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Russia’s invasion of Ukraine involved a combination of hard and soft power measures, with geopolitical representations strategically employed to justify violations of international law. Despite their significance for understanding Russia’s regional actions, academic literature has mainly underexplored geopolitical representations. This paper aims to address this gap and answer to the following questions: (1) how did Russia use geopolitical narrations to justify the war against Ukraine, and (2) why did Russian geopolitical representations fail to achieve the aims? The research hypothesis is that 'the purpose of geopolitical narratives of perceived threats from Ukraine was to receive internal support and legitimize the war form the point of view of International Laws'. The research findings suggest that Russia’s initial military intervention was primarily based on a geopolitical narrative portraying Ukraine as an immediate threat through the alleged presence of Nazis, which served as a pretext to justify military action. In reality, this narrative was also used to retain Ukraine as a buffer zone against NATO expansion. This paper examines how geopolitical representations have influenced Russia’s foreign policy and its implications for regional security, and shows how they have been used to justify and sustain Russia’s military actions against Ukraine.

L’interprétation, en tant que processus cognitif, vise à transférer le vouloir-dire de l’orateur en reformulant le discours dans la langue cible. Ce processus, qu’il soit en consécutive ou en simultanée, exige une gestion efficace des ressources cognitives pour accomplir plusieurs tâches simultanément. Une charge cognitive excessive peut compromettre la performance de l’interprète, d’où la nécessité de développer des compétences cognitives adaptées. Cette étude explore l’impact de la mise en œuvre de doubles tâches sur le développement des capacités cognitives des étudiants en interprétation. Un groupe expérimental a suivi des cours spécifiques intégrant des doubles tâches, tandis qu’un groupe de contrôle n’a reçu aucune formation supplémentaire. Les résultats de cette recherche indiquent une amélioration significative de l’empan mnésique chez le groupe expérimental, mais l’effet sur la performance en interprétation reste incertain. Ces résultats soulignent l’importance de poursuivre les recherches pour mieux comprendre le lien entre les compétences cognitives et la performance en interprétation.

In Hegel’s Philosophy of History, one encounters the idea of the “cunning of reason” [List der Vernunft], which describes the unintended (universal) consequences of (particular) individual actions. However, the Philosophy of History is one of the most (if not the most) maligned of Hegel’s works, attacked by non-specialists and anti-Hegelians who use it to easily stereotype and dismiss Hegel, for instance, as a teleological anti-individualist, while most serious Hegel interpreters avoid this work at all costs. To redress the lack of serious attention to Hegel’s Philosophy of History, this paper aims to offer the strongest possible reading of Hegel’s weakest “text,” reading it alongside his strongest, the Science of Logic, thereby bringing together two seemingly contradictory instances of the cunning of reason in Hegel’s corpus. In the Logic, the cunning of reason shows how the universal emerges through the means which individuals use toward their particular ends. However, in the Philosophy of History, the cunning of reason describes how the universal acts through individuals, as it were, behind their backs and, problematically, Hegel goes on to claim that the universal (spirit [Geist]) ultimately sacrifices individuals on the “slaughter bench” of history to advance its own purpose(s). This paper’s two-part thesis is: (1) the cunning of reason in the Philosophy of History is an internal illusion of the structure of cunning of reason in the Logic, and (2) this illusion is absolutely necessary. In particular, this paper builds upon the Hegel interpretations of Todd McGowan and Slavoj Žižek.

While one version of belief in inspiration, for which the inspired human passively receives inspired deliverances, precludes human creativity, another, for which inspired compositions reflect human agency and ingenuity, presupposes it. Margaret Boden, however, suggests (in The Creative Mind: Myths and Mechanisms (2004)) that creativity is continuous with generic human powers, and also arises through infringing recognised rules. While the former suggestion (about continuity) is argued to be readily acceptable, problems are raised for the rule-breaking account of creativity. Accounts of creativity need to be supplemented with awareness that creativity commonly involves participation in traditions of skill or craftsmanship, and in a creative community, whether rules are broken or not. Further, the continuity approach is argued to be consistent with at least one particular variant of belief in inspiration, according to which God, as the universal Creator, can communicate through the imagination of receptive minds that reflect his/her creative imagination, as suggested by Austin Farrer in ‘Inspiration: Poetical and Divine’ (1963). Other faculties as well as the imagination are held to be involved, in a manner consistent with the continuity approach: perception, memory, reflectiveness, historical awareness and artistic ingenuity.

The 2015 United Nations Climate Change Conference (COP21) in Paris brought together 195 countries to reach an agreement. Regardless of the environmental issues discussed and agreed in the conference, what seems significant is the global role that France played as the conference hosting nation. The country managed to promote itself as "the" eligible place among many European cities to host the conference, creating a diplomatic prestige for itself, provoking new environmental ambitions worldwide and presenting Paris as the home city, whose name is attached to the agreement forever. Yet, environmental issues have not always been a driving force for diplomatic efforts and public policy initiatives in France. Indeed, environmental protection grew to appear in the national agenda throughout decades and developed as a notion worthy of political and diplomatic attention in a long-term process, the study of which is noticeable in the European context. Utilizing Issue Ownership and Green Soft Power theories, the research employs Theory-Testing Process Tracing method to analyze France’s environmental contributions resulting in its leader role in the Paris Agreement. Ultimately, this study seeks to illuminate how environmental concerns gained public and political attention in the French society and politics, leading to the country's position in the agreement process. The author argues that an interplay of domestic and external factors let France present itself as a responsible actor in environmental affairs, strengthen its soft power on the international stage, and reinforce both national policy and international influence on the issue of the agreement.

Purpose : The current study examined the effectiveness of gamified reading of electronic books among adolescents in school libraries. Method : A randomized sample of students aged 11 to 12 years including two control and experimental groups from four schools participated in this study. According to the Mechanics, Dynamics, and Emotions (MDE) framework, six gamification elements were implemented as group challenges. The experiences were then evaluated based on a quasi-experimental design with a post-test via the GAMEX scale. Findings : Multiple independent t-tests using SPSS 26.0 showed that the gamified experience and its relevant subscales including enjoyment, absorption, creative thinking, activation, absence of negative affect, and dominance differed significantly between the two groups. Therefore, the results revealed that implementing gamification in the reading experience within a gamified environment is highly effective and will influence adolescents' interest, motivation and ability to read in library contexts, which can be of interest to experts and policymakers in education and computer science. Conclusion : Various game mechanisms can be integrated into the educational context or platforms like electronic books to make learning interesting and motivating to the students.

Today, we encounter a question that has rarely been treated as a serious or provocative issue: women and sexuality as a philosophical problem. This theme now acts as a critical marker—an axis that divides entire fields of thought into a before and after. The beginning of this epistemic shift can be traced back to a Freudian question: What does a woman really want? In this article, we follow this question through the lens of Lacanian theory, in which he introduces the concept of sexuation and illuminates the foggy, ambiguous terrain of femininity through the formulation of the hysterical discourse. Moving beyond a purely hysterical approach to womanhood, the French psychoanalyst carved a path for the re-inscription of her historically ambivalent and fragmented image. For Lacan, woman is a symptom—an embodiment of the fundamental contradiction and rupture within the symbolic order. The Woman does not exist; rather, la femme is a rebel who struggles to exist