock exchanges from 2010 to 2020, we employ logistic regression analysis to examine the empirical relationship. Our findings indicate that companies led by CEOs with shorter career horizons (older CEOs) are less inclined to adopt GRI reporting standards for CSR reporting. This (...) association is particularly pronounced in non-state-owned enterprises compared to state-owned enterprises. Additionally, we observe a weaker relationship between CEO career horizon and GRI adoption when the CEO possesses foreign experience. These results remain robust across various measures of CEO career horizons and econometric methodologies as well. The implications of our findings are significant for understanding the development and implementation of GRI standards for CSR reporting, particularly within the context of China. (shrink)

The article presents the definition of polylingual education, aсcepted in the scientific and expert community abroad. The positive practices of multilingual education in Europe are summarized on the basis of the analysis of the project of European centre for modern languages of the Council of Europe, allowing to assess adequately the significance of the transformation of the language policy of the Russian Federation, using the experience of European countries in the development of polylingual personality. Arguments are given regarding the (...) prospects for the development of multilingual education in Russia, and one of the possible models for its implementation in higher education is proposed. (shrink)

Using a manually collected dataset on the overseas experiences of directors of Chinese listed firms, we examine the effects of returnee directors on firms’ corporate social responsibility engagement. Our results show that returnee directors significantly improve their firms’ CSR engagement. The positive relationship between the percentage of returnee directors and CSR engagement is more significant when a firm is in a competitive industry, when a firm has no government ownership, when a firm’s CEO is not politically connected, and when a (...) firm’s CEO is older. Furthermore, we find that only long-term foreign professional or academic experience matters, whereas short-term visiting experience does not. Finally, our results are robust after controlling for endogeneity. Therefore, this paper offers clear policy implications by suggesting that hiring more returnees as corporate directors is an efficient way to enhance firms’ CSR, which may be of particular interest to regulators in emerging markets. (shrink)

Examines the theories of translation by German romantics in the early 19th century, from Novalis, Friedrich Schlegel, and A.W. Schlegel to Schleiermacher, and compares them briefly to the contemporary, but contrasting, theories by Herder, ...

This Article deals with legal transfer during the first decades after the foundation of the Bulgarian state in 1878, starting from the premise that law is based on communicative distinction rather than separation from society. Foreign law may therefore affect not only the native law, but also the form in which the latter is related to society. Thus legal transfer can also stimulate the evolution of law. The verification of this hypothesis is the aim of a greater project of (...) which the present Article is a part. The Bulgarian state relied a great deal at first on traditional practices of self-government and partly upon the modern Ottoman law, both of which were acknowledged by the Provisional Russian Rule in Bulgaria. Subsequently, Western law was eclectically imported at the expense of local traditions. It seems, however, that the "precious cargo" of modern Western law was relegated at first to the periphery of society, and the courts, for the most part consisting of elected laymen, experienced great difficulties in dealing with it, when it came to their knowledge at all. This is evidenced by customary law, and by some examples related to legal reasoning and legal critique, which may suggest both the persistence of traditional structures and their irritation through the transfer of foreign law. (shrink)

“This book is the first authoritative analysis of the theory of translation in German Romanticism. In a systematic study of Herder, Goethe, Schlegel, Novalis, Humboldt, Schleiermacher, and Hölderlin, Berman demonstrates the importance of the theory of translation for an understanding of German romantic culture, arguing that never before has the concept of translation been meditated in such detail and such depth. Indeed, fundamental questions that arise again today, such as the question concerning the proper versus the literal, of the Other (...) to a given culture, the essence of the work of art, and of language, all these issues, and many more, are shown to have been premeditated in a most important manner by these German Romantics. (shrink)

This research investigates Chinese EFL students’ flow experience in academic writing and its effect on students’ writing performance. The research consists of two studies: a preliminary study involving a survey of 162 college students immediately after their completion of a short English essay to examine whether and how intensely they experienced flow during their writing and whether their perceived levels of challenge of the writing task and their writing skills affected their flow experience, and a main study including (...) a survey of 216 different students at the end of a semester-long writing course to ascertain how frequently these students experienced flow during the course, whether their intrinsic writing motivation and attention control ability were significantly correlated with their flow experience, and whether their flow frequency had an effect on their performance in the writing course. Results of statistical tests of the data in the preliminary study revealed that a large majority of the students experienced a certain level of flow in their writing and their perceived levels of writing skills had a significant influence on their flow experience. The statistical test results of the main study indicated that 66.4% of the students experienced flow with various frequency levels, while 33.6% of the students rarely or never experienced flow, students’ level of motivation and attention control were significantly correlated with their level of flow frequency, and students’ flow frequency had a significant influence on their writing course scores. Research and pedagogical implications of the study are also discussed. (shrink)

