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The notion of integral ecology is complex and multidimensional. It expresses an ideal that requires a long-term commitment in order to be fulfilled. It offers ample space for research and development in a multiplicity of fields, e.g. technology, economic policy, culture, and opens the door to an interdisciplinary dialogue based on the awareness that "everything is intimately interconnected". In fact, the notion of integral ecology, itself, will need to be clarified over time, and this book, on the foundations of integral ecology, seeks to contribute to this process. It explores the relevance of the notion of integral ecology to the fields of social science, philosophy, and theology, these being fields in which the community of scholars represented here have a competence. It stresses how the crises through which we are passing is ethical and socio-environmental, and that responding to it will require the mobilizing of resources that include the cultural, spiritual and the educational. It reflects on how deep is the need for the kind of "change of course" for which Pope Francis calls and how this will require a paradigm shift in relationships from the most local to the most global of levels. At the same time, the book remains hopeful. It recognizes that the ecological crisis represents both a challenge and an opportunity-a privileged moment of stimulus to conversion and more authentic living. Just as the crisis is multidimensional, so is the call for a responsible-truly integral-response to it.

Competence, competition, content and control : how assessment mediates therelationship between education and society -- The evolution of educational assessment : a necessary evil or a missed opportunity? -- Selection, certification and control : meritocracy or social reproduction? -- The value of comparative and international studies -- Towards a focus on learning and culture : time for a new approach to comparative education -- Enter a comparative learnology? : rigour and radicalism in a post-modern approach to educational comparison -- New forms of system control : the power of assessment as a tool for accountability and legitimation -- Using the comparative approach to understand teachers' priorities : the 'Bristaix study of English and French education -- Values, understanding and power: mapping the impact of assessment policy changes onteachers' practice through the PACE project -- Educational disadvantage and the impact of the 'standards agenda' : longitudinal and comparative insights on pressures for reform from the STEP project -- Comparing influences on pupil achievement? : insights from the QUEST project -- Culture, context and policy : new perspectives on learning from the ENCOMPASS studyof pupils in England, France and Denmark -- Performativity versus empowerment : how the 'assessment society' is inhibiting theadvent of a 'learning society' -- Assessment as a social technology : the socio-cultural origins and implications of the'standards' agenda -- Enter the 'assessment society' : international trends and future challenges -- Challenging the status quo: the potential of assessment for learning -- Empowering the learner : re-conceptualising powerful learning through a novel self-assessment tool -- Towards an assessment revolution? : the potentially transforming potential of computer-based assessment.

Intro -- Preface -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I Introduction and Comparisons -- 1 In Search of an Effective Model: A Comparative Outlook on Administrative Silence in Europe -- 1.1 Introduction -- 1.2 The National Legal Systems as Background for the Treatment of Timeliness of the Administrative Procedure -- 1.2.1 The Context for Understanding Timeliness of Administrative Procedure -- 1.2.2 The Legal Framework of Administrative Timeliness -- 1.2.3 The Length of Administrative Deadlines -- 1.2.4 Supervision of Administrative Timeliness -- 1.3 Opposing Responses to Administrative Silence: The Negative and the Positive Legal Fictions -- 1.3.1 Intertwining the Basic Models: Negative, Positive, and Complementary Approaches -- 1.3.2 The Negative Model -- 1.3.3 The Positive Model -- 1.4 An Overall Assessment: The Importance of the Legal Design-Lessons Learned from Comparative Law -- 1.5 Conclusion -- References -- Part II The European Union -- 2 Silence of the EU Authorities: The Legal Consequences of Inaction by the EU Administration -- 2.1 The Legal and Administrative Context of Regulating Silence in EU Law -- 2.1.1 The Distribution of Administrative Competences Between the EU and the Member States -- 2.1.2 The Broader Cultural Context of Understanding Timeliness of Administrative Procedure by the EU Authorities -- 2.1.3 The Main Principles of Administrative Law Regarding Timeliness of Administrative Procedures by the EU Authorities -- 2.2 The Legal Framework of Timeliness for EU Institutions -- 2.2.1 General Provisions on Timeliness -- 2.2.2 Sector-Specific Legislation -- The EU Administration as Market Regulator -- The EU Administration as Risk Regulator -- The EU Administration as Funding Actor -- The EU Administration as a Transparent Actor -- The EU Administration as Employer.

