International argument: regarding the history of the development of international philosophical communication in the nineteenth century

This article examines the internationalization of scientific and scholarly communication in the period before World War I, taking philosophy as an example. In the first part of the article, several general trends in internationalization during the nineteenth and twentieth centuries are examined. This includes the importance of international experience for Russia’s policies today towards science and education. The main part of this article is devoted to the concept of the “international argument” and provides an analysis of three types of appeal to the international community: the pragmatic, the reputational, and the communicative. The increasing importance of international communication during this period is shown on the basis of examples drawn from German philosophical discussions that took place between the first third and the end of the nineteenth century (the case of Friedrich Eduard Beneke and Hermann Ebbinghaus). The last part of the article examines the impact on German science and philosophy of the cessation of international communication during World War I.     

Professional Issues of International Genetic Counseling Students Educated in the United States

International students have unique personal and academic challenges during their training in genetic counseling programs across the United States (U.S.). Previous research has explored their motivations and experiences; however, there is scant research on how their international status affects the post-graduate experience. The current study used semi-structured phone interviews to explore the professional issues that international students face throughout their educational and professional careers. Twenty-six participants were interviewed including international genetic counseling students in their second years of training and international genetic counselors who graduated from a U.S.-accredited program. Participants included six, second-year students, twelve genetic counselors employed in the U.S., six employed in Canada, and one employed in the United Kingdom (U.K.). Qualitative analysis of interviews captured the common experiences and challenges international students faced during their training and post-graduation. Participants stated that they applied to programs in the U.S. because there is wide transferability of qualifications across the world, and there is limited or no opportunities for masters level genetic counseling training in their home country. Most participants who had applied for jobs in the U.S. experienced difficulties regarding unfamiliarity of human resources (HR) departments and Border Control Officers with international genetic counselors (GCs) and their visa requirements. The results suggest that currently there are insufficient job resources tailored to international genetic counselors, and an inadequate availability of peer support. The results also speak to the need to develop resources for prospective international students and for international GCs seeking jobs, and establishment of a peer support network. These resources may also provide assistance to genetic counseling training programs and employers to address the challenges faced by international genetic counselors.     

Understanding and supporting the career implications of international assignments

International assignments represent an important form of migration in the global economy. In contrast to most other migrants, international assignees enjoy a relatively privileged position in the labor market. Authored by a diverse team of academics and practitioners, this paper draws on insights from empirical research and unpublished examples from practice to explore how international assignees can be supported before, during and after the international assignment. We move beyond the traditional expatriate cycle as a frame of reference, arguing that many of the challenges from the individual perspective are continuous, often pertinent well before and well after the assignment. We call for a reframing of career support for international assignees to reflect the reality of the experience. We propose that future studies of the impact of international assignments on career use more sophisticated methods including longitudinal studies of career trajectories and experiences of support practices. (138)     

International publication trends in the experimental analysis of behavior

The present paper assessed international publication trends in the experimental analysis of behavior by recording the geographical origin of the first authors of articles in the Journal of the Experimental Analysis of Behavior (JEAB), the Journal of Applied Behavior Analysis (JABA), and The Behavior Analyst (TBA). Five international categories were identified: Australasia, Europe, Latin America, the Middle East, and North America. A cooperative category was also employed to assess the number of publications with authors from different international categories. First, the percentage and number of international articles published in JEAB, JABA, and TBA are presented. Second, a more detailed analysis of the publication rates within the international categories is presented. The number and rate at which new authors from the categories appeared and the percentage of articles published by different authors are also presented. Some limitations of the review and suggestions for increasing international participation in behavior analysis are outlined.     