Many researchers have acknowledged the role of metacognition in facilitating learning to write in English as a foreign language. Although research on metacognition has explored learners’ metacognitive knowledge and metacognitive strategies in the field of EFL writing, little is known about the nature of learners’ metacognitive experiences in EFL writing. To fill such an important gap, this study was designed to assess EFL learners’ metacognitive experiences before, during, and after writing. Data were collected from a total of 760 undergraduates (...) through three self-report questionnaires and a writing task. Results from quantitative analyses showed four subcategories of EFL learners’ metacognitive experiences in writing: metacognitive feeling, metacognitive judgments/estimates, online task-specific metacognitive knowledge, and online task-specific metacognitive strategies. Based on the empirical evidence, we propose a model of metacognitive experiences in EFL writing. Theoretical, methodological, and pedagogical implications are discussed. (shrink)

Foreign Bodies analyzes how our culture elaborates for us the bodies we have by natural evolution. Calling on the new means contemporary thinkers have used to understand the body, Alphonso Lingis explores forms of power, pleasure and pain, and libidinal identity. The book contrasts the findings of theory with the practice of the body as formulated in quite different kinds of language--the language of plastic art (the artwork body builders make of themselves), biography, anthropology and literature. Lingis explains how (...) we experience our own powers of perception, our postures, attitudes, gestures and purposive action; how our susceptibility to pain and excitability by pleasure acquiesce in and resist the ways they are identified and manipulated today; how cultures code our sensuality with phallic and with fluid identities; how others dress appeals to and puts demands on us. (shrink)

The Common Foreign and Security Policy (CFSP) objectives are an integral part of the overall objectives of the European Union and the policy area has developed from a purely intergovernmental form of cooperation in the days of the European political cooperation to an area in which the member states have increasingly accepted new forms of institutionalization. CFSP decisions are taken by the General Affairs Council, consisting of the ministers for foreign affairs of the member states. In spite of (...) the growing pains in the development of Common Security and Defence Policy (CSDP), the European Union has made significant strides in deploying crisis management operations. However, the issue of defining success of the CSDP is no longer measured in terms of merely launching missions, ensuring mission output, and gathering operational experience. Whenever a common policy does not prove possible, member states are free to pursue their own national foreign policies. (shrink)

The article provides a theoretical analysis of the study of the issue of introducing innovations into educational activities on the basis of foreign and domestic experience of postmodern education. The essence of the problem of introducing innovative technologies in the system of postmodern education in the countries of the world and in Ukraine is revealed. The role of the teacher's professional competence in the application of innovative techniques for organizing the educational process was emphasized. The essential features of (...) postmodern tendencies in foreign and domestic education and teaching practice are combined. In the context of professional postmodern education and to optimize innovative teaching with postmodern tendencies, pedagogical recommendations were submitted on the new conditions and requirements of innovative teaching. The goals of the article, as well as its scientific novelty, theoretical and practical significance for postmodern or innovative pedagogy are determined. It is substantiated that the development of innovative technologies in the field of training future specialists is carried out on the basis of a postmodern approach to the analysis of vocational education, which was integrated by means of personality-oriented, activity-based, professional-creative and psychological-pedagogical approaches at the systemic universal level. Considered professional requirements for educators-innovators. (shrink)

Although speech categories are defined by multiple acoustic dimensions, some are perceptually weighted more than others and there are residual effects of native-language weightings in non-native speech perception. Recent research on nonlinguistic sound category learning suggests that the distribution characteristics of experienced sounds influence perceptual cue weights: Increasing variability across a dimension leads listeners to rely upon it less in subsequent category learning (Holt & Lotto, 2006). The present experiment investigated the implications of this among native Japanese learning English /r/-/l/ (...) categories. Training was accomplished using a videogame paradigm that emphasizes associations among sound categories, visual information, and players’ responses to videogame characters rather than overt categorization or explicit feedback. Subjects who played the game for 2.5 h across 5 days exhibited improvements in /r/-/l/ perception on par with 2–4 weeks of explicit categorization training in previous research and exhibited a shift toward more native-like perceptual cue weights. (shrink)

It is foreign languages that allow one to carry out one’s professional duties at the international level, in particular in the academic field. Besides, they are recognized as a key to the development of human culture, which opens new opportunities for international integration and deepens cultural, intellectual and communicative functions of languages. Considering its historical post-totalitarian specifics and social roles, the development of foreign language education in higher education institutions in Eastern Europe, in particular Ukraine, includes materialist and (...) pragmatic and partly postmodernist trends, which need to be studied and analyzed in the context of a modern, postcolonial society. The research aims to systematize theoretical issues and generalize the experience of developing foreign language education for future humanities teachers in pedagogical universities in Ukraine, as well identify some proper ways to implement authentic and world experience into the modern practice of training future foreign language professionals. The following pedagogical strategies are considered to be certain productive areas in the combination of classical and postmodernist trends in education: the integration of repetitive teaching methods and creative activity; the combination of modular and problem-based learning; the use of non-communicative models and cognitive strategies of foreign language education; the introduction of models of foreign language education, which make it possible to specify social, professional and research activity of the student’s personality; the reinforcement of extra-curricular activities in the context of foreign language education. (shrink)

