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Air power refers to the use of aviation by nations and other political actors in the pursuit of power and security interests, along with the use of long-range missiles. Since armies and navies first began to experiment with the use of airplanes as implements of war, air power has emerged as an integral component of modern warfare. Air power was born in the crucible of World War I, but came of age in the conflagration of World War II. The developmental history of air power is significant to security studies in general and to the study of air power in particular. Owing to the rapid series of state changes in air power, trying to understand the nature of air power and its effects on modern warfare and international security has become more complicated. Two questions that are central to the study of international security are whether air power facilitates offense as a whole and whether it encourages aggression as a result. There has also been a debate over the issue of how air power can most effectively be used to coerce an enemy through strategic bombing. Another source of disagreement is the question of whether air and space power constitute one subject or two. In general, there are compelling merits in treating space power as a domain of national security theory and policy separate from those of land, sea, and air power.

Military alliances predate even the state system as a form of international cooperation, and they take on many forms. The motivations of states seeking to join, the commitment levels formalized in the alliance agreement, and degrees of institutionalization all take different forms in the literature, but these scholarly perspectives can be boiled down to a few approaches: the realist, the rationalist and formalist, the liberal or institutionalist, and finally, the constructivist arguments on alliance identities. Moreover, a common thread among the literature on military alliances is an understanding that alliances provide a wide range of services to their members, and contain more than one motivation for forming and maintaining the alliances. Given that the motivations for forming alliances are varied, especially during different threat environments, it is important to ask what the consequences are. In this vein, scholars consider two primary issues: if these alliances can fulfill their intended missions, and if there are unintended consequences which may arise and lead to undesirable results. A related issue to the study of what motivates alliances is in how well they perform in terms of cohesion. Cohesion is, roughly speaking, the capacity of an alliance to effectively carry out its goals. Finally, there are the coalitions—ad hoc multinational understandings that are forged to undertake a specific mission, and dissolve once that mission is complete. They are not wholly analytically distinct from wartime alliances, although the latter may have a greater degree of institutionalization and may predate a specific wartime operation.

Sovereignty has been variously understood as the given principle of international relations, an institution, a social construct, a performative discourse subject to historical transformation, or a particular practice of power. The “articulations” of sovereignty refer to sovereignty as a practice that is worked on and in turn works with and against other practices. Alongside territory and supreme authority, sovereignty is characterized by the capacity to make and enforce laws. Sovereignty has also been defined in opposition to rights, as the spatiotemporal limits it instantiates are also the limits of rights. Another conceptualization of sovereignty has been revived in international relations, partly in response to the question of exclusions and limits that sovereign practices enacted. In addition, sovereignty is not inextricably tied up with the state but is articulated with heterogeneous and contradictory discourses and practices that create meaning about the international, and has consequences for the kind of community, politics, and agency that are possible. There are three effects of the logic of sovereignty in the international system: the ordering of the domestic and the international, the spatio-temporal limits to politics, and the exclusions from agency. In addition, there are three renditions of the international as a “thick” social space: those of globalization theories, of biopolitics, and of empire.

Art can leave an impact on international politics by offering inspiration and perspective to relations between peoples of different nations and life experiences. It can furthermore “re-enchant” the world as humanity faces many critical challenges, such as threats to peace and security; widespread and massive violations of political, civil, social, and cultural rights; and the deterioration of the biosphere. The most direct and easily perceptible contribution of art to international relations is of an instrumental nature, where art is deliberately used to obtain certain objectives such as awakening a sense of patriotism, or stirring people’s emotions to take action against a perceived problem. Art also has an extrinsic value in international relations, where the knowledge, ideas, inspirations, and sympathies of international political relevance that can be derived from a work of art by the discerning reader, listener, or observer. It is differentiated from the instrumental value of art through the artist’s intent. A work of art is considered of instrumental value when it is meant to fulfill political objectives, while extrinsic works of art seek to convey the artist’s thoughts and feelings, regardless of political persuasion. Finally, there is the intrinsic value of art, which can be found in many artworks that have universal appeal. These pieces communicate feelings and ideas that are universally perceivable and enchant the sensitive observer, and can influence the affairs of nations by bringing into relief ennobled visions that draw together imagination, intuition, and objectivity.

With the shift in learning objectives that were more focused on the development of skills and processes, new assessment techniques were required to be developed to determine the effectiveness of new active-learning techniques for teaching these skills. In order for assessment to be done well, instructors must consider what learning objective they are assessing, clarify why they are assessing and what benefits will derive from the process, consider whether they will conduct assessments during or after the learning process, and specifically address how they will design solid assessments of active learning best suited to their needs. The various types of assessment for active-learning strategies include written and oral debriefing, observations, peer- and self-assessment, and presentations and demonstrations. In addition, there are several different measurement tools for recording the assessment data, including checklists and student surveys. A final aspect to consider when examining assessment techniques and measurement tools is the construction of an effective rubric. Ultimately, further research is warranted in the learning that occurs through the use of active-learning techniques in contrast with traditional teaching methods, the “portability” of active-learning exercises across cultures, and the use of newer media—such as internet and video content—as it is increasingly incorporated into the classroom.

