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In this, the first major philosophical study of contingent pacifism, Larry May offers a new account of pacifism from within the Just War tradition. Written in a non-technical style, the book features real-life examples from contemporary wars and applies a variety of approaches ranging from traditional pacifism and human rights to international law and conscientious objection. May considers a variety of thinkers and theories, including Hugo Grotius, Kant, Socrates, Seneca on restraint, Tertullian on moral purity, Erasmus's arguments against just war, and Hobbes's conception of public conscience. The guiding idea is that the possibility of a just war is conceded, but not at the current time or in the foreseeable future due to the nature of contemporary armed conflict and geopolitics - wars in the past are also unlikely to have been just wars. This volume will interest scholars and upper-level students of political philosophy, philosophy of law, and war studies

Introducing new findings from popular culture, the globalised new economy and computer-mediated communication, this is a fascinating study of contact between languages in modern societies. Ansaldo and Lim bring together research on multilingualism, code-switching, language endangerment, and globalisation, into a comprehensive overview of world Englishes and creoles. Illustrated with a wide range of original examples from typologically diverse languages, including Sinitic, Autronesian, Dravidian and other non-Indo-European varieties, the book focuses on structural analyses of Asian ecologies and their relevance for current theories of contact phenomena. Full of new insights, it is essential reading for students and researchers across linguistics, culture and communication

Introduction / Christopher Stroud -- Language rights and linguistic citizenship. Linguistic citizenship / Christopher Stroud -- Essentialism and language rights / Lionel Wee -- Commentary. unanswered questions: addressing the inequalities of majoritarian language policies / Stephen May -- Educating for linguistic citizenship. Affirming linguistic rights, fostering linguistic citizenship: a Cameroonian perspective / Blasius A. Chiatoh -- Education and citizenship in Mozambique: colonial and postcolonial perspectives / Feliciano Chimbutane -- Paths to multilingualism? reflections on developments in language-in-education policy and practice in East Timor / Estevæo Cabral and Marilyn Martin-Jones -- Language rights and "thainess": community-based bilingual education is the key / Suwilai Premsrirat and Paul Bruthiaux -- Commentary. linguistic citizenship: who decides whose languages, ideologies and vocabulary matter? / Kathleen Heugh -- Linguistic citizenship in resistance and participation. Citizenship theory and fieldwork practice in Sri Lanka Malay communities / Umberto Ansaldo and Lisa Lim -- Linguistic citizenship in Sweden: resistance in a context of linguistic human rights / Tommaso M. Milani and Rickard Jonsson -- Linguistic citizenship in post-Banda Malawi: a focus on the public radio and primary education / Gregory Kamwendo -- Making and shaping participatory spaces: resemiotization and citizenship agency in South Africa / Caroline Kerfoot -- Commentary. on participation and resistance / Ana Deumert

In this ground-breaking collection of essays, the editors and authors develop the idea of Linguistic Citizenship. This notion highlights the importance of practices whereby vulnerable speakers themselves exercise control over their languages, and draws attention to the ways in which alternative voices can be inserted into processes and structures that otherwise alienate those they were designed to support. The chapters discuss issues of decoloniality and multilingualism in the global South, and together retheorize how to accommodate diversity in complexly multilingual/ multicultural societies. Offering a framework anchored in transformative notions of democratic and reflexive citizenship, it prompts readers to critically rethink how existing contemporary frameworks such as Linguistic Human Rights rest on disempowering forms of multilingualism that channel discourses of diversity into specific predetermined cultural and linguistic identities.

Thailand is ASEAN country that managed to escape colonialism. However, like Anglo American countries, the country's accounting system emphasizes the transparency and information needs of investors. After the 1997 financial crisis, Thailand reformed to improve government cooperation and investment competition. Thailand's economy is recovering rapidly and is showing good growth. Due to economic growth, the poverty rate also fell. There are types of Thai state accounting standards namely International Financial reporting standards (IFRS) and Thai accounting standards (IFAC). The current development of accounting has to do with manipulation in the company's financial statements. A financial shenanigan is a false statement about the status and financial performance in a financial statement. Financial fraud can be a minor violation, such as through the free interpretation of accounting principles where it has 7 categories of shenanigans. In this discussion, the author presented an analysis of accounting progress in Indonesia with Thailand and analyzed 7 shenanigans to manipulate financial statements in Thai state companies. In this article take the company that makes the selected object that is the Group Lease company. This Group Lease is one of the companies originating from Thailand which is engaged in financing services. This method of research shows that group lease companies manipulate shenanigans 2.

English is deeply embedded within recent neoliberal projects of social reformation in South Korea, becoming a central topic of contention in the controversial educational reforms of the Lee Myung-bak regime (2008-2012). It figured prominently in various changes to the Korean education system pursued by the Lee administration under the name of greater competitiveness, such as increasing English immersion instruction in public schools and opening greater number of special purpose high schools where English language skills are highlighted. Lee's policies on the one hand aimed to cater to middle-c

The importance of communication among healthcare providers has been long recognized, and many healthcare organizations are implementing team-based care, with emphasis on staff communication. While previous empirical studies in various settings illustrate the role of built environments in user communication, there is a lack of quantified interpersonal spatial metrics to predict interactions. This study investigates how interpersonal spatial metrics at different scales predict staff communication patterns by empirically studying four primary care clinics that provide team-based care. We found that staff members in clinics with higher visual connections among staff members reported more timely and frequent communication. We also found that staff members talked to each other more frequently when their workstations were visually connected. The findings of this study are expected to help designers and facility managers provide well-designed team-based clinic layouts, beyond just shared work spaces for team members, for improved staff communication.

AbstractEffective learning depends on effective feedback, which in turn requires a set of skills, dispositions and practices on the part of both students and teachers which have been termed feedback literacy. A previously published teacher feedback literacy competency framework has identified what is needed by teachers to implement feedback well. While this framework refers in broad terms to the potential uses of educational technologies, it does not examine in detail the new possibilities of automated feedback (AF) tools, especially those that are open by offering varying degrees of transparency and control to teachers. Using analytics and artificial intelligence, open AF tools permit automated processing and feedback with a speed, precision and scale that exceeds that of humans. This raises important questions about how human and machine feedback can be combined optimally and what is now required of teachers to use such tools skillfully. The paper addresses two research questions: Which teacher feedback competencies are necessary for the skilled use of open AF tools? and What does the skilled use of open AF tools add to our conceptions of teacher feedback competencies? We conduct an analysis of published evidence concerning teachers' use of open AF tools through the lens of teacher feedback literacy, which produces summary matrices revealing relative strengths and weaknesses in the literature, and the relevance of the feedback literacy framework. We conclude firstly, that when used effectively, open AF tools exercise a range of teacher feedback competencies. The paper thus offers a detailed account of the nature of teachers' feedback literacy practices within this context. Secondly, this analysis reveals gaps in the literature, signalling opportunities for future work. Thirdly, we propose several examples of automated feedback literacy, that is, distinctive teacher competencies linked to the skilled use of open AF tools.