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This article theorizes how public performances matter in international negotiations. Studies of international negotiations are predominantly focused on power-political instruments in use around the negotiating table. I argue that public communication cannot be dismissed as cheap talk but that it plays a constitutive role in and on international negotiations. Contributing to the international relations (IR) literature on negotiations, the article suggests an orientation toward an increasingly important aspect of international negotiations in a hypermediated world political context, namely public performances that challenge the distinction between domestic signaling and claim-making toward negotiating parties. Hypermediated negotiations mean that much of what goes on in IR is spread to large audiences in new and emerging digital sites in near real time. Actors use public performances to define and legitimize their desired visions for negotiating outcomes. As public performances, these are power-political instruments in and of themselves, part of the array of tactics that states turn to when competing for influence in international negotiations. The theorization is illustrated with an example from the UK–EU Brexit negotiations. The illustration is a qualitative Twitter analysis that shows the performative toolbox in use, as well as the importance of public performances themselves in the endgame of the Brexit negotiations.

This volume investigates the methods of political theory in the later Middle Ages. It presents both, case studies of prominent authors like Marsilius of Padua, William of Ockham or Baldus de Ubaldis, and the attempt to outline the phenomenon of political consultation and its conditions from late antiquity to the Reformation. Questions of specific textual traditions in political commentaries are treated as well as the particular environment in which the authors struggled for influence. The authors of this volume, international specialists in their field and younger historians, came together in Heidelberg on the occasion of Jürgen Miethke´s 65th birthday. The volume also contains Jürgen Miethke´s farewell address to his colleagues, in which he presents some fundamental reflections on the topic of political theory, to which he devoted the bulk of his academic career. Contributors include: Francisco Bertelloni, William J. Courtenay , Christoph Flüeler, Martin Kaufhold, Roberto Lambertini , Susanne Lepsius, Robert L. Lerner, Matthias Nuding, Alexander Patschovsky, Kenneth Pennington, Gregorio Piaia, Verena Postel, Gerald Schwedler, Kurt-Victor Selge, Karl Ubl, Helmuth G. Walther, Georg Wieland, and Eva Luise Wittneben. Publications by Jürgen Miethke : • Edited by William J. Courtenay and Jürgen Miethke. With the Assistance of David B. Priest , Universities and Schooling in Medieval Society , ISBN : 978 90 04 11351 0 • Studieren an mittelalterlichen Universitäten: Chancen und Risiken. Gesammelte Aufsätze , ISBN : 978 90 04 13833 9 • Herausgegeben von Fritz Peter Knapp, Jürgen Miethke und Manuela Niesner , Schriften im Umkreis mitteleuropäischer Universitäten um 1400 , ISBN : 978 90 04 14053 0

Currently, shareholder democracy in many countries are gaining much more attention because many factors have damaged shareholders rights and interest, in which is the problem of the system of board of directors when it operated, including the formalization of the board of directors, the autocracy of managers and staggered boards. To safeguard the legitimate interests of the company and minority shareholders, the system of board of directors is to be improved in following areas: defining the supervision functions and powers of the board of directors, setting up sub-committees within the board, improving the director appointing mechanism and electoral system, improving the director qualification system, abolishing the system of legal representative of company, and improving the system of duty of care and related liabilities.

Like capitalism itself, incorporation is a dialectical historical process that involves both social structure and human agency. On the one hand, transformations are determined by hegemonic forces in the capitalist world‐system itself. Incorporation is the long‐range civilizational project of capitalist colonizers. This historical process is best understood not as a cultural conflict between indigenes and European invaders, but as an economic conflict between precapitalist or communal modes of production and capitalist modes. Driven by the cultural logic of historical capitalism, the intruders mythologize their economic domination as a lofty mission to implant civilization on savages. On the other hand, indigenous people are not passive recipients of Western civilization. In sharp contrast to the imperialistic goals of the interlopers, the indigenous group seeks to safeguard its established way of life. The devastating effects of change are ameliorated because the impacted people act, react, and resist. As a result, the dominated disrupt the agenda of the colonizers and create a historical window by which they prevent their cultural annihilation.

The article surveys the literature on international `regimes'. Regimes are social institutions that influence the behavior of states and their subjects. They consist of informal and formalized principles and norms, as well as specific rules, procedures and programs. The term is explicitly broad and captures the unwritten understandings and relationships, as well as the formal legal agreements, that influence how states and individuals behave in any given issue area. Scholarship over the last decade has elaborated how regimes are formed; this article surveys that work and focuses on more recent scholarship that has turned from the formation of regimes to the question of what makes regimes in general `effective' and which `types of regimes' are especially effective. The survey concludes with the identification of future research priorities in the field.

The article analyzes the main trends in the transformation of the modern system of higher education in Russia, which contain objective risks and contribute to the growth of social tension in the educational environment. The author points to the main aspects of considering significant changes in the higher education system, including: active dissemination of new digital technologies in the educational process; the consequences of integrating the Russian higher education system into a single European educational space; the emergence of new educational and management practices; the consequences of the commercialization of the higher education system. The period of transition of the higher education system from the traditional model to the digital one is characterized by the exacerbation of existing structural contradictions and social inequality, as well as the emergence of new risks in development.The article examines possible sources of social conflicts in the higher education system and provides their typology: conflicts of the "society — higher school" type, "administration — collectives of an educational institution", "subject-subject". A significant source is also the contradiction between the traditionally established educational practices and new digital practices that require special training of scientific and pedagogical personnel and an effective information base.The author conclude that the growth of social tension and, as a consequence, the emergence of new forms of social conflicts in the educational environment, can be explained by the unpreparedness of the Russian higher education system and society as a whole for the ongoing changes. Results of the transformation of the modern higher education system in Russia, on the one hand, new prospects have appeared for training and professional development of participants in the educational process, and on the other hand, sources of social tension and conflict in the educational environment have become more active. To implement a systematic and effective final transition from a traditional to a digital education model, a radical restructuring of the entire higher education system at the state level, the introduction of modular digital educational environments and the creation of an effective information base on an integrated educational platform are required.