Predictors of international students' psychological and sociocultural adjustment to the context of reception while studying at Aarhus University,Denmark

The number of international students engaging in intercultural education and thereby adjusting to cross‐cultural transition has risen conspicuously as a consequence of globalization and increased mobility. This process of acculturation has been associated with increased creativity as well as adaptation challenges. This paper investigates international students' psychological and sociocultural adjustment to studying at Aarhus University in Denmark. Both international students (n = 129) and domestic students (n = 111) participated in the study. The international students did not report impaired psychological conditions as compared to the control group of domestic students. However, the international students reported a significantly lower level of social support. Social support and perceived discrimination were significant predictors of both psychological and sociocultural adjustment. Additionally, the level of English proficiency alone predicted sociocultural adjustment. Values of vertical individualism and horizontal collectivism predicted psychological adjustment. Finally, integration was found to be a significantly more adaptive acculturation orientation than separation in regard to sociocultural adjustment. These findings were discussed in relation to relevant international research and it was concluded that international students comprise a resourceful student sample and that the international academic environment at Aarhus University appears to be an adequately cultural and value‐oriented good fit as a context of reception for the multicultural engagement of international students.     

International students' experiences of integrating into the workforce

This study explored the integration experiences of 16 international students entering the Canadian workforce using a semistructured interview and constant comparison method. The international students were pursuing immigration to Canada, despite unmet job prospects. Students recommended that employers refrain from discriminating against students because of their international status and recognize the value of a diverse labor force. Students recommended that career services personnel help students build networks and employment contacts through pregraduation work experience. Incoming international students were advised to educate themselves about cultural norms for social and work interactions, research potential job opportunities, and create a professional network prior to degree completion.     

论健康权的国际合作与援助义务

目前,在全球健康领域存在诸多不平等,各国均有义务对外开展合作与援助。这种健康权的国际合作与援助义务主要以国际法规则和有关政治承诺为基础,由此也明确了该义务的依据和范围。我国作为发展中的大国,要辩证地看待这项国际义务：既应积极履行该项国际义务,同时也要努力寻求国际合作,并完善本国健康权保护体系。     

A theory of international bioethics: multiculturalism, postmodernism, and the bankruptcy of fundamentalism

The first of two articles analyzing the justifiability of international bioethical codes and of cross-cultural moral judgments reviews "moral fundamentalism," the theory that cross-cultural moral judgments and international bioethical codes are justified by certain "basic" or "fundamental" moral priniciples that are universally accepted in all cultures and eras. Initially propounded by the judges at the 1947 Nuremberg Tribunal, moral fundamentalism has become the received justification of international bioethics, and of cross-temporal and cross-cultural moral judgments. Yet today we are said to live in a multicultural and postmodern world. This article assesses the challenges that multiculturalism and postmodernism pose to fundamentalism and concludes that these challenges render the position philosophically untenable, thereby undermining the received conception of the foundations of international bioethics. The second article, which follows, offers an alternative model -- a model of negotiated moral order -- as a viable justification for international bioethics and for transcultural and transtemporal moral judgments.     

Facilitating the Academic Success of International Students

International seminarians seeking an education at academic institutions located in the United States often face a host of learning challenges. Seminary faculty that teach in these institutions are often confronted with a need to adjust their teaching methods to facilitate learning by international students. This essay outlines specific strategies to facilitate academic success of international seminarians by offering specific teaching methods for faculty and learning strategies for international students. Topics include training faculty in how to respond to diverse learning styles, expanding learning environments beyond the classroom, methods for enhancing student participation, and development of assignments. Strategies for student success include developing skills in how to improve note taking, critical reading, and writing.     

The Impact of Value Similarity and Power on the Perception of Threat

Threat perception is a powerful tool in international and intergroup conflict. Realists in international relations argue that the perception of threat in intergroup conflict is a function of power asymmetries between groups. In contrast, social constructivists in international relations suggest that a shared sense of identity or similarity can reduce, and in some cases eliminate, perceptions of intergroup threat. Consequently, threat perception might be influenced by both the value similarities and the power asymmetries between the ingroup and the outgroup. In this article, we present an attempt to test empirically how individuals evaluate the similarity of cultural and political values compared with another nation (outgroup) and assess its implications for cooperation among states in the international system. The results of two experiments demonstrate that both power and perceived value similarity play an important role in threat perception among states and discuss implications for future research.     