The essay draws on the concept of ‘asymmetric counter-concepts’ as developed by Reinhart Koselleck starting with twin-formulas such as ‘the familiar and the unfamiliar’ which are generally used to establish collective des­ignations of the self and others and which institutionalize the axiological and the epistemological. These counter-concepts can have different semantic temperatures. The focus is on the underlying meaning-production schemes which produce value-asymmetries. The essay tries to show that a process of heating up these value-asymmetries is only one side of (...) the history of such asymmetric counter-concepts from medieval to modern times. Simultaneously a cooling down can be observed in written texts from different periods; examples include the 12th century Rolandslied and the 16th century Essais of Michel de Montaigne. Full negation eliminates uncertainties and value insecurities. But the complexities and contingencies that emerge since Early Modern times then lead to losses of negatability, which in turn render gains in unfamiliarity. The modern experience of the foreign is indeterminate otherness instead of determined negation that characterized pre-modern alterity. Modern societies therefore need to mediate between validity and contingency under the circumstances of plurality. Interpretational demands and uncertainty about the relevant interpretive frames increase. Foreignness is then experienced as unfamiliarity. This presupposes intellectual attitudes like irritability, curiosity, and willingness to learn. The modern concept of ‘culture’ then is proposed as a comparative pattern where only unavoidable structural asymmetry remains. It explains cultural differences and the experience of foreignness through heterogeneity. Using this specifically modern pattern, there is no longer a legitimate value slope between one’s own position and its negation. The distinction is then between the familiar and the unfamiliar. (shrink)

The book shows one individual's (the author) experience of the world, through contacts with government officials and scholars in the Middle East and Asia, Europe and Latin America during the post-Second World War years up to the later 1960s; and then that individual's reflections and study during the succeeding decades, up to and including the first decade of the 21st century, concerning the future of the world and the critical choices that confront the world both in inter-state relations and (...) in maintaining the security of the biosphere. (shrink)

We examine 575 randomly selected articles on Zimbabwean immigrants from the South African Media database to expose discourses of exclusion and the production of the psycho-social condition – moral panic. We use critical discourse analysis, notions of remediation and immediacy to scrutinize discourse structures and other discursive strategies designed to conceal mediation and authorial prejudices, and to make the reader ‘experience’ the actual content. In addition to making the anti-immigrant rhetoric appear legitimate, and the danger immediate and real, we (...) argue that the apparent seamless content is often biased by selection and structured in such a way as to deny voice to immigrants and their advocates. Among other things, we conclude that since the readers’ interpretations are filtered through lenses of subjectivities defined by communicative contexts characterized by job scarcity, poverty, crime and wanting healthcare, the news content heightens anxiety and miseducates more than it enlightens readers on migration issues. Hence there is a danger of SAM becoming unwitting conveyors of the same vices they preach against. (shrink)

Because of political, economic, technological, and other developments, foreigners who come as students or academics to practice philosophy in a country, geography, and culture other than their own are increasingly prevalent in academic philosophy today. Yet this reality is insufficiently discussed and is under‐thematized, so that it remains opaque even to foreigners themselves. This article seeks first to dissipate that opacity by developing an account of what it is like to be a foreigner in philosophy. I offer an understanding of (...) foreignness through a cluster of interrelated experiences, and I describe “existential dislocation” as the core experience that characterizes the foreigner. Next, the article follows some consequences of these descriptions and analyses. I address considerations of equality in the academy, and then I examine the significance of “existential dislocation” for the philosophical enterprise and propose that it occasions revitalizing possibilities for the discipline. (shrink)

I have read some outrageous books and as a result have lost my innocence. In English, to lose one's innocence also means to become sly and devious, and that is what has happened to me. My innocence was lost in the University of Pittsburgh library. It was there that I borrowed a book called The Pleasurable Experiences of a Foreign Devil in China, which was about the travels of an American in China. On the surface, this American seemed to (...) be passionate about Chinese culture—as soon as he disembarked in Shanghai, toward the end of the Qing dynasty, and saw what Chinese people were like, he became crazy about them. I could have been very pleased that other people like us, but not in this case, because this fellow was a "sadist" and a "bisexual" [Wang uses the English words here and below, and I have put them in quotes.— Trans.] or, in Chinese, a bisexual sadist. There is no way that being liked by this sort of person could please you, unless you happened to be a masochist. (shrink)

This paper examines changing conceptions of honour and masculinity during the Colombian Wars of Independence in the early 19th century. It explores the position of the foreign women who accompanied British and Irish expeditions to join the war against Spanish rule, and shows how colonial, imperial and republican conceptions of masculinity were affected by the role that women played in these volunteer expeditions and in the wars in general. The paper considers women's experiences during war and peace, and examines (...) their experiences in the light of changing conceptions of masculinity at home, in the British empire and in Hispanic America in the early nineteenth century. The social mobility of the Wars of Independence shifted the ground on which these concepts rested for all groups involved. The participation of foreign women alongside male adventurers was a further ingredient in this disorientating period. (shrink)