"Does a more academic type of police education produce new police officers that are reluctant to patrol the streets? What is the impact of gender diversity and political orientation on a police students' career aspirations and attitudes to policing? These are some of the questions addressed by this longitudinal project, following police students in seven European countries. The unique data material makes it possible to explore a wide range of topics relevant to the future development of policing, police education, and police science more generally. Part one presents an overview of the different goals and models of police education in the seven participating countries. Part two describes what type of student is attracted to police education, taking into consideration educational background, political orientation and career aspirations. Part three shows the social impact of police education by examining students' orientations towards emerging competence areas, students' career aspirations, and students' attitudes concerning trust, cynicism and legalism. The overall results show that police students are strikingly similar across different types of police education. Students in academic institutions are at least as interested in street patrolling as students in vocational training institutions. Gender and recruitment policies matters more in relation to career preferences than education models. The national context plays a more important role than the type of police education system. Written in a clear and direct style, this book will appeal to students and scholars in policing, criminology, sociology, social theory, cultural studies and those interested in how police education shapes its graduates"--

Intro -- Contents -- About the Editor -- Introducing Contacts and Contrasts in Languages and Cultures -- Communication and Conceptual Systems -- 1 I Am Not a Gobi Girl! Observations on Cultural Similarities and Differences Based on Four Years of Fulbright Fellowships in Poland, Latvia, and Outer Mongolia -- Abstract -- 1 Context -- 2 Similarities -- 3 Differences -- References -- 2 Meaning, Perception, and Culture in International Business Discourse: A Theoretical Perspective of Potential Conflicts -- Abstract -- 1 Introduction -- 2 Meaning -- 3 Culture -- 4 Perception -- 5 Identity -- 6 Relationships -- 7 Conflicts -- 8 Intercultural Communication Competence and Conflict Resolution -- 9 Conclusion -- References -- 3 Expressing Modality in Commercial Agreements and Contracts-An Analysis of Polish-English Parallel Texts -- Abstract -- 1 Legal Language and Its Persuasive Function -- 2 (Selected) English Modal Verbs and Their General Meaning -- 3 Grammatical Rules Applied in Polish and English Legal Language-A Brief Review -- 4 Expressing Modality in Parallel Polish and English Contracts and Agreements-The Research -- 5 Conclusions -- References -- 4 Culture Diversity in G. Hofstede's Model with Reference to English-Arabic Proverbs -- Abstract -- 1 Introduction -- 2 Culture Concept -- 3 National Culture -- 4 Dimensions of National Culture -- 4.1 The Power Distance Dimension -- 4.2 Uncertainty Avoidance -- 4.3 Individualism-Collectivism -- 4.4 Masculinity-Femininity -- 4.5 Long-Term Versus Short-Term Orientation -- 5 Conclusion -- References -- 5 Ernest Hemingway's "Mr. and Mrs. Elliot": A Case of Inversion of the Romantic Philosophy of Love -- Abstract -- 1 Introduction -- 2 Narratology -- 3 Cognitive Poetics -- 4 The Romantic Philosophy of Love -- 5 "Mr. and Mrs. Elliot" as a Narrative of a Failed Romantic Union -- 5.1 Disunity.

Intro -- Foreword -- Preface -- Contents -- Editors and Contributors -- List of Figures -- List of Tables -- Part I Comprehension and Communication on the "Belt and Road" Initiative -- Chapter 1 Public Opinions on the Belt and Road Initiative: A Cross-Cultural Study -- 1.1 Introduction -- 1.2 Public Opinion, National Image, and Media -- 1.3 Method -- 1.4 Results -- 1.4.1 Overview of Opinions -- 1.4.2 Comparison of Quantity -- 1.4.3 Comparison of Content -- 1.5 Discussion -- 1.5.1 Communication Tasks -- 1.5.2 Communication Subjects -- 1.5.3 Communication Content -- 1.5.4 Communication Approaches -- References -- Chapter 2 China's Belt and Road Initiative: Connecting and Transforming Initiative -- 2.1 New Great Leap Outward: Launching the Belt and Road Initiative -- 2.2 The Belt and Road Initiative: Content and Aims -- 2.3 Expected Obstacles and Challenges to the Belt and Road Initiative -- 2.4 Financing the Belt and Road Initiative: Emergence of a New RegionalGlobal Financial Structure -- 2.5 Conclusion -- References -- Chapter 3 Intercultural Education on the Theme of the Belt and Road Initiative: A Multimodality Oriented Pedagogical Design -- 3.1 Introduction -- 3.1.1 The Belt and Road Initiative and Its Communication in the Internet Age -- 3.1.2 Internet Mediation and Multimodal Interaction for Development of Intercultural Competence -- 3.2 Internet-Mediated Intercultural Interaction: Organization Model and Task Design -- 3.3 Project Practice on the Theme of the Belt and Road Initiative -- 3.3.1 Why Is the Theme Called the "Belt and Road Initiative"? -- 3.3.2 Blended Pedagogical Design of the Project -- 3.3.3 China Today Course Package in Intercultural Education -- 3.4 Project Outcomes and Further Suggestions -- 3.4.1 Evaluation and Outcomes of the Project -- 3.4.2 Further Suggestions from the Practice

