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Abstract: This article maps the participation of women in Brazilian scientific production in the areas of Political Science and International Relations, from 2006 to 2016. To do so, six indicators were created, to measure women's participation in the production of master's dissertations, doctoral theses and scientific papers, as well as their participation as faculty members of graduate programs and their presence on editorial boards of important Brazilian Journals in these fields. The results revealed that, despite an increasing participation of women in recent years, the space they occupy is still underrepresented, especially when considering strategic positions related to education and research.

This is a sample syllabus for Political Science 202, International Relations submitted as part of the Global Studies Initiatives in Social Sciences Grant at Parkland College for the 2018-2019 academic year. Already a course with a global focus, the highlights indicate changes made in instruction that encouraged students to discuss global issues with each other.

Combining the tools of political, social, cultural, and intellectual history, Consumption and Violence: Radical Protest in Cold-War West Germany explores strategies of legitimization developed by advocates of militant resistance to certain manifestations of consumer capitalism. The book contributes to a more sober evaluation of West German protest movements, not just terrorism, as it refrains from emotional and moral judgments, but takes the protesters' approaches seriously, which, regarding consumer society, had a rational core. Political violence is not presented as the result of individual shortcomings, but emerges in relation to major societal changes, i.e., the unprecedented growth of consumption. This new perspective sheds important light on violence and radical protest in post-war Germany, as previous books have failed to examine to what extent these forms of resistance should be regarded as reactions to changing regimes of provision. Continuing the recently growing interest in the interdependence of countercultures and consumer society, the focus on violence gives the argument a unique twist, making the book thought-provoking and engaging.

Following the call for 'open science, open innovation, and open to the world' by the EU Commissioner for Research, Science and Innovation Carlos Moedas in 2015, the S4D4C case study looks for applications and implications of open science in science diplomacy. Presentation at the S4D4C Webinar 17 Dec 2020

Zheng He is not only an important figure in China's trade route in Southeast Asia until Africa, but He marked how cultural diplomacy carried out with a peaceful approach. Zheng He journey from China to various countries demonstrated how cultural diplomacy successfully is done. Therefore, the questions are: how is Zheng He diplomacy viewed from diplomacy in international relations study? What are the values that support this succeed? Is it can be a cultural diplomacy model in international relations study, at least for Asian countries? Those questions become the discussion in this article. The argument of this article is Zheng He does not only contribute to bilateral relations between China and the country where he visited, but he contributes in diplomacy study in international relations. Zheng He diplomatic style may become one of Asian diplomacy model, at least it contributes to the history of world diplomacy.

In this new Brookings Marshall Paper, Michael O'Hanlon argues that now is the time for Western nations to negotiate a new security architecture for neutral countries in eastern Europe to stabilize the region and reduce the risks of war with Russia. He believes NATO expansion has gone far enough. The core concept of this new security architecture would be one of permanent neutrality. The countries in question collectively make a broken-up arc, from Europe's far north to its south: Finland and Sweden; Ukraine, Moldova, and Belarus; Georgia, Armenia, and Azerbaijan; and finally Cyprus plus Serbia, as well as possibly several other Balkan states. Discussion on the new framework should begin within NATO, followed by deliberation with the neutral countries themselves, and then formal negotiations with Russia.

In this project report for the Global Studies Initiative at Parkland College, the instructor of Political Sciences 202, Introduction to International Relations, describes how the instructor adjusted a course already focused on international and multicultural issues to include increased student interaction with one another by incorporating class presentations into the curriculum.