The paper argues that while the Serbian society and political elite are known for treating their country’s accession to the EU in terms of pragmatic utility maximisation, they generally conceive of Serbian relations with Russia, contrariwise, as an identity-laden issue. To prove it, the author analyses Serbia’s behaviour toward Russia along the features of emotion-driven cooperation, found in the literature on identity and emotions in foreign policy. In particular, the paper focuses on Serbians’ especially strong friendliness vis-à-vis Russia, the (...) parallel existence of the Other (the West) in their identity and the particularly strong intensity of their attraction to Russia during Serbia-West conflicts, the reinforcement of their affection to Russia by national traumas, the endurance of the affection’s strength despite conflicting rational interests and negative experiences in bilateral interaction, the frequent occurrence of references to Russia in Serbia’s domestic discourse and decisional justifications and a large use of historical analogies concerning Russia. Finally, the author ponders over the implications of the existent configuration of emotional and pragmatic forces in Serbian politics for the country’s current and future conduct toward Russia and the EU. (shrink)

Learning to write in a foreign language is a complex cognitive process. The process-genre approach is a common instructional practice adopted by language teachers to develop learners’ writing abilities. However, the interacting elements of procedural knowledge, linguistic knowledge, and generic knowledge in this approach may exceed the capacity of an individual learner’s working memory, thus actually hindering the acquisition of writing skills. According to the collective working memory effect, it was hypothesized that teaching writing skills of English as a (...) foreign language by adopting a process-genre approach in collaborative conditions could lead to better writing performance, lower cognitive load, and higher instructional efficiency. The reported experiment compared learning writing skills of English as a foreign language in individual and collaborative instructional conditions from a cognitive load perspective, a rarely adopted approach in this field. The results indicated that the collaborative instructional condition was more effective and efficient than the individual instructional condition in improving the quality of written products as well as in optimizing the cognitive load experienced by the learners. Measures of cognitive load were used to support the cognitive load theory’s interpretation of the results, which is the unique contribution of this research study to the field. (shrink)

Intertemporal choice requires one to decide between smaller sooner and larger later payoffs and is captured by discount rates. Across two preregistered experiments testing three language pairs (Polish vs. English, Spanish, and German; Experiment 1) and with incentivized participants (Experiment 2), we found no evidence that using a foreign language decreased the strength or increased the consistency of intertemporal choices. On the contrary, there was some evidence of stronger discounting when a foreign language was used. We confirmed prior (...) findings that more reflective individuals discount less strongly but observed that they were just as (un)affected by using foreign language as less reflective individuals. Thus, we provide preliminary evidence that the foreign language effect is robust to individual differences in cognitive reflection. (shrink)

Intertemporal choice requires one to decide between smaller sooner and larger later payoffs and is captured by discount rates. Across two preregistered experiments testing three language pairs (Polish vs. English, Spanish, and German; Experiment 1) and with incentivized participants (Experiment 2), we found no evidence that using a foreign language decreased the strength or increased the consistency of intertemporal choices. On the contrary, there was some evidence of stronger discounting when a foreign language was used. We confirmed prior (...) findings that more reflective individuals discount less strongly but observed that they were just as (un)affected by using foreign language as less reflective individuals. Thus, we provide preliminary evidence that the foreign language effect is robust to individual differences in cognitive reflection. (shrink)

This study examines the role of foreign institutional ownership in corporate social responsibility (CSR). Using the Shanghai-Hong Kong Stock Connect as a quasi-natural experiment, our difference-in-differences estimation shows that foreign institutional ownership drives firms’ CSR corporate social responsibility. Further, the positive effect of foreign institutional ownership on CSR is motivated by foreign institutional investors shifting the stakeholders’ logics about social responsibility, not by profit maximization. We also provide evidence that this effect of foreign institutional ownership (...) on CSR is more pronounced among firms with fewer political connections and with non-overconfident CEOs. Overall, our results indicate that foreign institutional investors transmit social norms and shift stakeholders’ logics regarding social responsibility and, in turn, propel firms to improve CSR to satisfy their stakeholders’ expectations. (shrink)

Infants learn from adults readily and cooperate with them spontaneously, but how do they select culturally appropriate teachers and collaborators? Building on evidence that children demonstrate social preferences for speakers of their native language, Experiment 1 presented 10- month-old infants with videotaped events in which a native and a foreign speaker introduced two different toys. When given a chance to choose between real exemplars of the objects, infants preferentially chose the toy modeled by the native speaker. In Experiment 2, (...) 2.5-year-old children were presented with the same videotaped native and foreign speakers, and played a game in which they could offer an object to one of two individuals. Children reliably gave to the native speaker. Together, the results suggest that infants and young children are selective social learners and cooperators, and that language provides one basis for this selectivity. (shrink)

This study takes a holistic view of flow and anti-flow experiences as interactive subsystems in blended English as a foreign language learning and examines the dynamic complex construct in the field of instructed second language acquisition. We first rephrased the 22-item Classroom Flow Questionnaire to better reflect the context of blended EFL learning. The modified CFQ was then administered to 661 first language Chinese EFL learners. A final 14-item Foreign Language Flow Scale was developed based on results from (...) a series of reliability and validity tests. Both exploratory and confirmatory factor analysis results have demonstrated that foreign language learning flow is a three-dimensional construct involving Enjoyment, Boredom, and Anxiety, thus conceptualizing and validating flow as a continuum with both positive and negative ends. Moreover, participants reported that they experienced the lowest degree of enjoyment, while with respect to the negative flow, they almost experienced similar degree of boredom and anxiety. The present study contributes to the development of the conceptual framework for flow in ISLA as well as constructive pedagogical implications for L2 researchers and educators. Suggestions for future research are also provided. (shrink)

