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Neoliberalism has been key term of political and academic debate since the 1990s. Nevertheless, in spite of this centrality, the concept remains vague and highly contested. An influential approach to grasp neoliberalism is the governmentality approach. Nonetheless, academics have pointed to the limitations of using Foucault's oeuvre on governmentality for understanding neoliberalism. In particular, they have urged to develop a more sober assessment of the theoretical possibilities of using Foucault's method and concepts to understand (the hegemony of) globalized neoliberalism. In this article, I argue that Foucault's method on governmentality is far from a limitation in social science. The latter deals with the study of social change. Scholars who want to study social change have to deal with an important epistemological problem how to study social change without presupposing a certain outcome. Or how to study social change without feeding the hegemonic beast (neoliberalism) you want to slay in the first place? Starting from the argument that we have to go beyond neoliberalism in social theory, this article deals with the question how this could be achieved. I argue that Foucault's (extended) notion of governmentality (taking into account the notion of counter-conduct) is a methodological concretization of the work of Leitner and colleagues who developed a research agenda in order to decenter neoliberalism in the analysis of contestation and change.Civil liability is traditionally understood as indirect market regulation, since the risk of incurring liability for damages gives incentives to invest in safety. Such an approach, however, is inappropriate in the markets of artificial intelligence devices. In fact, according to the current paradigm of civil liability, compensation is allowed only to the extent that "someone" is identified as a debtor. However, in many cases it would not be useful to impose the obligation to pay such compensation to producers and programmers the algorithms, in fact, can "behave" far independently from the instructions initially provided by programmers so that they can err despite no flaw in design or implementation. Therefore, application of "traditional" civil liability to AI may represent a disincentive to new technologies based on artificial intelligence. This is why I think artificial intelligence requires that the law evolves, on this matter, from an issue of civil liability into one of financial management of losses. No-fault redress schemes could be an interesting and worthy regulatory strategy in order to enable this evolution. Of course, such schemes should apply only in cases where there is no evidence that producers and programmers have acted under conditions of negligence, imprudence or unskillfulness and their activity is adequately compliant with scientifically validated standards.In the article, the special aspects shaping the choice of internally displaced persons to integrate into a host community or return to the former place of residence are viewed in the context of protracted internal displacement triggered by Russia-backed armed conflict in eastern Ukraine. Due to the inaccessibility of the reliable data on the population of the temporarily occupied regions of Donetsk and Luhansk oblasts of Ukraine, the data on internally displaced persons and returnees from the sample of International Organization for Migration, 2018-2020, have been used to study the contexts of adaptation and return, such as reasons to integrate or go back to an unsafe environment. The author suggests an application of refrain (after Deleuzian ritournelle), as a unity of the aspects of chaos, abode, and escape, to the situation of internal displacement. The key observations make it possible to suggest that forming and change of localness imply either the ritournelle missed as a disrupted adaptation and return, or the ritournelle achieved when displaced newcomers become new locals in the host communities. Thus, localness is regarded as a dynamic characteristic that can be boosted or reshaped through treating the displaced persons as equals, in terms of benefits and burdens distribution, providing access to decision-making, and promoting the sense of belonging to a community. The study is also aimed at formulating the questions for future investigations of the group of returnees, and thus shaping the criteria for the assessment of future durable solutions and reintegration scenarios.The contributions of science and scientists to combatting Covid-19 have been at the forefront of media attention throughout 2020 and early 2021, exposing the public to the processes of science in an unprecedented manner. The pandemic has highlighted the necessity of scientists working collaboratively with other disciplines in informing thinking about a complex, evolving real-world problem. This draws attention to recent efforts, both in the UK and internationally, towards curriculum reform integrating epistemic insight (knowledge about knowledge, including about what disciplines are and how they interact), with significant implications for the teaching of science in schools. We present findings from two exploratory workshops with 15-17-year-old students in England on the role of science during the pandemic. selleck chemicals llc We found that the workshops provided space for students to begin to develop epistemic insight regarding how science informs decision-making in dialogue with other disciplines. We make recommendations proposing pedagogical approaches using live, complex, real-world problems to address issues around understandings of the nature of science, misinformation, trust and participation in science.COVID-19 has presented unique and unprecedented struggles for all people, yet they tend to be magnified among