War and Peace in International Relations Theory: A Classroom Simulation

Simulations are increasingly common pedagogical tools in political science and international relations courses. This article develops a classroom simulation that aims to facilitate students’ theoretical understanding of the topic of war and peace in international relations, and accomplishes this by incorporating important theoretical concepts about the causes of war found in international relations theory into the design and implementation of the simulation. In addition to sharing a successful classroom simulation with other international relations instructors, the article makes two important contributions to the pedagogical literature on simulations. First, it shows how simulation design can be usefully based on the theoretical concepts and/or substantive problems that course instructors aim to impart to their students. Second, it demonstrates that it is possible to achieve important learning objectives with low-intensity simulations that do not require a big investment of time, energy, and resources.     

The Promise and Perils of Interpretivism in Australian International Relations

Australian International Relations (IR) was once a hybrid of American and European styles of political science, but today it is dominated by a British‐inspired post‐positivism which has its virtues – and its vices – and which utilises various interpretive and semi‐interpretive approaches. This paper welcomes the ‘interpretive turn’ in Australian IR, but recognises its weaknesses, and argues that, to overcome them, interpretivists must be clear about what interpretivism should and should not entail. It argues that a thoroughgoing interpretivism offers two things that qualitative work in Australian IR desperately needs: a revived focus on explaining international relations, as well as understanding it, and a renewed engagement with other fields and other modes of studying the field.     

Efficient,Adaptable Simulations: A Case Study of a Climate Negotiation Game

Instructors may be reluctant to adopt simulations because of time, labor, or material constraints, or perceived incompatibility with large classes. In fact, simple games can cover multiple key concepts with minimal time and effort by the instructor. Simple games are also adaptable to other topics and classes, including large lectures. This article presents a simulation in which students negotiate a global greenhouse gas reduction agreement. Three scenarios model basic climate change mitigation, follow-on agreements for climate stabilization, and the surprise withdrawal of signatories after a domestic leadership turnover (e.g., the 2016 U.S. presidential election). The simulation teaches key concepts such as anarchy, collective action, preference divergence, and commitment problems. Concepts such as institutions, identity, and levels of analysis arise organically from game play. The exercise has extremely low cost and setup time. It can be run in 15 minutes or extended for a full class period. The game may also be repurposed to simulate other bargaining or collective action issues. This case study shows that simulations can be efficient and adaptable. Instructors can create their own simple games to enhance comprehension of key concepts.     

Designing and Using Simulations in the International Relations Classroom

The value of simulations in the classroom is well established, and there are numerous publications that feature specific role-play exercises that can readily be introduced into the classroom. Frequently, however, instructors would like to design their own simulations to fit their specific learning objectives for a class, but don’t know where to start. This article lays out a series of structural and design questions for instructors to consider in order to craft their own simulations. We recognize that there is no singularly “best” way to design simulations, so this article focuses on the key components of simulations and explores different possibilities for each of these components depending on the desired goals of the instructor. We begin with the basics of class size, topic selection, learning objectives, length, and timing. Next, we discuss the design parameters—including the nature of student interaction, desired output, background information, role-specific instructions, and a timeline for the phases of the simulation. We move on to considerations about the actual running of the simulation, and wrap up with reflections on debriefing, grading, and assessment. By stepping through the design questions that are summarized in the Appendix, any instructor, experienced or new to role-playing, can develop a custom simulation to help meet the learning objectives for their courses.     

角色扮演型网络游戏对青少年参与者的负面影响及规范建议

当前,网络交往风行。在众多的网络交往媒体中,网络游戏这种新生的网络交往方式正吸引着越来越多的人参与其中。网络游戏根据其运作方式及其内容的设定可以划分为不同类型,这其中规模最大、影响也最广泛的当属角色扮演型游戏。角色扮演型网络游戏的互动性特点具有强粘合力,对网络游戏的玩家具有非常强的吸引力。角色扮演型网络游戏的主要对象是青少年群体,因此探讨当前角色扮演型网络游戏对青少年参与者社会化的负面影响,具有十分重要的意义。     

Japan and identity change: why it matters in International Relations

Abstract

Two approaches to identity have been employed to explore issues in Japan's international relations. One views identity as constituted by domestic norms and culture, and as constitutive of interests, which in turn cause behaviour. Proponents view Japan's ‘pacifist’ and ‘antimilitarist’ identity as inherently stable and likely to change only as a result of material factors. In the other approach, ‘Japan’ emerges and changes through processes of differentiation vis-à-vis ‘Others’. Neither ‘domestic’ nor ‘material’ factors can exist outside of such identity constructions. We argue that the second, relational, approach is more theoretically sound, but begs three questions. First, how can different identity constructions in relation to numerous Others be synthesised and understood comprehensively? Second, how can continuity and change be handled in the same relational framework? Third, what is the point of analysing identity in relational terms? This article addresses the first two questions by introducing an analytical framework consisting of three mutually interacting layers of identity construction. Based on the articles in this special issue, we argue that identity entrepreneurs and emotions are particularly likely to contribute to change within this model. We address the third question by stressing common ground with the first approach: identity enables and constrains behaviour. In the case of Japan, changes in identity construction highlighted by the articles in this special issue forebode a political agenda centred on strengthening Japan militarily.     