This paper explores foreign travel as an affective experience, embodied practice and form of learning. Drawing on ethnographic fieldwork on tourism and pilgrimage in the Himalayan region, the phenomenological notions of “home world” and “alien world” are employed to discuss how perceptions of strangeness and everyday practices are shaped by enculturation and socialisation processes. It is shown that travellers bring the habitus and doxa acquired in the home world to foreign situations, where these embodied knowledge schemes and (...) abilities for skilful coping can break down. In a home world, cultural patterns offer actors “trustworthy recipes for interpreting the social world” (Schütz, 1944, pp. 501–502) that allow everyday experience to go largely unnoticed and unquestioned. In alien worlds, however, travellers – as strangers – encounter differences and disturbances that disrupt experience and cause things normally overlooked to become “lit up”. Using Husserlian and Heideggerian notions of “light breaks” and Dewey's theory of challenge, the author argues that foreign travel generates a form of embodied learning. This occurs first on the level of the pre-reflexive body that is affected and solicited by the new and unfamiliar demands of an alien world. Ultimately, through continuous adjustment of habits and practices in foreign environments, an embodied cosmopolitanism is generated via accumulated travel experience. This calls attention to the role of the lived body in travel experience, as well as the role of place and environment in shaping human practices, perceptions and modes of dwelling. (shrink)

It is customary to distinguish experimental from purely observational sciences. The former include physics and molecular biology, the latter astronomy and palaeontology. Experiments involve actively intervening in the course of nature, as opposed to observing events that would have happened anyway. When a molecular biologist inserts viral DNA into a bacterium in his laboratory, this is an experiment; but when an astronomer points his telescope at the heavens, this is an observation. Without the biologist’s handiwork the bacterium would never have (...) contained foreign DNA; but the planets would have continued orbiting the sun whether or not the astronomer had directed his telescope skyward. The observational/experimental distinction would probably be difficult to make precise 1, as the notion of an ‘intervention’ is not easily defined, but it is intuitively fairly clear, and is frequently invoked by scientists and historians of science. Experimentation, or ‘putting questions to nature’, is often cited as a hallmark of the modern scientific method, something that permitted the enormous advances of the last 350 years. And it is sometimes said that the social sciences lag behind the natural because controlled experiments cannot be done so readily in the former. Moreover in certain sciences, e.g. epidemiology, students are explicitly taught that experimental data is preferable to observational data, particularly for doing causal inference. So the distinction between observational and experimental science has quite wide currency, and is often regarded as methodologically significant. Surprisingly, mainstream philosophy of science has had rather little to say about the observational/experimental distinction. 2 For example, discussions of confirmation usually invoke a notion of ‘evidence’, to be contrasted with ‘theory’ or ‘hypothesis’; the aim is to understand how the evidence bears on the hypothesis. But whether this ‘evidence’ comes from observation or experiment generally plays no role in the discussion; this is true …. (shrink)

Election interference is one of the most widely discussed international phenomena of the last five years. Russian covert interference in the 2016 U.S. Presidential Election elevated the topic into a national priority, but that experience was far from an isolated one. Evidence of election interference by foreign states or their proxies has become a regular feature of national elections and is likely to get worse in the near future. Information and communication technologies afford those who would interfere with (...) new tools that can operate in ways previously unimaginable: Twitter bots, Facebook advertisements, closed social media platforms, algorithms that prioritize extreme views, disinformation, misinformation, and malware that steals secret campaign communications. Defending Democracies examines the problem through an interdisciplinary lens and focuses on: defining the problem of foreign election interference, exploring the solutions that international law might bring to bear, and considering alternative regulatory frameworks for understanding and addressing the problem. The result is a deeply urgent examination of an old problem on social media steroids, one that implicates the most central institution of liberal democracy: elections. The volume seeks to bring domestic and international perspectives on elections and election law into conversation with other disciplinary frameworks, escaping the typical biases of lawyers who prefer international legal solutions for issues of international relations. Taken together, the chapters in this volume represent a more faithful representation of the broad array of solutions that might be deployed, including international and domestic, legal and extra-legal, ambitious and cautious. (shrink)

This article aims to expose the main governmental shifts in recent American history (1961-2000) by examining two programs: the Assistance to Families with Dependent Children (AFDC) and the Agency for International development (US-AID). Through the exploration of primary and secondary sources, we analyse the production, organisation and circulation of governmental practices in the realms of both domestic and foreign policy. In the American context, practices of government typically revolve around freedom, efficiency models and individual responsibility. Throughout the analysis, we (...) find that the general critiques which have guided reforms and experiments in both areas converge around the same elements. This testifies to the fact that the reflexions and technical models directed at the optimal management of populations are more far-reaching than they first appear. Moreover, the historical transformations in welfare and foreign aid practices bear out the increasingly disciplinary nature of the administration and objectification of the poor, both within the United States and internationally. (shrink)

