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In this paper we examine the validity of the J-curve hypothesis in four Southeast Asian economies (Indonesia, Malaysia, the Philippines and Thailand) over the 1980–2017 period.

We employ the linear autoregressive distributed lags (ARDL) model that captures the dynamic relationships between the variables and additionally use the nonlinear ARDL model that considers the asymmetric effects of the real exchange rate changes.

The estimated models were diagnostically sound, and the variables were found to be cointegrated. However, with the exception of Malaysia, the short- and long-run relationships did not attest to the presence of the J-curve effect. The trade flows were affected asymmetrically in Malaysia and the Philippines, suggesting the appropriateness of nonlinear ARDL in these countries.

The previous research tended to examine the effects of the real exchange rate changes on the agricultural trade balance and specifically the J-curve effect (deterioration of the trade balance followed by its improvement) in the developed economies and rarely in the developing ones. In this paper, we address this omission.

Extensive empirical evidence suggests that procedural justice (PJ) and distributive justice (DJ) are key success factors for achieving durable peace negotiations. This paper aims to investigate how complexity affects these factors and the outcomes in negotiations.

The qualitative study is based on an examination of the peace negotiations that led to the 2016 agreement between the Fuerzas Armadas Revolucionarias de Colombia – Ejército del Pueblo and the Colombian Government. Based on document analysis, the authors examined in detail how and where in the process the principles of PJ and DJ were applied. The authors then examined the implementation progress after 2016 and placed the peace process in the overall context of the Colombian conflict.

The authors found that the principles of PJ and DJ were present in both the negotiation process and the agreement. The negotiations were successful and satisfactory solutions could be found for all issues. The complexity of the conflict is reflected in the limited coverage of the peace negotiations. Not all groups, interests and subconflicts could be included in the negotiations. This limits their contribution to a durable peace in Colombia. Conflicts that remain unresolved also have a negative effect on the implementation of the agreement.

For conflict management, this implies that the negotiations should not be viewed as “one-and-done” but rather as a progressive, ongoing process. The agreement is only the nucleus for achieving total peace. It must be actively advanced and defended.

This study offers new qualitative insights into how PJ and DJ function in negotiations. It also establishes a systematic connection between PJ and DJ and complexity, introduces the notion of coverage and, thereby, opens a new perspective on the management of conflict complexity.

While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools” and “Serving the Community through Teaching English,” this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients.

SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students’ reflective journals, co-created personal narratives and podcasts and semi-structured interviews.

This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting.

Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients.

This paper focuses on a brand new SL course, “Storytelling for Understanding: Refugee Children in Hong Kong,” offered in Semester 1, 2022–2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.