International Cooperation to Manage High‐Skill Migration: The Case of India–U.S. Relations

Highly skilled people are among the most valuable factors of production in the contemporary world economy. Some have characterized the competition among nations for these people as a “brain drain” or “war for talent,” which imposes significant costs on the countries of emigration. However, the distribution of costs and benefits that results from high‐skill migration is not necessarily zero‐sum or fixed. It may be altered through international cooperation, producing a self‐reinforcing “win–win” scenario for sending and receiving countries. Bilateral cooperation, focused on specific sectors affected by migration, is the most promising approach for realizing such a scenario. This paper explores the prospects and potential for such cooperation between India and the United States, which comprise what is probably the world's largest high‐skill mobility relationship. After sketching the broad contours of the relationship, we explore the prospects for mutually beneficial cooperation in three specific fields of high‐skill migration: information technology services, medicine and nursing, and graduate education.     

刑事法中法条竞合

法条竞合表面上符合数个犯罪构成，但最终适用的只是单一规范，其他规范在评价及适用上均被排除，这种现象体现在规范上的关系就是：法条竞合既有犯罪构成的逻辑关系，也有犯罪构成的评价关系。法条竞合以具体犯罪行为为前提，因此属于罪数形态论范畴，是本来的一罪。法条竞合有特别关系和补充关系两种类型，其适用的法律原则是特别法优于普通法。     

A Revenge of the Generals. The Rebalancing of the Civil-military Relations in France

ABSTRACT

While academic debate on the political control of military forces tends to oppose the poles of ‘integration’ or ‘separation’, the French military tradition is most often described as a case of subordination to political authorities. I examine the indicators of the rebalance of power in favour of the military by adopting an inductive approach based on the observation of the institutionalization of Civil-Military Cooperation (CIMIC). The focus on o?cers’ professional trajectories and collective resources, gives an alternative explanation of the adaptation of the military organizations to the security environment, that no longer only relies on usual realist and functionalist theories.     

Model United Nations and Deep Learning: Theoretical and Professional Learning

This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl’s (2001 Anderson, Lorin W., and David R. Krathwohl (eds.). 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. [Google Scholar]) four levels of knowledge or cognition: factual, conceptual, procedural, and metacognitive. Students demonstrated improvement in all four areas; however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students’ capacity to apply international relations theories. Students tended to utilize the traditional theories of realism and liberalism; however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyze their own negotiation styles and to explain how it influenced their approach to the Model UN, thus demonstrating strong professional skills development and metacognitive growth. Learning was enhanced by the use of open access online subject materials and online communications. The subject was designed and run in a context where simulations in teaching politics and international relations are not common.     

对树立警察公共关系理念的思考

当前,全国公安机关正在开展“贯彻十六大,全面建小康,公安怎么办”大讨论活动,本文试图通过对公安队伍建设的研究,对适应新形势,倡导警察公共关系理念进行分析,对警察行为和功能在公众中的心理影响、传播沟通的地位和作用,以及警察良好形象的树立等问题进行深入的阐述。     

浅析教师形象的塑造

师生关系是教师和学生在教育实践活动中形成的一种人际关系。在影响师生关系的因素中，教师居于核心地位。本文从师生关系的构建入手，探讨了教师形象的重要性及如何塑造良好的教师形象，指出塑造教师形象的过程就是扮演教师角色的过程。     

信息化与国家竞争力的关系——一个博弈论解释

国家竞争力由国家信息能力、国家策略能力、国家支付函数以乘和方式共同决定,即国家竞争力=国家信息能力×国家策略能力×国家支付函数.其中,国家的策略能力和支付函数在很大程度上依赖于国家的信息能力,故国家信息能力的提高往往能够带来国家竞争力的乘方倍的提高.因此,通过信息化来提升国家的信息能力,是提升国家综合竞争力的一条捷径.     