[Richard Glauser] Shaftesbury's theory of aesthetic experience is based on his conception of a natural disposition to apprehend beauty, a real 'form' of things. I examine the implications of the disposition's naturalness. I argue that the disposition is not an extra faculty or a sixth sense, and attempt to situate Shaftesbury's position on this issue between those of Locke and Hutcheson. I argue that the natural disposition is to be perfected in many different ways in order to be exercised (...) in the perception of the different degrees of beauty within Shaftesbury's hierarchy. This leads to the conclusion that the exercise of the disposition depends, from case to case, on many different cognitive and affective conditions, that are realised by the collaborative functionings of our ordinary faculties. Essential to Shaftesbury's conception of aesthetic experience is a disinterested, contemplative love, that causes (or contains) what we may call a 'disinterested pleasure', but also an interested pleasure. I argue that, within any given aesthetic experience, the role of the disinterested pleasure is secondary to that of the disinterested love. However, an important function of the disinterested pleasure is that, in combination with the interested pleasure, it leads one to aspire to pass from the aesthetic experience of lower degrees of beauty to the experience of higher ones in the hierarchy. /// [Anthony Savile] (1) If Shaftesbury is to be seen as the doyen of modern aesthetics, his most valuable legacy to us may not so much be his viewing aesthetic response as a sui generis disinterested delight as his insistence on its turning 'wholly on [experience of] what is exterior and foreign to ourselves'. Not that we cannot experience ourselves, or what is our own, as a source of such admiration. Rather our responses, favourable or no, are improperly grounded in any essentially reflexive, or first-personal, ways of taking what engages us. The suggestion is tested against the case of Narcissus. (2) Glauser interestingly emphasizes Shaftesbury's neo-Platonic conception of a hierarchy of aesthetic experience that culminates in the joyful contemplation of God. That hierarchy must be something that is less unitary and systematic than Shaftesbury himself had supposed, even when his emphasis on the tie between aesthetic pleasure and contemplative experience is allowed to extend beyond perception and to encompass episodes of thought itself. (shrink)

By portraying meaning as a phenomenon that eludes complete expression and arises spontaneously in our everyday embodied interactions with others and objects in the world, as well as in our own unconscious registering of those interactions, Woolf’s Mrs. Dalloway is uniquely insightful concerning both the presence of meaning in modern life and the modern conception of the self--phenomena marked by a certain ineradicable tension between that which is constituted by us and that which is given from outside us. This paper (...) examines this tension through the lens of Merleau-Ponty’s phenomenology, with special attention to the leitmotif of the «spontaneity of sense». Woolf and Merleau-Ponty both help to illustrate an important modern insight: that among the most meaningful experiences are those that are not only unexpected and unexplained, but in some sense foreign and unexplainable--mysterious events and yet everyday occurrences that explode the supposed privacy of our thought, and exceed our capacity for expression. (shrink)

[Richard Glauser] Shaftesbury's theory of aesthetic experience is based on his conception of a natural disposition to apprehend beauty, a real 'form' of things. I examine the implications of the disposition's naturalness. I argue that the disposition is not an extra faculty or a sixth sense, and attempt to situate Shaftesbury's position on this issue between those of Locke and Hutcheson. I argue that the natural disposition is to be perfected in many different ways in order to be exercised (...) in the perception of the different degrees of beauty within Shaftesbury's hierarchy. This leads to the conclusion that the exercise of the disposition depends, from case to case, on many different cognitive and affective conditions, that are realised by the collaborative functionings of our ordinary faculties. Essential to Shaftesbury's conception of aesthetic experience is a disinterested, contemplative love, that causes (or contains) what we may call a 'disinterested pleasure', but also an interested pleasure. I argue that, within any given aesthetic experience, the role of the disinterested pleasure is secondary to that of the disinterested love. However, an important function of the disinterested pleasure is that, in combination with the interested pleasure, it leads one to aspire to pass from the aesthetic experience of lower degrees of beauty to the experience of higher ones in the hierarchy. /// [Anthony Savile] (1) If Shaftesbury is to be seen as the doyen of modern aesthetics, his most valuable legacy to us may not so much be his viewing aesthetic response as a sui generis disinterested delight as his insistence on its turning 'wholly on [experience of] what is exterior and foreign to ourselves'. Not that we cannot experience ourselves, or what is our own, as a source of such admiration. Rather our responses, favourable or no, are improperly grounded in any essentially reflexive, or first-personal, ways of taking what engages us. The suggestion is tested against the case of Narcissus. (2) Glauser interestingly emphasizes Shaftesbury's neo-Platonic conception of a hierarchy of aesthetic experience that culminates in the joyful contemplation of God. That hierarchy must be something that is less unitary and systematic than Shaftesbury himself had supposed, even when his emphasis on the tie between aesthetic pleasure and contemplative experience is allowed to extend beyond perception and to encompass episodes of thought itself. (shrink)