marginalized communities. Indeed, in the United States, transgender (trans) people experience oppression in many facets of their lives, which places them at an increased risk for both COVID-19 exposure and complications. This oppression can be broadly categorized into two distinct, yet interrelated categories health disparities (e.g., decreased immune health) and structural barriers (e.g., employment discrimination, policing). Recent scholarship has examined trans people's risk for COVID-19 exposure and mortality, however few articles examine intersectional identities, and, to our knowledge, none have interrogated oppressive power structures (e.g., the prison industrial complex). We aim to fill these critical gaps and argue that it is imperative for cisgender people to partner with trans communities to dismantle these harmful systems, positively impacting the lives of trans individuals during the pandemic and beyond. We make several key recommendations for researchers, policymakers, healthcare workers, and allies to do so.Digital technology has become an essential factor in the process of language learning. This quantitative study investigates the use of technology as well as teacher's support in the process of technology-based learning of English as a foreign language (EFL) among high school students in Bosnia and Herzegovina. The data have been collected by the questionnaire modelling teachers' influence on learners' self-directed use of technology for language learning which consists of seven subscales. The results show that the participants' experience with technology-based language learning (TBL) is rather positive and that teachers have an important role in technology-based foreign language learning, indicating insignificant gender and EFL GPA differences but significant grade level differences on the combined dependent variables of teacher's support. Furthermore, the results revealed insignificant differences on the combined dependent variables of technology use based on the students' gender and grade level but significant differences based on the students' EFL GPA. The findings of this study may assist teachers in engaging students to efficiently use digital technologies in the process of foreign language learning at the high school level.Collaborative work is a critical component of active learning. Where in-person collaboration may not be possible, inclusion of online collaboration tools has become more prevalent. Previous studies have suggested that online collaboration is beneficial to overall learning outcomes; however, little research has investigated how differences in personality traits, such as extraversion and agreeableness, impact the benefits and effectiveness of collaborative learning, both through online (synchronous and asynchronous) and in-person platforms. In the present study, 360 (66.4% female) undergraduate students completed an online survey to assess perceptions of and beliefs about online synchronous, online asynchronous, and in-person collaboration in higher education with a focus on the impact of extraversion and agreeableness. Findings indicated that students had more experience and greater preference for online synchronous collaboration compared to online asynchronous collaboration; however, students believed that in-person collaboration was most effective. Both extraversion and agreeableness predicted positive beliefs about group work in both online and in-person settings but not uniformly. These findings support the use of online synchronous collaboration when in-person opportunities are limited; however, individual differences related to personality traits can differentially impact students' perceptions toward and actions within collaboration contexts.What happens during an emergency situation? And which ideas about the future stem from these events? The COVID-19 pandemic offers the opportunity to reflect on human actions occurring with a dimension of solidarity only in situations of emergency. We will start from Sorokin's intuition, which can be summarized in the statementThe future of humanity is in the hands of humanity itself. We will assume that collective damage requires collective strategies, reinforcing and renovating networks in the community. To highlight the necessary changes to turn individual and collective dynamics towards resilience, we follow with the consideration that it is necessary to rediscover the positive values of individuals. This, in turn, leads to further reflection on the problems of choice and the ethics of responsibility that permits individuals to embrace the concept of "common good", something that they experience as members of a community and that they can only pursue from the standpoint of solidarity. The latter, indeed, is what gives meaning to human action and the very development of humankind.Previous research has found a positive association between social class and mental health among university students. Various mediators of this association have been proposed. However, the extent to which students perceive these mediators as having an impact on their mental health has not been investigated. It is important to investigate this issue because students who do not perceive issues as having an impact on their mental health may not be motivated to address those issues. In the current study, 402 first-year undergraduate psychology students from a large Australian university indicated the extent to which 32 issues had a negative impact on their mental health over the past six months. Students rated lack of money, time management, coursework assessment items, lack of sleep, and course marks as having the largest impact on their mental health. Lack of money and time management mediated the positive association between subjective social status and mental health over (a) the past week and (b) the past month.