The English Preposing in PP construction (PiPP; e.g., Happy though/as we were) is extremely rare but displays an intricate set of stable syntactic properties. How do people become proficient with this construction despite such limited evidence? It is tempting to posit innate learning mechanisms, but present-day large language models seem to learn to represent PiPPs as well, even though such models employ only very general learning mechanisms and experience very few instances of the construction during training. This suggests an alternative hypothesis on which knowledge of more frequent constructions helps shape knowledge of PiPPs. I seek to make this idea precise using model-theoretic syntax (MTS). In MTS, a grammar is essentially a set of constraints on forms. In this context, PiPPs can be seen as arising from a mix of construction-specific and general-purpose constraints, all of which seem inferable from general linguistic experience.

Post-independence national historical writings have often been seen as a product of nationalist advocacy and modern nation-state formation. Moving beyond this perspective, this article considers how political leaders took a direct role in promoting different kinds and forms of collective historical thoughts to strengthen their leadership. Specifically, the article explores an active engagement of independent Cambodia's leaders such as Prince Sihanouk, Lon Nol, and Pol Pot, who independently saw national historical understanding as one's own monopolized source of power. It also discusses how different historical accounts in the country were shaped by, and kept up with, other important factors such as Cold War confrontations and regional and global historiographical trends, including “Modernist” and “Marxist” approaches. Discussing these factors helps us understand more critically national historical accounts, which were closely intertwined with specific socioreligious and political circumstances such as political rule and legitimacy, widespread public anxieties, and geopolitical tensions. It also sheds light on the substantial impact of state-imposed historical interpretations on society. As informed by the Cambodian case, this impact can be seen in the implementation of state projects stirred by certain kinds of historical understanding which consequently transformed the living conditions of thousands of people.

When organizations solve collective action problems or realize values, they do so by means of institutions. These are commonly regarded as self-stabilizing. Yet, they can also be subject to endogenous processes of decay, or so we argue. We explain this in terms of psychological and cultural processes, which can change even if the formal structures remain unchanged. One key implication is that the extent to which norms, values and ideals motivate individuals to comply with institutions is limited.

Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the preferred online English teacher is characterized and what benefits they are promised when visiting these webpages. Using critical discourse analysis, the author analyzed the textual elements of 32 TRWs of online English schools operating in six major markets in Asia. The findings reveal that although a few schools show signs of relatively fair policies and emphasize professional qualifications, most of them appear to exploit native-speakerism through their application requirements and compensation policies that often favor only some groups. The implications emphasize the benefits of creating equitable employment opportunities and professionalizing POLE by leveraging the qualifications and experience of teachers from diverse backgrounds, while ensuring fair compensation. Finally, this study provides practical strategies for present and prospective online teachers on how to take advantage of the opportunities of digital language work while contributing to the attainment of equity in the industry.

Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals. Yet, despite its potential as a field of research, there have been relatively few studies involving expert language teachers to date. After a brief historical background, this article makes the case for language teacher expertise research, noting its high ecological validity, its great practical utility, its ability to bridge the research–practice divide and its potentially positive impact on teaching communities. Key methodological considerations are also discussed, including defining expertise, identifying expert teachers and looking beyond the limits of subject-specific pedagogy to understand the whole practitioner in their sociocultural context. The article then proposes a framework for future teacher expertise research that spans diverse methodologies. Six example research tasks from within this framework are proposed, each justified and exemplified, incorporating suggestions for research design that are intended to encourage both experienced and novice researchers to engage with teacher expertise as a promising domain for future investigation.

There are increasing calls for coverage of medicine during the Holocaust in medical school curricula. This article describes outcomes from a Holocaust and medicine educational program featuring a study trip to Poland, which focused on physician complicity during the Holocaust, as well as moral courage in health professionals who demonstrated various forms of resistance in the ghettos and concentration camps. The trip included tours of key sites in Krakow, Oswiecim, and the Auschwitz-Birkenau concentration camps, as well as meeting with survivors, lectures, reflective writings, and discussions. In-depth interviews and reflective writings were qualitatively analyzed. Resulting themes centered on greater understanding of the relationship between bioethics and the Holocaust, recognizing the need for moral courage and social awareness, deeper appreciation for the historical roles played by dehumanization and medical power and their contemporary manifestations, and the power of presence and experiential learning for bioethics education and professional identity formation. These findings evidence the significant impact of the experience and suggest broader adoption of pedagogies that include place-based and experiential learning coupled with critical reflection can amplify the impact of bioethics and humanism education as well as the process of professional identity formation of medical students.