Terrorism, Tourism and the End of Hospitality in the 'West' -- Acknowledgements -- Contents -- 1 Introduction -- 2 The Other in Western Civilization -- Introduction -- Competence and Capitalism -- The Construction of Otherness -- Travels, Science and Cultural Landscapes -- Problems Around the Notion of Rational West -- Conclusion -- 3 The Concept of Civility and Law -- Introduction -- Tourism and Globalization -- Democracy and the Sense of Liberty -- Loyalty to the Nation-State -- Towards a Theory of Fear -- Mobilities are Terrorism by Other Means -- 4 The Rise of the Nation-State and Free Transit -- Introduction -- Preliminary Discussion -- Democracy and its (unmet) Promises -- Memory, Construction and Selection -- Hospitality, Conquest and Humankind -- Travelling, Gazing at the Borders of Politics -- Unspeakable Violence -- Conclusion -- 5 The Problem of Terrorism -- Introduction -- What is Terrorism? -- How Violent is this World? -- Terrorism and 9/11 -- Why do Terrorists Target Innocent Tourists? -- The Spectacle of Human Suffering: Dark Tourism -- Terrorism in the Industrial System -- Conclusion -- 6 The Travel and Tourism Industry -- Introduction -- The Confrontational Other in Modern Culture -- The Fear of Travelling Abroad -- The Theory of Non-Places Reconsidered -- Terror Goes Through the Screens -- Terror in Times of Thana-Capitalism -- Conclusion -- 7 The Globalization of Fear -- Introduction -- The Archetype of Donald Trump -- Samuel Huntington and the Borders of Civilizations -- The theory of mobilities and terrorism -- Terrorism and the Problem of Violence -- The Pseudo-Leviathans in Colombia -- Psychological fear in Michael Taussig -- From torture to fear in Freddy Timmermann -- The Formation of Violence (Northern Ireland) -- 8 How Terrorism Changed the Ways of Interpreting Hospitality -- Introduction

Intro -- Preface -- On the Importance of Language in a Globalized World -- Introduction -- Contents -- Part I: The Extent and Impact of the U.S. Foreign Language Deficit -- Chapter 1: The Current Status of Languages in the United States -- Languages in the United States -- Foreign Languages in the Media-Film, Fiction, and Bilingual Celebrities -- The Influences of Other Languages-Loan Words in English -- Chapter 2: The Extent and Impact of the U.S. Foreign Language Deficit -- The Extent of the U.S. Foreign Language Deficit -- The Global Anglophone Foreign Language Deficit -- The Impact of the Foreign Language Deficit -- The Economic Impact of Foreign Languages and Global English -- Chapter 3: The Career Connection-Foreign Languages as a Career Asset: The Importance of Foreign Language Knowledge and Intercultural Competence -- Foreign Language Skills and Transnational Careers -- Foreign Language Education with a Focus on Careers-Languages for Specific Purposes (LSP) and Business Language Studies (BLS) -- Part II: Foreign Language Learning -- Chapter 4: The Importance of Foreign Language Skills in International Education and Education for Global Citizenship -- Languages for International Education -- Multilingualism as a Global Competency -- Education for Global Citizenship -- Cultural Differences -- Foreign Language Skills in the U.S.-The U.S. Foreign Language Deficit versus Global Citizenship -- The European Union and Multilingualism -- Multilingualism and Sustainability -- Chapter 5: A Brief History of Foreign Language Learning in the United States -- Learning a Foreign Language as an Independent Self-Directed Learner -- Advanced Proficiency -- Making the Case for Foreign Language in the United States -- Foreign Language Learning Around the World -- Constructed Languages.

