Immunity

On 15 February 2012, two Indian nationals aboard the St. Antony, an Indian fishing ship, were killed allegedly as a result of gunshot wounds following a confrontation with the Enrica Lexie, an Italian merchant ship, in international waters, off the Indian coast. The nature of the confrontation has been in contention. Enrica Lexie was traveling from Singapore to Egypt accompanied by six Italian navy marines. Enrica Lexie began firing at India's Exclusive Economic Zone because they thought pirate boats attacked them. Indian Navy detained the Enrica Lexie and two Italian navy Marines were arrested on charges of murder of two Indian fishermen. This incident caused the dispute between India and Italy over criminal jurisdiction, functional immunity of Italian navy marines, and the practice of arming merchant ships. They refer this dispute to arbitration and finally, Tribunal issued its award. This paper via the descriptive-analytical method, exploring existing documents, conventions, and customary international law shows that criminal jurisdiction over Italian merchant ships at EEZ belongs to the flag state. Most countries permit and even force to arm their flag merchant ships to fight against pirates, so this practice becomes a rule of customary international law. As a result, actions of these Italian marines are attributed to Italy as a governmental act, and state officials are entitled, in principle, to functional immunity from foreign jurisdiction regarding their ‘official’ acts, i.e., when acting in their official capacity.

The importance of studying teachers' professional well-being has increased greatly in recent years. However, researchers have not paid enough attention to how teachers' levels of immunity, buoyancy, and emotion regulation (ER) in the classroom all play a role in shaping teachers’ L2 grit and mindfulness. This research seeks to address this gap in the literature by presenting a model of the dynamic interaction of teacher immunity (TI), teacher buoyancy (TB), teacher emotion regulation (TER), L2 grit, and teacher mindfulness (TM). To gather this information, 519 English as a foreign language (EFL) teachers were given surveys measuring their levels of mindfulness in the classroom using the language teacher immunity instrument (LTII), teacher buoyancy scale (TBS), Teacher Emotion Regulation Inventory (LTERI), the L2-teacher grit scale (L2TGS), and Mindfulness in Teaching Scale (MTS). Confirmatory factor analysis (CFA) and structural equation modeling (SEM) results indicated that EFL instructors who achieved a healthy state of immunity (TI), TER, L2 grit had higher levels of L2 grit, and TM. The research winds down with implications and future directions for relevant stakeholders to improve their understanding of the relationship between TI, TB, TER, L2 grit, and TM interactions and their potential to provide favorable educational results for EFL learners.

Despite extensive research on teacher qualities, a significant knowledge gap persists regarding the interplay among psychological and professional factors influencing Iranian EFL teachers' performance, particularly concerning teacher stroke. This study aims to address this gap by examining the predictive power of teacher identity, immunity, and Technological Pedagogical Content Knowledge (TPACK) on teacher stroke, within the Iranian EFL context. Participants included 124 Iranian EFL teachers, randomly selected from various regions across Iran, who completed a set of validated questionnaires. Data were collected using the Teacher Immunity Questionnaire, TPACK Questionnaire, Teacher’s Identity Questionnaire, and Teachers’ Stroke Scale. Statistical analysis involved Multiple Regression Analysis to explore the predictive capacity of teacher identity, immunity, and TPACK on stroke. Results revealed a statistically significant relationship among these variables, indicating that teacher identity, immunity, and TPACK collectively explain 46% of the variance in teacher stroke. These findings underscore the importance of integrating these factors into frameworks for supporting teachers' well-being and enhancing teaching effectiveness. The implications extend to stakeholders in EFL education, suggesting targeted interventions to bolster teacher development and instructional quality.