Sociologists have traditionally paid scant attention to International Relations (IR) as a social-scientific discipline. Conversely, sociology plays a very limited role in IR, particularly in the large, mostly US-based mainstream. Even when IR scholars take ideas and theories from sociology, they are neither particularly interested in this fact nor capable of recognizing the significance of sociology for the history of the discipline as a whole, being as they are generally uninterested in intellectual history, as discussed in the first section. Despite the difficulty that the scarcity of relevant literature represents, in section two we identify some occasionally important traces of social theory on the IR mainstream, which encompasses both a neorealist and a neoliberal paradigm. By contrast, sociology is intrinsic to most IR scholarship outside the mainstream, which is considered here to be part of a third " reflectivist " paradigm, examined in the third section. Here the focus is set on the sociological elements identifiable in IR constructivism, Marxism, and critical theory, as well as in some European national traditions of inquiry. The conclusion buttresses these arguments with some empirical evidence and makes suggestions for further research. Sociologists have traditionally paid scant attention to International Relations (IR) as a social-scientific discipline 1. A small, but telling piece of evidence on sociologists' lack of interest in IR is the absence of an article on this subject in the fifteen-volume International Encyclopedia of Social Sciences (Sills 1968). The successor edition, extended to twenty-six volumes, included only two entries on IR and a few more on area studies (Smelser and Balter 2001); the most recent edition ignored IR altogether, containing not a single entry on the discipline, but included area studies (Wright 2015). This evidence suggests not only that sociologists' ignorance of IR is widespread but also that it has remained fairly constant across time. At least some IR scholars ...

This article attempts to reveal the contents of a relatively young concept of "scientiic diplomacy", which includes three dimensions (science in diplomacy, diplomacy for science, science for diplomacy), as well as to identify key practices of all three dimensions of science diplomacy. The author identiies key practices that illustrate the three dimensions of science diplomacy: development of recommendations to the international policy objectives (science in diplomacy); simpliication of the process of international scientiic cooperation (diplomacy for science); the use of scientiic alliances in order to improve international relations between countries (science for diplomacy). The author carries out a systematic analysis and gives a generalized description of their efectiveness and eiciency. The article analyzes the experience of the international cooperation of scientists through personal initiative and under the auspices of the National Science Foundation and other associations, such as the AAAS, GIS or LIGO. They have become a platform for studying the practices of the irst and second dimensions of science diplomacy – "science in diplomacy" and "diplomacy for science." Particular attention is paid to the Russell-Einstein Manifesto, which initiated the Pugwash Conferences on Science and World Afairs, and, accordingly, the development of such a dimension as a "science for diplomacy". Date of scientists who are in the movement, make a signiicant contribution to the development of international scientiic cooperation and create conditions to improve the political climate. The author proposes as a landmark example of the third dimension of science diplomacy consider the Union of Concerned Scientists – Union of Concerned Scientists, which was founded in 1969 by faculty and students at MIT. Also, special attention is paid to the periodization of the development of science diplomacy, as the author concludes that it was after World War II, when scientists themselves have become actively involved in the resolution of ...

The global system of alliances that the United States built after the Second World War underpinned the stability and prosperity of the postwar order. But during the 20th century, the multilateral NATO alliance system in Europe and the bilateral San Francisco alliance system in Asia rarely interacted. This changed in the early 21st century, as US allies came together to fight and stabilise conflicts in the Middle East and Central Asia. This volume presents the first-ever comparative study of US alliances in Europe and Asia from the perspectives of US allies: the challenges, opportunities and shifting dynamics of these fundamental pillars of order. This volume is essential reading for those interested in contemporary and future regional and global security dynamics.

The article is about the pandemic that has swept the whole world today. Life in a pandemic will become a new norm for everyone, consulates, and embassies, international organizations are no exception. It also leads to a rethinking of diplomacy and it in the work of international relations, in their dangerous activities, international support and international mutual assistance. In international practice, the use of digitalization, social platforms, video conferencing, which is already becoming an alternative way of conducting international activity, is becoming increasingly important. Diplomacy will move to a digital format and this is now gaining more effective importance in the work of embassies. The purpose of the article is to study and analyze the work of diplomacy and international relations during the COVID-19 pandemic, their difficulties during this period, the consequences and joining of efforts, the exchange of best practices in the face of new challenges to society. The methodological and methodological approaches to studying the problems of diplomacy and international relations during a pandemic, their role and ways of countering the spread of COVID-19, effective intergovernmental interaction are disclosed. The fight against the pandemic is still ongoing in Ukraine, all embassies and consulates, international organizations play the most important role, which forces us to adapt to new realities and shows how difficult, but extremely necessary, the work of diplomats is now.

