The international education sector is Australia’s largest service-based export industry, making a significant contribution to our economy. International students also provide valuable labour during their stay in Australia and many become skilled migrants post-graduation. However, the current student visa conditions that limit international students’ capacity to undertake work are also inhibiting their successful transition into graduate employment and their ability to secure permanent residency. They are required to navigate contradictions between the restriction on the number of hours of work they can undertake as an international student, and pathways to permanent residency, which are linked to the performance of work, following graduation. As a consequence, international students may be incentivised to breach their visa conditions and accept low skilled and poorly paid work after graduation. These incentivised choices contribute to poor employment outcomes for international student graduates, which risks undermining the international education industry. This article explores the nexus between work and education for international students studying in Australia, and the consequences of contradictory approaches to work in the student and residency visa schemes. It contends that addressing these factors would go some way to enabling international student graduates to secure work commensurate with their education and skill level, which would benefit international students, the higher education sector and the economy at large.

Evidence that gender-based pay inequity is higher when pay is secret has led governments to prohibit pay secrecy clauses and give employees the right to discuss and disclose their pay. However, the effectiveness of regulations prohibiting pay secrecy may be constrained by social and organisational norms that preclude discussion of pay, including employee fears of the implications of pay transparency. This article provides insights from interviews with 32 employees and managers from a large Australian financial services company, revealing that perceptions of pay transparency are shaped by organisational rules, social norms, trust in the employing organisation, and fear of the repercussions of knowing pay is unequal. The implications for the effectiveness of the pay transparency measures in the Fair Work Legislation Amendment (Secure Jobs, Better Pay) Act 2022 (Cth) are discussed.

This article examines the challenges of border-crossing science at geopolitical hot spots through the case study of the East Sea (also known as the Sea of Japan). The East Sea is a marginal sea on the north-west Pacific Ocean surrounded by four historically conflicted nations—South Korea, North Korea, Russia, and Japan. Despite vast scientific interest, severe military conflicts have restricted transnational cooperation in this region throughout the late twentieth century. Utilizing personal archives, cruise reports, and interviews with participating scientists, this article examines how an international team of East Asian oceanographers developed material, political, and rhetorical tactics to circumvent and even appropriate complex border problems at the end of the Cold War. The case study suggests that the global history of oceanography should pay further attention to the practical challenges of accessing geopolitically conflicted basins as well as creative strategies that scientists devise to bridge over those troubled waters.

W. E. B. Du Bois theorized that the way Black Americans understand the racial world and their place within it shapes their connections to national identity differently from those of White Americans. This article juxtaposes Du Bois’s theory of racialized subjectivity with Identity Theory’s constructs of prominence and change to examine differences in attachment to American nationhood during a turbulent period of American politics: the Trumpism era. Using data from three waves of the American National Election Studies (2012, 2016, 2020), this study examines the extent to which White and Black Americans viewed their national identities as important before, during, and after Trump’s first presidential administration. I employ “racial identity prominence” as a nuanced measure of race to illustrate a phenomenological element of American national identity that differentially shapes attachment. The findings reveal that the Trumpism period catalyzed significant identity change between 2012 and 2020. Moreover, the degree to which White and Black Americans connected to their national identity across the three election years largely depended on the subjective importance they assigned to their racial identity—that is, their racial identity prominence. The White American archetype was reinforced, as Whites with strong attachment to their racial identity also expressed strong national identity. Interestingly, Black Americans also expressed strong ties to their national identity during this period, particularly those with a strong racial identity. Still, the question of how White and Black Americans envision the country and their place in it remains complex.

This paper reviews a purposive sample of doctoral dissertations in second-language education, completed between 2019 and 2023 at universities in Germany. Among the 79 relevant dissertations found from this period, 18 thematic strands were identified, of which 7 were chosen as being particularly relevant for a more in-depth review: (1) evaluation of specific teaching approaches, (2) (partial) language skills, (3) individual variables, (4) special learner groups, (5) multilingualism pedagogies, (6) digital media, and (7) literature and film pedagogy. We identify relevant topics and relate these to trends in research methodology (qualitative/quantitative/mixed methods). We also discuss the depth and breadth of these dissertations and situate their scholarly contributions within German and international research on additional language education. A comparison with the three previous review articles reveals methodological developments and thematic shifts, highlighting both progress and persistent challenges in German-language doctoral research across nearly two decades of scholarship.

We prove that if $p \geq n^{-(q-6)/2}$, then asymptotically almost surely the binomial random q-uniform hypergraph $\mathcal{G}^{(q)}(n,p)$ contains an (n, q, 2)-Steiner system, provided n satisfies the necessary divisibility conditions.

A child with a pathogenic MYBPC3 gene mutation progressed from normal to severe obstructive hypertrophic cardiomyopathy with dynamic outflow obstruction from septal hypertrophy and abnormal papillary muscle insertion, highlighting careful subvalvular assessment for surgical planning.

Women receive a disproportionate share of the online abuse and violent threats made against politicians. Yet, mounting cross-national evidence also suggests that the long-observed gender disparity in citizens’ voting preferences has rapidly diminished – and arguably reversed – in recent decades. Emerging experimental research likewise suggests the broader public in many democratic countries is particularly sensitive to online abuse and threats against women politicians. Herein, we highlight the sexist beliefs of audiences as an important explanation for this apparent inconsistency. Analyzing data from a vignette experiment embedded within a wider survey administered to a demographically representative sample of the British electorate, we demonstrate that the sex of the candidate has only limited influence on observers’ tolerance for threats against politicians. However, respondents that held more sexist attitudes were both more tolerant of violent threats against politicians and particularly tolerant of abuse directed against female candidates. More concerningly, we find that priming sexist respondents to think about female candidates increased support for abusive behaviors against politicians more generally, irrespective of their sex. Our results add to the growing evidence that tolerance for political violence is driven not so much by partisan hostility and ideological polarization as by specific personality traits.

In prior studies, contextual diversity (CD) has been shown to significantly impact word learning, yet gaps remain in understanding its theoretical underpinnings and moderating factors. This research aimed to synthesize trends in CD studies, evaluate the heterogeneity in its definitions and operationalizations, explore its correlation with word learning, and examine potential moderators influencing this relationship. After a literature search and application of screening criteria, we conducted a systematic review and meta-analysis of 20 empirical studies. The primary target population comprises both L1 monolingual and L2 bilingual speakers. Behavioral studies revealed a significant effect of CD on word learning (Cohen’s d = 0.44, p < .001). Eye-tracking data demonstrated significant effects during early and later stages of processing, reflecting heightened attention: first fixation duration: d = −0.365, p = .023, gaze duration: d = −0.574, p = .005, go-past time: d = −0.749, p = .023, and total time: d = −0.691, p = .009. Moderator analysis identified age as a key factor, while gaps in theoretical frameworks and assessments of cognitive moderators were noted. These findings highlight the need for integrating offline and online methods and developing clearer theoretical models to advance our understanding of CD.