Implementing climate equity: the case of Europe

For over two decades, international environmental equity – the fair and just sharing of the burdens associated with environmental changes – has been the subject of much debate by philosophers, activists and diplomats concerned about climate change. It has been manifested in many international environmental agreements, notably the Framework Convention on Climate Change and the Kyoto Protocol. The question arises as to whether it is being put into practice in this context. Are the requirements of international environmental equity merely words and principles in international instruments, or are they having a practical effect on the policies of state governments? This article aims to start answering these questions. It examines whether the European Union (EU) and its member states are sharing the burdens of climate change. The article introduces equity in the context of the climate change agreements and looks at some normative and practical considerations. It suggests that Europe has been a leader on international equity in the climate change negotiations over the last decade, and it points to what European states and the EU have done to take on some of the burdens of climate change. Europe's actions are briefly assessed from practical and normative perspectives. Europe is doing more than any other part of the world to address climate change and to share the burdens associated with it. Nevertheless, Europe is not doing as much to address this problem as it can and should do. Both practical and normative imperatives demand more urgent action by Europe to implement climate equity.     

Constructing a minority group identity out of shared rejection: the case of international students

With a sample of international students, we investigated how perceptions of rejection by the host community are related to a sense of identification with other international students. Based on the rejection‐identification model (Branscombe, Schmitt, & Harvey, 1999 ) we predicted that perceiving prejudice from the host university would be negatively related to psychological well‐being. We expected that group identification with international students would mediate a positive effect of perceived discrimination on self‐esteem, thus suppressing the negative effect of perceiving prejudice on self‐esteem. Consistent with predictions, results supported a model in which identification with international students increased in response to perceiving prejudice and suppressed the costs of perceiving oneself as excluded from the host community. Interestingly, identification with participants' home country was not predicted by perceptions of discrimination. Results are discussed in terms of how minority group members construct group identities in response to the intergroup context. Copyright © 2002 John Wiley & Sons, Ltd.     

International Exchange Training in Genetic Counseling: An Exploration of the Value in Exchange Experiences

International exchange training in genetic counseling is increasing, but research examining these experiences is lacking. In this study 309 genetic counseling students and genetic counselors completed an anonymous survey investigating six major research questions: (1) How prevalent are international genetic counseling experiences? (2) What types are pursued and why? (3) What supports and barriers exist? 3) What are the demographic characteristics of individuals accruing international experience? (5) Does international experience promote professional development? and (6) Do genetic counseling students and professionals perceive international experiences as beneficial? Most respondents were Caucasian females born in one of 25 countries. The most prevalent experiences involved either clinical observation or clinical training. Common motivations for pursuing international experience were personal growth, exposure to a different healthcare system, and travel opportunities. Outcomes included professionally-relevant experience and personal growth. Barriers included finances, limited availability of opportunities, and for those without international experience, family responsibilities. Additional findings, practice and training implications, and research recommendations are provided.     

Construct Validity Evidence for the Intercultural Readiness Check against the Multicultural Personality Questionnaire

The psychometric qualities of the intercultural readiness check (IRC) were evaluated against an existing instrument for multicultural effectiveness: the Multicultural Personality Questionnaire (MPQ). The IRC has scales for intercultural sensitivity, intercultural communication, intercultural relationship building, conflict management, leadership and tolerance of ambiguity. A sample of in majority employees who were trained for an international position (N=137) participated in the study. The IRC scales were moderately to sufficiently reliable. Correlations with the MPQ scales were in the expected direction. Both instruments were equally strongly related to international inspiration, with open‐mindedness (MPQ) and intercultural sensitivity (IRC) as most important predictors. The IRC scales explained more variance in international experience.     