I argue that more and less are always determinatives, contrary to the categorization in The Cambridge Grammar of the English Language (CGEL), which treats them as adverbs in analytic comparatives. Evidence is presented of contrasts between more/less and much/little in various contexts, challenging CGEL’s empirical claim that such contrasts never occur in analytic comparatives. The observed distributional patterns can largely be explained by the semantics of more/-er and much without positing a category distinction: more/-er establishes a salient scale-internal reference point, while much requires such a point to already be present. Furthermore, mere distributional differences should not be relied upon for category assignment, following arguments by Payne , Huddleston & Pullum (2010). For these reasons, analyzing more and less as adverbs in any context is unnecessary and unparsimonious. The determinative analysis can account for all the relevant data. Beyond the narrow point about categorization, the paper illustrates the contributions of semantic, pragmatic, and distributional evidence in resolving category assignment.

Multiple independent studies have highlighted the remarkable process of multistakeholder dialogue in the development of Peru’s first National Action Plan (NAP) on business and human rights. While facing several challenges, not least a global pandemic, the process was indeed a success in so far as it opened up a new path for policy making in Peru: that of multistakeholder dialogue including actors who traditionally deeply mistrust each other. This piece describes the key enabling conditions and operational strengths that allowed for such a highly participatory process and, ultimately, resulted in some strong commitments on business and human rights.

From the seventeenth to the twentieth century, rivers played a key role in the colonization of Hokkaido, a northern island in the Japanese archipelago. The Kushiro River, in eastern Hokkaido, was transformed into infrastructure, a process which shaped the institutions, strategies, and practices of territorial control during the transition from the Tokugawa shogunate (1603–1868) to Imperial Japan (1868–1947). Trade between local Ainu communities and the shogunate's vassals contributed to a river-based territoriality. Later in the 1800s, as the island became territory of the modern state, the river was further converted into infrastructure through settler colonialism, industrial development, land reclamation, and the dispossession of indigenous communities. This transformation empowered the state to probe territories, exert control over labor, and access natural resources. Drawing on research on the political ecology of rivers, this paper focuses on two hydrosocial functions that emerged during the process of reworking river basins into legible and governable spaces: the transportation conduit and the water delivery system. The river's transition from a living system to infrastructure coincided with and furthered the establishment of colonial settlements and the expansion of the Japanese state's imperial reach.

Between 1903 and 1952, there was a Jesuit and French university in Shanghai called l’Aurore. This article focuses on its medical faculty, which operated from 1912 to 1952. It shows that, in a precarious political and military context, l’Aurore simultaneously benefited from Jesuit missionary activity and the French quest for imperial influence, without fully identifying with either. The faculty was not an official missionary institution, and most of its hundreds of students were not Christians. However, the Jesuit administration kept a record of baptisms among the students and, based on Catholic principles, encouraged opposition to birth control through courses on ‘medical ethics’ and a special oath that medical graduates had to take. Nor was the medical faculty an overtly imperial institution. It was part of a concession and the result of an alliance between Jesuit missionaries and anti-clerical diplomats of the French Third Republic. Yet, the faculty was key to a French policy of imperial influence designed to compete with other imperial, religious, and private foreign powers active in medical education in China. During the years of war between China and Japan (1937–1945), the faculty consolidated its influence by increasing student numbers and building new infrastructure, whereas its Chinese staff assumed a more prominent role, reinforcing the importance of Chinese medicine in teaching and research. Doctors trained at l’Aurore who stayed in China remained active in public health until well into the second half of the twentieth century, even after the medical faculty was abolished by the Communist regime.