Why does it feel that the time passes faster as we get older? What is the physical basis for the impression that some days are slower than others? Why do we tend to focus on the unusual (the surprise), not on the ever present? This article unveils the physics basis for these common observations. The reason is that the measurable ‘clock time’ is not the same as the time perceived by the human mind. The ‘mind time’ is a sequence of images, i.e. reflections of nature that are fed by stimuli from sensory organs. The rate at which changes in mental images are perceived decreases with age, because of several physical features that change with age: saccades frequency, body size, pathways degradation, etc. The misalignment between mental-image time and clock time serves to unite the voluminous observations of this phenomenon in the literature with the constructal law of evolution of flow architecture, as physics.

The politicization of science – the infusion of ideology into the scientific enterprise – threatens the ability of science to serve humanity. Today, the greatest such threat comes from a set of ideological viewpoints collectively referred to as Critical Social Justice (CSJ). This contribution describes how CSJ has detrimentally affected scientific publishing by means of social engineering, censorship, and the suppression of scholarship.

The earliest archaeological evidence of wine making in Southern France is dated 425 bce. Viticulture was present along the Mediterranean coast of France when the Romans arrived (second century bce) and flourished everywhere by the time they left (fifth century ce). For several centuries, long-distance trade virtually disappeared and the infrastructure fell apart. Profitable viticulture remained mostly local and was concentrated in the hands of the wealthy nobility and the Church. After the turn of the first Millennium, towns became cities and a middle-class emerged. In the twelfth century, the wine trade with England gained importance. Wines were shipped from Rouen, Nantes, La Rochelle, and later Bordeaux. Monastic orders controlled the most fertile land, especially in Champagne and Burgundy. In the thirteenth century, the Languedoc became a part of France. During the Avignon papacy, new vineyards were planted, in particular Châteauneuf-du-Pape. After the Renaissance, scientific studies gradually improved viticulture and wine-making. Ultimately, fermentation was understood. The Dutch greatly expanded the wine trade. Then, the first intentionally bubbly wines, distilled wines, and noble-rot wines were made. Informal rankings of Bordeaux wines led to the famous 1855 classification. In the late nineteenth century, nature-made catastrophes, especially phylloxera, transformed France into the largest wine-importing country in the world. Sub-standard and blended wines became common, hurting the reputation of all French wines. The two world wars, the Great Depression and Prohibition shrunk the market for wines. The way out involved strict quality-control measures and hard work. The next problem could well be global warming.

This article explains the causes of the Russia–Ukraine war starting in 2014 from the energy and energy markets perspective, based on resource dependency theory and the conceptual framework outlined by Jeffrey D. Colgan (2013). Our findings reveal that Russia is critically dependent on revenue from gas exports to Ukraine and the European Union, but also that Ukraine’s energy deposits and pipeline system have the potential to be a direct competitive threat to Russia’s energy exports. This paper argues that this was the underlying reason and main causal pathway leading to Russia’s annexation of Crimea and the subsequent war in eastern Ukraine.

This article seeks to answer the following research questions: (1) why have the Chechen leaders become extremely religious, whereas at the beginning of the Russo-Chechen conflict in the 1990s, they were predominantly secular; and (2) what led the Chechens to use terrorism to fulfil their aspirations for complete independence from Russia. The article shows that the flow of foreign religious terrorists into the republic, as well as financial assistance to the Chechen population and its fighting leaders, turned the Chechen leaders from predominantly secular ones into extremely religious ones. At the same time, the traumatization of the Chechens by Russia’s disproportionate use of force against civilians was the reason that Chechens use terrorism against the Russian forces.

Turkey’s inclusion in the Belt and Road Initiative in 2015 has raised the expectations of Turkish businesses and government concerning growth-generating investment from China. Existing studies on Chinese investments in Turkey lack sufficient data on the volume of investment, types of firms, and sectoral composition. Based on a novel dataset of Chinese investments in Turkey, this article contributes to filling this gap. We show that although Chinese investment in Turkey has increased considerably in recent years, it remains quite modest compared with investments from the West. Moreover, despite the expanding activities of Chinese technology companies, more than half of Chinese investment in Turkey consists of low value-added manufacturing, extraction of raw materials, and marketing of Chinese products. Overall, the developmental potential of Chinese investment in Turkey has not been radically different from other countries’ investments.

It is proposed that the transition from secondary to higher education can be facilitated by improving secondary school students’ capabilities for independent, self-directed, and self-regulated learning (SRL). University learning places high demands on students for complex and independent learning, namely learning that requires the ability to plan, monitor and evaluate one’s work and to control one’s motivation and emotion. A major stream of educational research has shown the beneficial impact of self-regulated learning on student motivation and has concluded that self-regulation is a significant source of achievement differences among students. However, many secondary school students lack the skills of an independent and self-regulated learner when they enter higher education, something that contributes to considerable student attrition during the first year of university study. In this article I argue that more attention should be paid to the promotion of self-regulated learning in secondary schools. This can be achieved by helping teachers understand how to enrich students’ knowledge about learning and strategies to manage it. Some exemplary practices developed at secondary schools are discussed as a means of providing examples of effective learning environments for SRL.

Although internationalisation of the scientific world is a key issue in public attention and policy, the actual information base on migration and mobility of ‘teachers in higher education’, ‘scholars’, ‘academics’ or ‘researchers’ has remained weak. Most available statistics focus on ‘foreign’ students or ‘foreign’ scholars rather than persons mobile for purposes of learning and academic/research work, and provide information only on a single moment rather than on the life course of moving between countries. In recent years, some surveys of the ‘academic profession’ and ‘researchers’ have been undertaken primarily in economically advanced countries or especially in European countries that provide an overview on various modes, e.g. migration prior study, short-term student mobility and mobility for the whole degree programme, mobility in the phase of doctoral education and training, professional mobility in various stages of the professional career and finally shorter visits linked to academic and research work. All available information suggests that substantial differences exist by country and that no signs of convergence are visible. Moreover, surveys confirm that international experience is a frequently valuable asset of academic research careers but often is viewed as less beneficial than conventional wisdom suggests.

In this contribution the focus is on nationalism, i.e. the view that one’s own country and people are unique and superior, implying a negative comparison with regard to other national groups and countries. The research questions we set out to answer are: (1) what are the cross-national differences and trends in nationalism across Europe? (2) Which individual and national characteristics can explain these differences and changes in nationalism in European countries? We use high-quality cross-national data from 20 countries from the ‘National Identity’ modules of the International Social Survey Programme, collected in 1995, 2003 and 2013. Considerable differences between countries were found; however, within countries the level of nationalism remained rather stable over the period from 1995 to 2013.