行政指导运行机制的博弈分析

行政指导的广泛运用是政府与相对人之间为逃避“囚徒困境”的一种理性选择的结果,它体现了行政主体利益和行政相对人利益的一致性。行政主体与行政相对人之间信息交流的畅通有助于行政指导效能的实现。完备行政指导的程序及法律责任规范,封确保行政指导的实效有着重要意义。     

Grassroots International NGOs: Using Comparative Interpretive Policy Analysis to Understand Meanings in Private Development Aid

Abstract

This research comparatively examines grassroots international NGOs (GINGOs), a growing subset of international nongovernmental organizations (INGOs) working in private development aid. GINGOs are small-scale, on-going development initiatives through voluntary third sector organizations. How do GINGOs’ founders and volunteers understand their role in private development aid? The article uses an interpretive framework to examine three in-depth comparative case studies of GINGOs based in the US and working in South Sudan, Nepal and Haiti. Its contribution is that it provides rich data to build further theory about the experiences, or multiple realities, in private development aid. It is found that GINGOs’ founders and volunteers attach new meanings to private development aid to distinguish themselves from larger professionalized INGOs and emphasize personal connections.     

International relations in China and Europe: the case for interregional dialogue in a hegemonic discipline

Abstract

The international relations (IR) discipline is known as an ‘American Social Science’ dominated by scholars and theories from the US core. This paper compares IR in two noncore settings, China and Europe. It shows that there is a growing institutional and intellectual integration into global Anglophone, mostly American, IR in both Europe and China. Both Chinese and European IR communities have established top Anglophone journals like the European Journal of International Relations and the Chinese Journal of International Politics to spearhead their integration into mainstream Anglophone IR and carve out a space for regional thinking. Yet, the analysis of their publication and citation patterns shows that IR outside the American core communicates through a hub-and-spokes system where there is always a connection to the American core but rarely very strong linkages to other peripheral regions. The two journals studied thus function as outlets for ‘local’ and American scholars, rely on ‘local’ and American sources, and there is very little integration and exchange between Chinese and European IR. Chinese and European IR would benefit from such a dialogue, especially regarding ‘schools’ of IR at the margins of an ‘American social science’.     

国际关系理论与实践:研究邓小平外交思想的新视角

本文从几种国际关系主流理论对外交决策的要求出发,分析了邓小平外交决策和外交思想是如何适应国际关系发展规律的。传统现实主义、新现实主义、自由制度主义等理论提出了国际体系中影响国家对外政策中的不同关键因素,反映着国际关系的总体要求。邓小平外交思想就是这样一种理性的、符合中国国情和国际体系要求的思想结晶。     

论政治民主与政府公共关系

政治民主是政府公共关系的基础和前提,只有实现了政治民主,政府才能顺利开展公共关系工作;而政府公共关系对政治民主的建设与完善具有促进作用。正确认识政治民主与政府公共关系之间的关系,必须牢固树立“官”“民”平等的思想。     

The Narrative History of the Chocolate Wars: A Short and Tasty Bargaining Game

ABSTRACT

This single lesson classroom game is designed to test student knowledge of Realist and Liberal concepts through an imbalanced resource bargaining mechanic. The game is designed for approximately 20 students divided into state teams of three to four students each and uses chocolate to represent the state teams’ economic capacity, military capability, and human security. Each state team had competing goals, over which they must cooperate or conflict for additional pieces. This game also uses an abstract design to maximize active learning through a short course of play while also making the game useful for testing concepts at any point in an International Relations course. In addition to offering a complete yet easily modifiable game for classroom use, this article also describes the game’s pedagogical contribution to the discipline, game design notes, and techniques for preventing students from stuffing their faces with game pieces.     

货币转化为资本是生产关系一系列变化的过程

生产关系范畴在马克思恩格斯思想体系中占有重要地位。研究从货币到资本的转化,必须以马克思恩格斯关于生产关系的理论为指导,必须把货币和资本不是看作物而是看作一定的生产关系,把从货币到资本的转化看作是生产关系一系列变化的过程。为了说明货币转化为资本的过程,需要揭示资本流通过程和简单商品流通过程的区别,说明资本流通过程的矛盾及其解决。在此基础上,说明从货币到资本的转化,是以往历史发展的结果和产物,是许多经济变革的总结,要以之前的各种生产形态的灭亡和生产力一定程度的发展为前提。资本主义的生产目的是榨取雇佣工人创造的剩余价值。产业工人在生产过程中创造的剩余价值是剩余价值的唯一来源。资本主义生产过程是劳动过程和价值增殖过程的统一。剩余价值是在生产过程中产生、在流通过程中实现的。资本主义生产过程和流通过程的统一,实质上就是剩余价值的生产过程和流通过程的统一。