Volume 61

The Russian-Ukrainian War has significantly impacted the international community, making it crucial to examine the war responsibility of all parties involved under international law. Through this paper, we aim to prove the illegality of Russia's argument and exercise the right of pre-emptive self-defense. To achieve this, we propose a new set of elements that can be used to judge pre-emptive self-defense more clearly. In light of the illegality of Russia's actions and the ICC's background, we further seek to determine both Russia's national responsibility and the individual responsibility of the war initiators. Our paper also offers a potentially effective arrest plan that involves coordination with specific international organizations and subjects. However, given the ongoing dispute around humanitarian intervention by the United States, humanitarian intervention must play a crucial role in the Russo-Ukraine war. The paper demonstrates the legal basis and necessity of humanitarian intervention in the current situation.

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This paper investigates the cause of two revolutions, the French Revolution in 1789 and the Chinese Revolution in 1911. The paper analyzes the two revolutions through four perspectives: structural, actor, micro, and macro. From these perspectives, the paper compares and contrasts the two revolutions to reach the final conclusion about why the French Revolution succeeded at leaving an ideological legacy; for example, ideas from the Enlightenment influenced the French people and later led to the 1848 Revolution. Meanwhile, the Chinese Revolution of 1911 failed to establish a government influenced by liberal ideas, and the emperor was reinstated under the Yuanshikai Restoration. The remnants of the feudal society still existed until the Chinese Revolution in 1949.

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The purpose of this article is to explore the fundamental attribution error (FAE) and its sociocultural implications in educational settings, examining its role in shaping teacher-student interactions and perceptions of accountability, particularly across diverse cultural contexts. Drawing on empirical research and theoretical analysis, including Garcia's work on the miseducation of Latina girls, the article discusses the emergence of FAE as a cognitive bias that influences educational trajectories and reinforces systemic inequalities. Findings suggest that a universal cognitive mechanism is at play, but its impact varies with cultural nuances, requiring culturally responsive pedagogical strategies. The article calls for an educational shift toward inclusivity and equity and urges further research and the development of interventions to mitigate the influence of biases such as the FAE in schools worldwide.

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This mixed methods study investigates ESL instructional practices at Shenzhen Experimental High School, a Chinese international secondary institution. The findings will provide data-driven insights into optimal teaching methods for Chinese adolescent ELLs. This holds significant implications for enhancing teacher preparation and professional development programs in international schools striving to meet the needs of diverse linguistic learners at Shenzhen Experimental to identify areas for improved professional development tailored to this context. The goal is informing data-driven reforms to enhance outcomes for the school’s adolescent English language learners (ELLs). This research also provides an important foundation and model for future inquiries illuminating the multidimensional competencies that enable ESL teachers to create inclusive, linguistically responsive learning environments.

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This study explores the impact of two educational models, Banking Education and Problem-Posing Education, within the context of virtual classrooms. Rooted in the constructivist learning theory, which posits learning as an active, meaning-making process, the research aims to compare their effects on student engagement, proactiveness, responsibility, and learning outcomes. Theoretical analysis and practical implementation of these models were conducted in a participatory action research design, spanning three stages: theoretical analysis, implementation, and reflection and evaluation. Data was collected through eight weeks of virtual field notes, categorizing activities under banking or problem-posing education. Results suggest that the Problem-Posing model, in the virtual education realm, led to tangible improvements in student engagement and performance. Students exhibited greater autonomy, active participation, and collaborative problem-solving. This aligns with constructivist principles, emphasizing the social construction of knowledge. In contrast, the Banking model yielded a less positive response, marked by student reticence and disinterest. The findings contribute to understanding pedagogical practices in the digital age, emphasizing the practical application of constructivist principles in teaching.