Cover -- Contents -- List of Tables -- List of Figures -- Acknowledgements -- Abbreviations and Acronyms -- Introduction -- Challenges and rewards of planning -- Becoming an effective planner -- The book's approach -- The structure of the book and what to expect -- My story -- 1 Planning, Is It For You? -- What is planning? -- How did planning develop? -- Planning -- What is a planner? -- What is distinctive about planners and planning? -- Where are the opportunities? -- Sectors -- Working in the private sector -- The not-for-profit sector -- Sole practitioners -- Academic sector -- What planners do -- Planning roles -- The political aspects of planning -- The institutional aspects of planning -- Conclusion -- 2 Measuring Effectiveness - Competencies and Capabilities -- Career paths -- Competency and capability -- Competencies -- Capability -- When capability and competence are tested -- Urgent vs. important -- Competency, capability and flow -- Previous research -- Researching planners -- Conclusion -- 3 Interpersonal Capability -- Ability to interact positively with members of the public, citizens and communities -- Ability to develop and use networks of colleagues to help solve key workplace problems -- Ability to develop and contribute positively to team-based projects -- Shows an understanding of how the different groups that make up an organization operate and how much influence they have in different situations -- Ability to listen to different points of view before coming to a decision -- Ability to empathize and work productively with a range of people from different disciplines, social and cultural backgrounds -- Ability to work with senior staff and decision makers without being intimidated -- Ability to give constructive feedback to work colleagues and others without engaging in personal blame.

Cover Page -- Half title -- Title Page -- Copyright Page -- Contents -- Introduction -- Part 1: Politics, Civil Life, and Moral Education -- 1 The Abortion Dilemma -- Feminism and Liberal Individualism -- The Conservative Perspective -- Is There a Middle Ground? -- Neutral Dialogue and the Abortion Debate -- 2 Mandated Service and Moral Learning -- 3 Consultants and American Political Culture -- 4 Chastity, Morality, and the Schools -- 5 The Holocaust and Moral Education -- 6 Value Pluralism and Political Liberalism -- 7 Expert Analysis v. Public Opinion: The Case of Campaign Finance Reform -- 8 Getting Practical about Deliberative Democracy -- Part 2: Diversity, Identity, and Equal Opportunity -- 9 Racism in the Head, Racism in the World -- 10 Multiculturalism and Cultural Authenticity -- 11 The Merits of Merit -- 12 The Affirmative Action Debate -- Diversity and Affirmative Action -- Diversity and Stereotyping -- 13 Counting Race and Ethnicity: Revising the U.S. Census Judith Lichtenberg, Suzanne Bianchi, Robert Wachbroit, and David Wasserman -- 14 Convention and Competence: Disability Rights in Sports and Education -- Part 3: Human Rights, Development Ethics, and International Justice -- 15 Income and Development -- 16 Population Policy and the Clash of Cultures -- 17 'Asian Values" and the Universality of Human Rights -- 18 Negotiating Jerusalem Jerome M. Segal -- 19 A Question of Priorities: Human Rights, Development, and "Asian Values" -- 20 War and Sacrifice in Kosovo -- 21 Retribution and Reconciliation -- Part 4: Biotechnology, Genetic Research, and Health Policy -- 22 Biotechnology and the Idea of Human Nature -- 23 Futile Treatment and the Ethics of Medicine -- 24 Disowning Knowledge: Issues in Genetic Testing -- 25 Genetic Encores: The Ethics of Human Cloning

Intro -- Table of Contents -- List of Tables -- List of Figures -- Abbreviations -- Preface and Acknowledgements -- Introduction: Political Traditions -- Chapter One: Political Culture -- 1. The Historical Legacy -- The Legacy of Communism -- Subjective Competence, Political Cynicism -- The Legacy of the Nineteenth and Early Twentieth Centuries -- 2. The Dimensions of Political Culture -- Regime Support -- Trust in Individual Institutions and Judgements on the Performance of Government -- Political Participation -- 3. Political Culture and Democratic Stability -- Chapter Two: The Parties -- 1. The Extent of Party Penetration in Hungary -- 2. The Functions of the Parties -- 3 . The Three Political Camps -- 4. The Origins and Establishment of the New Parties -- 5. The Character of the Parties -- The Hungarian Democratic Forum (MDF) -- The Hungarian Party of Justice and Life (MIEP) -- The Alliance of Free Democrats (SZDSZ) -- The Federation of Young Democrats-Hungarian Civic Party (Fidesz-MPP) -- The Independent Smallholders' Party (FKGP) -- The Christian Democratic People's Party (KDNP) -- The Hungarian Socialist Party (MSZP) -- Chapter Three: The Party System -- 1. Left and Right in Hungarian Politics -- 2. The Structure of the Party Spectrum: The Political-Cultural and Economic Axes -- 3. The Ideological and Political Agenda -- Chapter Four: Political Cleavages -- 1. Cleavages -- 2. The Three Cleavages of Hungarian Politics -- The Religious/Secular Cleavage -- The Political Class Cleavage -- The Urban/Rural Cleavage -- The Absent Cleavage: The Economic Class Division -- 3. Cleavages and the Party System -- Chapter Five: Political Elites -- 1. Nomenklatura and Transition -- 2. Political Elite Groups -- 3 . The Political Class: Deputies in the Pre- and Post-Transition Parliaments.