Cultural diversity: Mapping the experiences of students on an international counsellor training programme

This research study explores one part of a diverse counselling training landscape in the shape of an international postgraduate education and training programme for counsellors. The research sample includes participants from Tanzania, the Gambia, Ghana, Nigeria, Indonesia, China, Taiwan, Iceland, Japan, Greece, Portugal, Lebanon and Saudi Arabia. Cultural diversity is examined in relation to the learning and development of international counselling students. Qualitative analysis of interview data is used to identify issues related to student expectations, the process of becoming a counsellor and student learning outcomes. Some issues in counsellor training appear to be shared across all international students, while other issues arise from specific cultural backgrounds of students. The implications of these findings are discussed.     

从中外医学教育标准的差异看医学生的人文素质培养

通过中外医学教育标准在知识目标、技能目标、职业价值观上的若干差异的比较,探讨人文素质,包括医生职业价值观念、医学人文知识、“批判性思维”能力和交流技巧、沟通能力的培养等在国际医学教育标准的重要地位,并对改进我国医学教育的人文内涵提出建议。     

Cultural Intelligence and International Leadership Potential: The Importance of Contact for Members of the Majority

Integrating distinctiveness theory and contact theory, we develop a conceptual model proposing that prior intercultural contact has mediated effects on international leadership potential via cultural intelligence—but that these effects are stronger for majorities. Results of two samples of working adults, using both self‐report (n= 441, Study 1) and matched employee‐observer (n= 181, Study 2) data provide strong support for the model. Cultural intelligence mediates the effects of prior intercultural contact on international leadership potential. Further, moderated mediation analyses demonstrate that cultural intelligence mediates the relationship between prior intercultural contact and international leadership potential for majorities, but not for minorities. The current study offers contributions to theory and practice in at least two ways. First, the proposed model is theoretically important because it provides a more complete picture of predictors of international leadership potential and it reconciles prior inconsistent findings by showing the mediating role of cultural intelligence and moderating role of minority status. Second, the study adds to the increasing evidence suggesting that prior intercultural contact and cultural intelligence are meaningful criteria for developing international leaders. More important, results show that prior intercultural contact is especially important for majorities.     

Immigration,the University and the Welcoming Second Tier City

This paper connects the growing interest in immigrant settlement outside of gateway cities, and the noted shift in international student policies from ‘red card to red carpet’, by exploring what role the higher education sector plays in the attraction and retention of immigrants to second tier cities (STCs). Using the case of Kitchener–Waterloo in Ontario, the qualitative research offers four findings. Firstly, higher education institutions act as the very locus of change in STCs in terms of introducing greater ethnic and cultural diversity; secondly, they act as important attractors and retainers of talent in their own right and in terms of the linkages and connections they create in the local economy; thirdly, international students and immigrants perceive the university as providing a socio-spatial buffer against wider discriminatory behaviours; and lastly, the ‘red card to red carpet’ policy shift that is underway will only intensify the role higher educational institutions play in international migration.     

A culture-sensitive approach in the development of the Career Adapt-Abilities Scale in Iceland: Theoretical and operational considerations

The aim of this study was to develop a culturally sensitive version of the Career Adapt-Ability Scale (CAAS) in Iceland. First the translated international version of the 55-item CAAI designed to measure the four dimensions of career adaptability (concern, curiosity, control, and confidence) plus additional dimension called co-operation was administered to a sample of 491 secondary school students. Confirmatory factor analysis indicated that both the four- and five-dimensional model show an adequate fit in the sample. An emic evaluation of the international model indicated that new facets tentatively called fatalism and contribution might be relevant in Iceland. New contextualized Icelandic items were written resulting in a combined 89-item measure of international and indigenous items administered to a sample of 1249 university students. Exploratory factor analysis supported contribution as a separate dimension and was used to create Icelandic scales measuring six dimensions: co-operation, contribution, and the four original dimensions. Confirmatory factor analysis supported the fit of three alternative 4–6-dimensional international and Icelandic models and measures of career adaptability in Iceland. An emic approach is needed to understand the cultural specificity and universal aspects of career adaptability and to develop culturally sensitive measures for use in career counseling. Further research on co-operation and contribution as relational constructs is suggested.