The Role of Teachers in Intercultural Language Teaching

This paper analyzes relevant theory about intercultural language learning, the teacher's role in developing critical intercultural pedagogy and changes recommended in intercultural language teaching. In the end, it concludes that the role of teachers is crucial.

Re-examining the History of Human Resource Development Policy in China: From Local Indigenous Phenomena to Global Human Resource Development Knowledge

Problem The NHRD conception claimed to be based on multiple country-cases through a constructive/interpretive process. However, four of cases focusing on HRD policy in China presented incomplete history of China’s HRD policies, which may have misled the NHRD conception. Solution We re-examine China’s history of HRD policy as indigenous phenomena in comparison to the four China-cases. Adopting a similar historical method, we fail to identify the policy pattern reported by the previous cases, thus challenge the NHRD’s constructivist embeddedness. We question the credibility and trustworthiness of the country-based studies as well as the sense-making constructive base of the NHRD ideation. From China’s local phenomenon, we derived a set of HRD assumptions contrary to the existing western-centric assumptions to enrich the global HRD knowledge. Stakeholders Theory-minded HRD scholars intended for rigorous and relevant theory development inquiries; practice-oriented HRD practitioners, especially those from western context and working in a non-western HRD context.

Research on the Cultivation Strategy of Artisan Spirit and Innovation and Entrepreneurship Ability of College Students

Starting from various problems existing in college students' innovation and entrepreneurship activities, this paper explores the similarities between craftsman spirit and innovation and entrepreneurship ability, analyzes the significance of their combination for social development, and puts forward the integration of craftsman spirit and innovation and entrepreneurship in theoretical teaching, innovation and entrepreneurship practice and psychological teaching. And through some specific methods to achieve the relevant theory, improve the talent training system in colleges and universities, cultivate students' "artisan spirit", and enhance the ability of innovation and entrepreneurship.

A Reflective Analysis on Neurodiversity and Student Wellbeing: Conceptualising Practical Strategies for Inclusive Practice

With the number of neurodivergent students entering Higher Education increasing, it is essential that we understand how to provide an inclusive educational experience which facilitates positive wellbeing. In this reflective analysis we draw upon our position as neurodivergent academics alongside relevant theory and literature to foster understanding and provide practical strategies for those supporting neurodivergent students. We emphasise the importance of questioning normative assumptions around expected student learning behaviours, and the negative impact that these assumptions can have upon neurodivergent students. We then provide several practical strategies that can be used to develop more inclusive practice, drawing upon principles embedded within a Universal Design for Learning approach.

Marxist-inflected praxis in Paulo Freire's political pedagogy

This paper discusses and explains Freire's Marxist-inflected concept of praxis as developed throughout his oeuvre. A key feature, deriving from Marx and others, notably Gramsci, is the positing of a dialectical relationship between consciousness and the world. This is at the heart of his celebrated pedagogical approach. Praxis dates back to the time of the ancient Greek ‘civilisation’ Aristotle in primis. It involves an intellectual effort, a reflection on one’s individual and collective lifeworld. These are the reflecting on action processes that can ultimately collectively lead to political change. Praxis lies at the heart of Marxian and Gramscian political thought and strategy. It is the kernel of Paulo Freire's pedagogical politics; it differs from simply practice. This pedagogical politics involves the codification of this reflection on action into theory. It, in turn, entails evaluating relevant theory against the very reflection on everyday action. The world of action is life itself with all its dimensions, including community living and work, but extends well beyond.

A Reflective Analysis on Neurodiversity and Student Wellbeing: Conceptualising Practical Strategies for Inclusive Practice

With the number of neurodivergent students entering Higher Education increasing, it is essential that we understand how to provide an inclusive educational experience which facilitates positive wellbeing. In this reflective analysis we draw upon our position as neurodivergent academics alongside relevant theory and literature to foster understanding and provide practical strategies for those supporting neurodivergent students. We emphasise the importance of questioning normative assumptions around expected student learning behaviours, and the negative impact that these assumptions can have upon neurodivergent students. We then provide several practical strategies that can be used to develop more inclusive practice, drawing upon principles embedded within a Universal Design for Learning approach.

Trust and Trust-Engineering in Artificial Intelligence Research: Theory and Praxis

In this paper, I will identify two problems of trust in an AI-relevant context: a theoretical problem and a practical one. I will identify and address a number of skeptical challenges to an AI-relevant theory of trust. In addition, I will identify what I shall term the ‘scope challenge’, which I take to hold for any AI-relevant theory (or collection of theories) of trust that purports to be representationally adequate to the multifarious forms of trust and AI. Thereafter, I will suggest how trust-engineering, a position that is intermediate between the modified pure rational-choice account and an account that gives rise to trustworthy AI, might allow us to address the practical problem of trust, before identifying and critically evaluating two candidate trust-engineering approaches.

Trade-Off Theory and Pecking Order Theory: Evidence from Real Estate Companies in Vietnam

This study was implemented with the goal of testing the validity of trade-off theory and pecking order theory in determining the capital structure in 50 listed real estate companies in Vietnam. The result of this study shows that the pecking order theory is the more approriate and should be applied for the listed real estate companies in Vietnam, and be the informative document for those firms to take into account the relevant theory to adjust their own capital structure, so that they can raise their own competitiveness and continue the development of the business