The Lawfulness of U.S. Targeted Killing Operations Outside Afghanistan

Targeted killing operations conducted outside Afghanistan have prompted debate regarding their lawfulness. For opponents of targeted killing operations, the debate tends to center on the number of civilians killed. Proponents respond by questioning the credibility and validity of the methods employed to determine the number of civilian casualties. This debate is important, but it also obscures the fact that the lawfulness of targeting killings is not determined by whether civilians were killed alone, while also lending legitimacy to unsubstantiated claims that the United States is engaged in an armed conflict with Al Qaeda and “associated forces.” This article classifies the hostilities in Pakistan, Yemen, and Somalia. It then applies the applicable body of law to targeted killing operations in each of these respective states based on how the hostilities were classified.     

The Challenge of Learning

This essay offers one attempt to apply insights from educational psychology to the teaching and learning of negotiation skills. First, we suggest a key reason why becoming an expert is challenging, namely, people's naïve theories about negotiation need to be challenged and largely put to rest. Second, we examine how professional schools typically teach negotiation. Third and finally, we offer suggestions for improving our negotiation pedagogy. To this end, we describe and review our research on analogical learning and how it can be used in classrooms to enhance learning.     

Teaching and Assessing the Responsible Conduct of Research: A Delphi Consensus Panel Report

In an effort to foster research integrity, the National Institutes of Health and the National Science Foundation mandate education of all trainees in the responsible conduct of research (RCR). Nevertheless, recent studies suggest that rates of questionable research practices and scientific misconduct are both high and considerably underreported. In part, this may be due to the fact that some ethical norms (e.g., authorship assignment) are far from clear and researchers are unsure how to respond to perceived misconduct. With funding from the U.S. Office of Research Integrity (ORI), we convened four panels of experts to develop a consensus on the overarching goals and teaching content of RCR instruction. Our panelists recommended nine overarching objectives for RCR instruction that require us to rethink common modes of instruction, and they identified issues and standards that should be covered within controversial areas such as authorship assignment and whistle-blowing. Additionally, our experts recommended two new core areas for RCR instruction: The social responsibilities of scientists and current topics in RCR.     

American Perspectives on the Transatlantic Security Agenda

This article explores US perspectives on the new transatlantic security agenda in the context of the evolution of strategic culture. The war on terrorism and the Iraq War of 2003 serve as focal points to examine sources of divergence and convergence between US and European security policies. The article explores key questions including: Have we seen the collapse of a shared, transatlantic security culture since September 11? How have US leaders manipulated strategic cultures to achieve security objectives in the new era? Why has the Bush administration willingly engaged (and even encouraged) the intra-European divide? How significant to the United States is the shift in “old” and “new” European perspectives on the war on terrorism? The article concludes with an assessment of the implications of recent events for the future of transatlantic security ties.