[Richard Glauser] Shaftesbury's theory of aesthetic experience is based on his conception of a natural disposition to apprehend beauty, a real 'form' of things. I examine the implications of the disposition's naturalness. I argue that the disposition is not an extra faculty or a sixth sense, and attempt to situate Shaftesbury's position on this issue between those of Locke and Hutcheson. I argue that the natural disposition is to be perfected in many different ways in order to be exercised (...) in the perception of the different degrees of beauty within Shaftesbury's hierarchy. This leads to the conclusion that the exercise of the disposition depends, from case to case, on many different cognitive and affective conditions, that are realised by the collaborative functionings of our ordinary faculties. Essential to Shaftesbury's conception of aesthetic experience is a disinterested, contemplative love, that causes what we may call a 'disinterested pleasure', but also an interested pleasure. I argue that, within any given aesthetic experience, the role of the disinterested pleasure is secondary to that of the disinterested love. However, an important function of the disinterested pleasure is that, in combination with the interested pleasure, it leads one to aspire to pass from the aesthetic experience of lower degrees of beauty to the experience of higher ones in the hierarchy. /// [Anthony Savile] If Shaftesbury is to be seen as the doyen of modern aesthetics, his most valuable legacy to us may not so much be his viewing aesthetic response as a sui generis disinterested delight as his insistence on its turning 'wholly on [experience of] what is exterior and foreign to ourselves'. Not that we cannot experience ourselves, or what is our own, as a source of such admiration. Rather our responses, favourable or no, are improperly grounded in any essentially reflexive, or first-personal, ways of taking what engages us. The suggestion is tested against the case of Narcissus. Glauser interestingly emphasizes Shaftesbury's neo-Platonic conception of a hierarchy of aesthetic experience that culminates in the joyful contemplation of God. That hierarchy must be something that is less unitary and systematic than Shaftesbury himself had supposed, even when his emphasis on the tie between aesthetic pleasure and contemplative experience is allowed to extend beyond perception and to encompass episodes of thought itself. (shrink)

This paper is to inform the recent situations of work by the foreign domestic workers (FDWs) in Hong Kong through the lens of Covid-19. Through the interviews with seven informants — two employers and five FDWs, stories describing the changes in their working conditions, rights and entitlement, and the contextual environment related to the impacts of Covid-19 were collected. They were analysed through three theoretical tools — visibility/invisibility, mobility/immobility, and work boundary. The findings show that under the Covid-19 crisis, (...) the FDWs experienced more hardships and struggles in both the home country and host country. The paradoxes of visibility/invisibility and mobility/immobility together with blurred work boundary were found in their experience of work, rights and entitlement, and the contextual environment. On one hand, the employers’ power of controlling FDWs has increased, but the agency to resist by the FDWs has decreased making them to turn to more passive means of resistance which could harm the FDWs’ physical and mental health and wellbeing. (shrink)

As developed and developing countries move towards greater technological development in the 21st century, the need for engineers has increased substantially. Japan is facing the dilemma of insufficient engineers; therefore, the country has to rely on foreign workers. This problem may be resolved if there is a continuous effort to increase the number of women engineers, who currently represent only 1%–2% of engineers in Japan. In this study, the satisfaction level of the learning experience of Japanese female engineering (...) students was measured to determine its relationship with the students’ intention to choose engineering as their profession. Socio-cultural influences on the respondents’ intentions to pursue careers in the field were also studied. The findings revealed that learning experience was directly related to female students’ intention to pursue their career in engineering whereas socio-cultural values of a society have strong influences on students’ motivation to pursue careers in engineering in general. Additionally, some strategies are proposed to attract young girls to pursue engineering courses, as well as for current female engineering students to continue their studies and choose professions in the field as their career. (shrink)

The importance of teachers’ affective, cognitive, and motivational factors in students’ academic achievement and well-being has been widely acknowledged. These factors are of great relevance, especially in the foreign language learning context wherein interaction between teachers and students is frequent and varies in forms. Though abundant evidence points to the high prevalence and risky factors of burnout among such a group, the extant literature lacks a quantitative synthesis of the interrelationship between emotional intelligence, self-efficacy, and burnout among them. This (...) study aims to fill this research gap. The current meta-analysis is based on 42 independent samples with the experiences of 5,665 teachers reviewed. Results demonstrated moderate to large meta-correlations between these three constructs in the expected directions. EI and SE are positively correlated with each other, but negatively correlated with burnout. Moderation analysis also provides exploratory insights into the effects. Implications and future directions are also discussed. (shrink)

The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed the participants’ (...) levels of positive flow and negative flow in a blended learning context, then performed Pearson correlation analysis to confirm a significant, but weak positive relationship between positive flow and negative flow. Then, significant difference tests were run to determine the varied effects of those variables on flow. Finally, two multiple regression analyses were conducted to identify five predictors of positive flow, with the biggest contribution coming from learners’ attitudes toward the foreign language, and three predictors of negative flow, with the learners’ major accounting for the majority of variance. In the second stage of the research, a qualitative corpus was constructed, based on accounts of classroom experiences from 71 participants of the total sample, and further illustrated the quantitative findings. Pedagogical implications for educational psychologists and teachers of second and/or foreign languages are addressed. (shrink)