The European Union (EU) has adopted a very generous region-to-region approach towards Latin America in recent decades. However, although the EU adopted the same interregional strategy across different policy areas, the quality of interregional interaction (and success) vary significantly. An interesting case of EU-driven interregionalism is the case of EU-Latin America science diplomacy. In this policy area, it seems that the EU's interregional approach has been particularly successful, as both regions continuously call for the creation and strengthening of a "Common Area for Higher Education, Research and Technology", and various high-level working groups and action plans have been established to achieve this end. Yet, a critical assessment of EU-Latin America interregional cooperation in the field of science, higher education and innovation has not been produced to date. This paper aims to fill this notable academic (and policy-making) gap by providing a thorough overview of (1) the EU's drivers behind this particular foreign policy action and the chosen interregional approach; (2) the applied policy instruments and actions of this specific case of EU-Latin American interregional relations; and (3) achieved impact of this specific case of EU-Latin American interregional relations.

Background. This article reports on pedagogical experiences of designing and teaching an active learning international relations (IR) course utilizing the classical board game DIPLOMACY, with added game elements and modified game rules to make the game better suited for educational purposes. Aim. Game adaptations include team play, a dedicated peace mediator team, altered win rules and a post-game debriefing discussion on different cultures of anarchy. These elements were designed to overcome a shortcoming that the game approximates a worldview akin to offensive realism, which is not practical in contemporary international relations, and also normatively objectionable to many IR scholars. Method. Teacher experiences designing and modifying the course, coupled with student feedback on the course concept from three consecutive years. Results. Student feedback has been exceedingly positive, with a 4.61 average grade (n = 210 grades) on a five-point Likert-type scale, where 1 signifies poor and 5 excellent. Conclusions. Through game modifications, students turned a game infamous for its backstabbing and breaking of promises into a game that resolves in a mediated and negotiated outcome. The findings suggest that DIPLOMACY can be useful beyond teaching the realist worldview, and adapted to create a more accurate microworld approximation of international relations. ; Peer reviewed

Grand societal challenges require collective action within and across national borders. Effective action is expected from Europe and it requires targeted inter-governmental and diplomatic efforts and the mobilization of appropriate scientific knowledge. Science Diplomacy is a promising mechanism to address these grand societal challenges. We understand science diplomacy generally as collaborations between stakeholders from science, policy and diplomacy, which involve various governmental or diplomatic organizations as well as non-governmental scientific organizations. The complexity arising from the existing variety of mechanisms and stakeholders precludes a clear-cut definition of who should 'do' science diplomacy in what way. And many stakeholders that could be labelled 'science diplomacy organization' would not do so themselves. This presents challenges for organizing the governance of science diplomacy. We suggest here that governing mechanisms for science diplomacy in Europe must observe four premises to be effective. These premises include (a) grand societal challenges require both diplomatic efforts and science-based knowledge, (b) science-based knowledge production is diverse and evolving, (c) diplomacy means reconciling a variety of interests, and (d) Science Diplomacy requires combined science and diplomacy literacy. These premises set the stage for the development of governance mechanisms for Science Diplomacy. Taken seriously, they lead to governance practices that do not pre-define what Science Diplomacy is, but give interested stakeholders the guidance they need to develop effective Science Diplomacy mechanisms themselves. This will be presented in a later policy recommendation brief.

This book explores concepts of Cultural genocide, its definitions, place in international law, the systems and methods that contribute to its manifestations, and its occurrences. Through a systematic approach and comprehensive analysis, international and interdisciplinary contributors from the fields of genocide studies, legal studies, criminology, sociology, archaeology, human rights, colonial studies, and anthropology examine the legal, structural, and political issues associated with cultural genocide. This includes a series of geographically representative case studies from the USA, Brazil, Australia, West Papua, Iraq, Palestine, Iran, and Canada.This volume is unique in its interdisciplinarity, regional coverage, and the various methods of cultural genocide represented, and will be of interest to scholars of genocide studies, cultural studies and human rights, international law, international relations, indigenous studies, anthropology, and history.