Hui Chen

With the global spread of Chekhov’s plays in the 20th century, his works have transcended their literary origins to become foundational texts in modern theatre, influencing both dramatic realism and avant-garde experimentation. Beyond their structural and thematic innovations, Chekhov’s plays engage deeply with existential, metaphysical, and spiritual questions, making them fertile ground for religious and philosophical inquiry. His dramatic texts possess a _meta-theatrical_ quality, not only reflecting the human condition but also serving as a medium for grappling with themes of faith, meaning, and transcendence. This study examines Chekhov’s plays as philosophical theatre, exploring how they resonate with religious and metaphysical thought in their engagement with fate, suffering, and the search for purpose. Through an analysis of theatrical interpretations—including Stanislavsky’s psychological realism, the metaphysical dimensions in productions by the Koriada Theater, Red Torch Theater, and Alexander Linski Theater—this research reveals how Chekhov’s works have been adapted to reflect contemporary existential and spiritual concerns. His dramas often evoke a sense of waiting, disillusionment, and silent prayer, mirroring theological reflections on divine silence, existential uncertainty, and the search for redemption in a seemingly indifferent world. By examining the interplay between _theatrical realism_, _meta-theatrical awareness_, and _philosophical reflection_, this study highlights Chekhov’s enduring influence as a dramatist whose works not only depict reality but also invite meditations on the sacred, the absurd, and the metaphysical. This research contributes to the broader discourse on religious philosophy and dramatic arts, arguing that Chekhov’s theatre functions as a _metaphysical space_ where philosophical and theological themes—such as the confrontation with mortality, the longing for transcendence, and the ethical dilemmas of human agency—are staged and explored. Future studies should further investigate how Chekhov’s dramaturgy engages with religious existentialism and the spiritual dimensions of theatrical performance, deepening the connection between theatre, philosophy, and metaphysical inquiry.

This paper presents a thematic review of the anti-plagiarism instruction of content specialists as reported in a range of articles published in the decade of 2014–2023. A total of 28 articles were identified through systematic searching and a ChatGPT-assisted selection process based on a set of inclusion criteria. Specifically, we aimed to include those articles that contain sufficient details of the instructional procedure as well as an evidence-based report of the effectiveness of the pedagogical intervention. A coding scheme of two dimensions (“Rationales for the pedagogical interventions” and “Characteristics of the pedagogical interventions”) provided a framework for our analysis of the focal literature. By focusing on content teachers’, as opposed to language teachers’, pedagogical practices in addressing the issue of plagiarism in varied geographical and institutional contexts, this review study provides insights for both content and language specialists to draw upon and will serve to raise awareness for the value of collaboration between content and language teachers in handling academic literacy issues such as plagiarism.

Educators themselves and their knowledge are the most significant elements in learners’ success and achievement; however, there is little information about the specialized knowledge held by educators. Recently, conceptualizing educator knowledge has become a complicated issue that involves that the comprehension of important basic phenomena, such as the procedure of educating and learning, the notion of knowledge, and the way educators’ knowledge, has become practical within the class. Technological Pedagogical Content Knowledge was presented as a theoretical structure for the knowledge base because educators have to efficiently instruct with technology and it is regarded as a valuable framework for explaining and understanding technology integration into various academic environments, such as English as a Foreign Language class. This paper is intended to review the related literature on the role of an English teacher using the TPACK framework for teaching English and their role in students’ achievement. Based on the related literature, there is a significant and direct association between EFL teachers’ TPACK and EFL students’ achievement. Succinctly, some recommendations have been proposed for educational stakeholders.

Transgender women experience serious psychiatric problems and high suicide rates. According to the interpersonal theory of suicide, thwarted belongingness and perceived burdensomeness play major roles in suicidality and can be measured by the Interpersonal Needs Questionnaire. However, no study has validated the use of the INQ in TGW. This study aimed to examine the psychometric properties of the INQ among TGW. We recruited 198 TGW from Shenyang, China, using snowball sampling. The construct validity of the INQ was assessed through factor analysis, and convergent and divergent validity were examined through a structural equation model with other psychosocial factors. The construct validation analysis supported a three-factor model with satisfactory fit indices: χ2/df = 1.54, RMSEA = 0.052, CFI = 0.931, TLI = 0.916, SRMR = 0.053. The thwarted belongingness was significantly associated with self-esteem and social support, and the social exclusion was significantly associated with loneliness, depression, entrapment, and defeat, suggesting satisfactory convergent and divergent validity for the three-factor model. The present findings indicate that for TGW, high social exclusion is important in assessing perceived interpersonal needs, while the notable deviation from previous two-factor model warrants further study.

A quintessential challenge for any perceptual system is the need to focus on task-relevant information without being blindsided by unexpected, yet important information. The human visual system incorporates several solutions to this challenge, one of which is a reflexive covert attention system that is rapidly responsive to both the physical salience and the task-relevance of new information. This paper presents a model that simulates behavioral and neural correlates of reflexive attention as the product of brief neural attractor states that are formed across the visual hierarchy when attention is engaged. Such attractors emerge from an attentional gradient distributed over a population of topographically organized neurons and serve to focus processing at one or more locations in the visual field, while inhibiting the processing of lower priority information. The model moves towards a resolution of key debates about the nature of reflexive attention, such as whether it is parallel or serial, and whether suppression effects are distributed in a spatial surround, or selectively at the location of distractors. Most importantly, the model develops a framework for understanding the neural mechanisms of visual attention as a spatiotopic decision process within a hierarchy and links them to observable correlates such as accuracy, reaction time, and the N2pc and PD components of the EEG. This last contribution is the most crucial for repairing the disconnect that exists between our understanding of behavioral and neural correlates of attention.