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This study quantitatively assessed the impact of adverse childhood experiences (ACES) on self-esteem levels in emerging adults, with a particular focus on a cohort of undergraduate students in China. The study drew 50 participants from three different Chinese universities using the modified and translated Rosenberg Self-esteem Scale and the culturally adapted ACE questionnaire. The findings confirm the profound and lasting impact of adversity in early childhood on self-esteem, particularly within the unique sociocultural framework of Chinese society. The study highlights the need for culturally coordinated education and psychological interventions to meet the specific needs of individuals with a history of ACE. Future research directions are suggested, highlighting the need for broader, more representative samples and longitudinal study designs to further elucidate the long-term trajectory of self-esteem development after ACE.

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In the context of romance narratives, where women play a fundamental role, this research delves into the evolving depictions of women in medieval romance literature. Existing scholarly work primarily focuses on women within ecclesiastical representations. Aspects of a women’s daily life and roles in society are also studied. However, there is a noticeable dearth of research concerning women in the illuminations of medieval romance. This study aims to address this gap by focusing on the the evolution of female portrayals in romance illustrations of the Middle Ages. The study analyzed four illuminations spanning from the High Middle Ages to the Late Middle Ages to trace the evolution of these depictions. In the prevailing archetype of medieval romance, women are often depicted as overly simplistic figures, primarily as objects of desire or as lovers. And while this may be true to come extent, it is hardly the whole story. This papers visual analysis reveals that her portrayals began as somewhat ornamental but gradually transformed into representations of women holding a more equal status with men and frequently taking on proactive roles in relationships. This shift in depictions may also reflect broader societal changes and the expectation of women’s agency.

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Art has long been regarded as a reflection of the human experience, with its diverse forms and styles offering glimpses into the depths of human emotions, thoughts, and beliefs. Thus, it is widely acknowledged that art appreciation is subjective. Starting from our subjective initiative, from a certain perspective, art preferences are related to the inherent personality characteristics of individuals, and even a group of people with similar personality characteristics have the same art preferences, which leads to one intriguing area of investigation revolves around the potential connection between art preference and personality traits. Art preference refers to an individual’s subjective liking for specific artistic styles, genres, or themes. It is a personal aspect of aesthetic experience that has long fascinated scholars and art enthusiasts. Meanwhile, personality captures enduing patterns of thoughts, feelings and behavior that shape our interaction with the world.

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This in-depth assessment of the literature aims to assess and compare how the COVID-19 pandemic has specifically impacted depression and social anxiety disorder in both males and females. By focusing on these two well-known mental health conditions, this essay seeks to lucubrate the complex interplay between gender dynamics and the pandemic's psychological effects. The study will carefully consider whether the various pandemic-related disruptions, such as extended social isolation, economic crises, and upheaval of daily routines, have had different effects on men and women in terms of the prevalence and severity of depression and social anxiety disorder. The study aims to highlight potential distinctions in the experience and expression of these mental health issues by examining the data via a gender-specific perspective. It will look into age-related variations, the impact of various social support networks, and the interaction within various societies in addition to gender disparities. The research intends to provide a thorough understanding of how people from varied gender origins manage their mental well-being in the face of the pandemic's difficulties by unraveling this complexity. By highlighting the gender-specific characteristics of depression and social anxiety disorder, the research hopes to advance our understanding of how the pandemic's effects affect all facets of people's lives.

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This literature review examines the behaviors of the family and how they are likely to lead to the formation of Narcissistic Personality disorder (NPD). While the disorder is caused by a complex interplay of genetic, environmental, and psychological factors, it is also evidently clear that some family dynamics play a role in the development of this disorder. Thus, to prevent or reduce the development of this personality disorder, it is necessary to look at the families and develop necessary interventions that may make families more suitable for the overall well-being of children. The review of the literature resulted in diverse findings. Narcissistic Personality Disorder (NPD) was found to be predicted by complex interactions between environmental, genetic, and psychological factors. NPD was related to the overvaluation of children by their children, leading to the development of an increased sense of worthiness. Inadequate or lack of boundaries in some families was found to influence children’s growth, causing the potential development of narcissistic behaviors and a sense of entitlement. Other significant factors that were found to impact the development of NPD are emotional neglect, demand for perfectionism, parental favoritism, unhealthy competition, and lack of empathy. These findings indicate that various and complex factors predict the development of NPD.

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