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Abstract
Why do scholar–teachers use simulations? This study presents an analysis of simulation goals in peer-reviewed simulations published over the past 20 years. The scholarship of teaching and learning emphasizes that educational goals are an essential first step in designing simulations. The flexibility of simulation designs allows the formulation of a variety of content-based, skill-based, and emotion-based goals. However, which of these goals are more prevalent in published simulations of political science and international relations? Is there a change in the stated simulation objectives over time? And do scholar–teachers outline simulation goals in the first place? This study answers these questions by collecting and analyzing data on the stated simulation objectives in a random sample of eighty-seven simulations published in the Journal of Political Science Education (2005–2021), International Studies Perspectives (2000–2021), and PS: Political Science and Politics (2000–2021). The key finding is that the simulation community is doing well and, over time, is making progress in outlining and diversifying the intended learning outcomes of simulations. What is still needed, however, is a greater recognition of the emotional impacts of simulations and their potential to advance not only student substantive knowledge but also their skills and emotional experiences, with all three in the same simulation design.

ABSTRACTBuilding on the concept of a one-minute paper, I suggest students' takeaways as a simple technique for inclusive assessment of participation in a classroom. Acknowledging cultural and language barriers, the takeaways technique allows an instructor to grade participation not by observing the frequency of spoken comments but instead by the quality of written comments in students' one-point takeaway memos completed at the end of each class. In this way, all students have an equal chance to be appraised for their participation, indicated by being attentive in class. This article surveys the scholarship on one-minute papers and participation grading in political science, outlines takeaway procedures, and discusses how to adjust this technique for face-to-face and online learning environments. I suggest that takeaways ensure transparency in grading participation, enable equal opportunities to participate, encourage students' attentiveness, and create a communication channel for the exchange of immediate feedback between a professor and students.

Why do some international crises escalate into violence while others do not? I argue that an understanding of crisis behavior necessitates awareness of the processes preceding a crisis and propose two mechanisms that link precrisis hostility with crisis violence. The population fatigue mechanism suggests that precrisis hostility interrupts the everyday life of a population, strengthening its demand for a harsher response. If leaders behave with restraint during a crisis and after the crisis hostilities resume, leaders risk facing greater dissatisfaction from their now even more fatigued population. The baseline for resolve mechanism suggests that if states are actively hostile before a crisis, they must maintain hostility during a crisis to credibly demonstrate resolve. Findings on international crises between 1918 and 2010 support the interphase relationship: a crisis escalation is significantly more likely after a hostile precrisis period. The behavior of opponents can indicate how crises might unfold even before they begin.

Why do some international crises escalate into violence while others do not? I argue that an understanding of crisis behavior necessitates awareness of the processes preceding a crisis and propose two mechanisms that link precrisis hostility with crisis violence. The population fatigue mechanism suggests that precrisis hostility interrupts the everyday life of a population, strengthening its demand for a harsher response. If leaders behave with restraint during a crisis and after the crisis hostilities resume, leaders risk facing greater dissatisfaction from their now even more fatigued population. The baseline for resolve mechanism suggests that if states are actively hostile before a crisis, they must maintain hostility during a crisis to credibly demonstrate resolve. Findings on international crises between 1918 and 2010 support the interphase relationship: a crisis escalation is significantly more likely after a hostile precrisis period. The behavior of opponents can indicate how crises might unfold even before they begin.

This study offers the concept of an International Terror Crisis (ITC) as a new unit of analysis in terror research. An ITC occurs when a terror act triggers inter-state hostility, violence, or war engendering regional or global stability. By using international crisis as a gauge for instability, this article demonstrates the value of ITCs and compares 26 ITCs to all international crises from 1918 to 2006. Findings show an increase in ITC occurrence, terror violence, and inter-state war, but a decrease in less severe inter-state violence. These changes, apparent in ITCs alone, indicate the dangers of terror in world politics. Adapted from the source document.

This study employs crisis press coverage (CPC) to examine the uniform reporting assertion raised in communication theories. To explain CPC, the authors outline and apply a conceptual framework that links crises diversity and reporting modes. Findings on all short crises in the Arab–Israel and East–West conflicts from 1945 to 2006 show that despite differences in crisis attributes some coverage similarities remained intact, particularly the use of text at the expense of photos and similar issues in the news agenda. Yet, most CPC characteristics support a positive link between crises diversity and variety in press coverage, casting doubt on the single coverage hypothesis.