Abstract
In this article I will describe how personality was mobilized during a Dutch language course that prepared job seekers for the care sector. I show how more than language competences, what was valued was who someone was as a person. While the emphasis on job seekers' personality in the context of a language course that prepared for an education and subsequent job in the care sector, is, on the one hand, in line with the general attention for the worker as a person and more specifically for what is generally referred to as soft skills, I show that the understanding of personality in the course also differs from how soft skills is generally understood: personality was seen as a stable essence, where potential for improvement was deemed to be limited. This view on personality can be associated with the history of care work and the morality attached to it, for which selection of workers is deemed necessary. Moreover, as I have shown, while personality is thought of as an abstract term that can be applied to categorize individuals separately from the specific context or from cultural or political influences, the type of personality that was required for a care worker was coded as feminine and associated with certain types of people along racialized lines. As such, there is an unequal distribution among which people are deemed suitable for care work. By demonstrating the effects of this specific understanding of personality, I also argue that it is important for language scholars to pay attention to such notions themselves, rather than to focus merely on their communication.

Abstract
The successful professional integration of higher education graduates is closely linked to the quality of students' training during their university studies and their motivation to engage in the process of training and developing professional and transversal competences. Academic success can be defined either in terms of the high academic achievement of a well-established academic pathway or by reference to the extent of academic results achieved during training, during university studies and in line with training requirements. Definitions of academic success differ, due to different perspectives of analysis. Approaching academic success from an analytical perspective integrates categories of factors that explain academic success as a process. The present article aims to present a register of factors influencing academic success and to explain their influence on student personality and successful academic career shaping. Categories of factors related to the internal and external learning environment were considered, such as personal/individual, social, economic, cultural, educational and psychological. Academic success among students is moreover explained by reference to the management of learning activities implemented by students and aspects related to the flexibility dimension of learning in the academic space, with positive implications on it. Academic success is also explained by considering academic standards and the achievement of these standards as a measure of assessment. The philosophy of defining academic success identifies the concept as being a relative one. In this sense, student satisfaction with one's own academic performance can integrate academic success. From an academic perspective, high academic achievement, objectively measured, characterises academic success.

The purpose of the article is to substantiate the need and characterize the main directions of a deep reform of economic education in Russia. The existing model of economic education, based on the absolute dominance of neoclassical economic theory, even taking into account the recent partial renovation of the latter, is unable to provide the formation of knowledge and competence, allowing not only to solve standard tasks of rational choice of optimal investment and consumption trajectories, but also to independently analyze and act in a qualitatively changing economy, focusing not only on selfish private interest, but also on solving the problems of national and global development. In a dialogue with the publication of A. Auzan, A. Maltsev and A. Kurdin (Voprosy Ekonomiki, 2023, No. 10), the authors show that the changes proposed are necessary, but not sufficient, only in some part they take into account the results of past discussions and publications. The answer to the challenges facingeducation in the context of qualitative changes in the economy and society necessitates the inclusion in the circle of compulsory disciplines (1) of heterodox economic theory, which reveals the content of existing economic systems, the contradictions and patterns of their transformation, the technological, social, political and cultural context of economic processes; (2) the course "Russian economy"; (3) the history of economy and economic thought with (4) a significant reduction and updating of the content of courses in micro- and macroeconomics, strengthening their social, environmental, and humanistic orientation

In this paper, we present a study in which we investigated the explicitation strategies of beginner, inexperienced and practicing, professional translators in sight translated texts (STTs). Research shows that translated texts (TTs) are longer than non-translated texts (non-TTs) and parallel texts. The reason for this is that translators explicate, i.e. they explain the hidden, implicit message of the text. The strategies of explanation, insertion, repetition, paraphrasing are used as explicitation strategies. One of the reasons for explicitation is that the target language reader has different cultural and professional backgrounds, consequently, they may not always know the background of the source language text, or the original message of the source language text may not be clear enough, therefore, the translator has to explain it. The other reason is that translators seek to be safe, so they will explain the implicit content even when it is not necessary. The study examined the sight translation strategies of beginner and professional translators, as it was assumed that both groups use explicitation strategies, and that they use the same explicitation strategies, since the use of explicitation strategies is a feature of all translations, regardless of the level of experience of the translator. Our research results supported our hypotheses, i.e. the same explicitation strategies appeared in the sight translated texts by beginner and professional translators. However, it has also been found, that beginner, inexperienced translators use more repetition and paraphrasing, which is explained by their inadequate translator competences.