Teaching is one of the professions that creates opportunities for individuals to experience flow, a state of complete absorption in an activity. However, very few studies have examined ESL/EFL teachers’ flow states inside or outside the classroom. As such, this study aimed to explore the quality of experience of 75 EFL teachers in flow and also examine the relationships between their emotional intelligence, the Big Five personality traits and the flow state. To this end, the teachers filled out (...) recurrent flow surveys for a week, and also completed emotional intelligence and the Big Five personality questionnaires. It was found that reading was the major flow trigger outside the classroom and teaching and delivering lessons was the most significant flow-inducing activity for the teachers inside the classroom. Furthermore, correlations and independent samples t-tests indicated that all emotional intelligence and personality traits had significant relationships with flow except agreeableness. Finally, multiple regression analysis showed that two personality traits, conscientiousness and openness to experience were the strongest predictors of the flow state. The implications for future flow-related research in the field of applied linguistics are discussed. (shrink)

Educational institutions all over the world continue to attract the services of foreign-born scholars. In addition to the culture shock that immigrants experience in unfamiliar countries, these scholars often undergo "pedagogical shock." Through autobiographical accounts of foreign-born professors from Africa, Asia, Europe, and the US, this volume examines the experiences of foreign-born professors around the world to provide insight on the curricular, school-systemic, and sociological differences and challenges that are encountered, and how to help resolve them. (...) It will help administrators, institutions, and immigration and comparative education scholars understand the cross-cultural challenges and coping strategies that define the private and professional lives of foreign-born professors across the globe. (shrink)

In rubber hand illusions and full body illusions, touch sensations are projected to non-body objects such as rubber hands, dolls or virtual bodies. The robustness, limits and further perceptual consequences of such illusions are not yet fully explored or understood. A number of experiments are reported that test the limits of a variant of the rubber hand illusion. Methodology/Principal Findings -/- A variant of the rubber hand illusion is explored, in which the real and foreign hands are aligned in (...) personal space. The presence of the illusion is ascertained with participants' scores and temperature changes of the real arm. This generates a basic illusion of touch projected to a foreign arm. Participants are presented with further, unusual visuotactile stimuli subsequent to onset of the basic illusion. Such further visuotactile stimulation is found to generate very unusual experiences of supernatural touch and touch on a non-hand object. The finding of touch on a non-hand object conflicts with prior findings, and to resolve this conflict a further hypothesis is successfully tested: that without prior onset of the basic illusion this unusual experience does not occur. Conclusions/Significance -/- A rubber hand illusion is found that can arise when the real and the foreign arm are aligned in personal space. This illusion persists through periods of no tactile stimulation and is strong enough to allow very unusual experiences of touch felt on a cardboard box and experiences of touch produced at a distance, as if by supernatural causation. These findings suggest that one's visual body image is explained away during experience of the illusion and they may be of further importance to understanding the role of experience in delusion formation. The findings of touch on non-hand objects may help reconcile conflicting results in this area of research. In addition, new evidence is provided that relates to the recently discovered psychologically induced temperature changes that occur during the illusion. (shrink)

This article aims to challenge the thesis of the craft origins of scientific empiricism by demonstrating how the empirical practices of early experimentalism differed in significant ways from the activities of artisans. Through a phenomenological analysis of instrumental observation and experimental demonstrations, I aim to show how experimentalism privileged modes of experience that were foreign to craft traditions and which facilitated a newfound estrangement of human subjects from the objects of their knowledge. Firstly, we will review concerns surrounding (...) the promotion of optical instruments by early experimentalists to reveal how these technologies were understood not only to amplify the senses but also to obscure contextual and relative qualities available to unaided visual perception. Secondly, we will examine the experimental practices of the early Royal Society, to see how experimental demonstrations were deliberately structured to facilitate experiences of the natural world that were divorced from practical and personal contexts. It is here that the divergence from artisanal epistemology is rendered most apparent. For in contrast to craft practices, which favored forms of experience which were personal and engaged, I will argue that the new scientific practices of the 17th century played a central role in effecting the researcher's transformation into a new kind of epistemological subject – the spectator. (shrink)

This literature review focused on effective teaching strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) in classrooms where English as a Foreign Language (EFL) is taught, which is undoubtedly a novel and crucial issue that demands immediate attention. This review not only concentrates on identifying the teaching strategies used for students with ADHD but also delves into and considers different teaching approaches and inclusive education adaptations for students with ADHD. The impact of this review might be significant for (...) educators, parents, and stakeholders alike since it could provide valuable recommendations and knowledge based on the evidence gathered. This would lead to developing more effective, efficient, and inclusive teaching strategies or mechanisms for students with ADHD. Programs aimed at teacher training could also benefit from the findings of this review, contributing to the general support and improving the academic experience of students with ADHD in foreign language learning environments. (shrink)