Considerations of the English School and of its central concept—international society—have all too often neglected the most logical starting point: the internal history of the British Committee. The British Committee on the Theory of International Politics was a group of scholars created in 1959 under the chairmanship of the Cambridge historian Herbert Butterfield that met periodically in Cambridge, Oxford, London, and Brighton to discuss the principal problems and a range of aspects of the theory and history of international relations. The British Committee stands out as a remarkable and unusual intellectual project. A product of its place and time and of a particular academic culture, it did not pretend to represent the full range of British thinking. Its membership intentionally omitted such major figures as E.H. Carr and C.A.W. Manning. Whatever direct influence it had on contemporary British scholarship in international relations can be attributed partly to bonds of friendship, across generations, and to the performances of individual members in the lecture hall. Though the Committee incubated a good deal of its members’ work, sometimes published posthumously, its collaborative output was never prolific. Only two collective works can be attributed to it: Diplomatic Investigations (1966) and The Expansion of International Society (1984). However, the Committee developed a thorough study of international society and the nature of world politics, which has had an important impact that continues in the present day.

The global political economy is a multilevel system of economic activities and regulation in which the domestic level continues to predominate—in other words, it is a global system comprising national capitalist economies. Nations differ in terms of the regulations and institutions that govern economic activity, an observation that is embodied in the so-called “varieties of capitalism” (VoC) literature. Contemporary VoC approaches highlight the significance of social and political institutions in shaping national economies, in stark contrast to neoclassical economics which generally ignores institutions other than markets or sees them as hindrances to the functioning of free markets. Three analytical premises inform the diverse conceptual frameworks within the VoC literature: the firm-based approach, national business systems approach, and the governance or “social systems of production” approach. The VoC literature offers three important contributions to our understanding of the global political economy. The first is that different sources of competitive advantage for firms and nations are institutionally rooted and not easily changed. The second contribution is that these distinct national arrangements give rise to different interests/preferences in how the global economy is constructed and managed. Finally, the VoC approaches provide a framework for analyzing long-term institutional changes in capitalist systems and the persistence of diverse forms of capitalism, including the global financial crisis of 2008–2009 that may usher in yet another epochal change in the “battle of capitalisms.”

In the 1960s and 1970s, a wave of new states gained independence that altered not only the structure of the international system but also the substance of international relations (IR). These states once again drew the attention of the world to the problems of decolonization, neocolonialism, state legitimacy, development, nonalignment, equality and social justice, and nonintervention. These provided the context for global south foreign policy making and behavior, adding a north–south dimension to the prevailing East–West conflict. In the case of the Caribbean, it has become an arena of competition for influence both among superpowers and regional middle powers. A review of the literature on Caribbean foreign policy reveals that the bulk of Caribbean IR analyses assume a political economic perspective, and only some of them have direct foreign policy implications. Despite the rich scholarly work, there remain several gaps in Caribbean foreign policy research: theoretical work has been subordinated over the years to descriptive and policy-prescriptive scholarship; Caribbean scholars’ preference for international political economy continues to detract from a theoretical focus on foreign policy analysis; and there is lack of attention to gender as compared to class, race, and ethnicity in foreign policy analysis. On the other hand, promising research that reflects the importance of constructivism as an approach is being conducted into the role of civil society and nonstate actors, as well as identity and ideas, in IR and foreign policy.

The scientific study of war is a pressing concern for international politics. Given the destructive nature of war, ordinary citizens and policy makers alike are eager to anticipate if not outright avoid outbreaks of violence. Understanding the causes of war can be a complex process. Scholars of international relations must first define war, and then establish a universe of actors or conflicts in which both war and peace are possible. Next, they must collect data on the incidence of war in the entire universe of cases over a particular period of time, a random sample of relevant cases, a number of representative cases, or a set of cases relevant to independent variables in the theories they are testing. Finally, scholars must use this data to construct quantitative and qualitative tests of hypotheses about why actors fight instead of resolving their differences in other ways and, in particular, why actors initiate wars by launching the first attack. Instead of taking the inductive approach of inventorying the causes of particular wars and then attempting to find general rules, it is necessary for scholars to approach the problem deductively, developing theories about the environment in which states operate, deriving hypotheses about the incidence of war and attack, and using quantitative and qualitative methods to test these hypotheses.

Migration has always been a feature of human affairs, though in recent decades it has become a major phenomenon. In fact, the growing diversity of the European population as well as the inevitable changing of borders within the European Union (EU) reveal that Europe has become an immigration continent. These developments have, however, prompted concerns over the EU’s external borders and control of immigration, as well as the need for further inquiry by international relations scholarship. Although the regulation of immigration has received a European dimension only recently, the EU has taken steps to cooperate on the issue of immigration. The changing nature of immigration had, after all, led to a perception among European electorates that immigration was not only a demographic or an economic issue but had other dimensions. It could have multiple impacts on their societies, including welfare, social services and social cohesion. Furthermore, until recently, theories of international migration have paid little attention to the nation-state as an agent influencing the flow of migration. When the nation-state has been mentioned, attention has focused primarily on immigrant-receiving countries. Little has been written about the regulation of emigration in countries of origin. As a result, the role of the state in limiting or promoting migration is poorly understood. Though there is a growing body of scholarship attempting to address these gaps in understanding the EU’s case for immigration, there are still further avenues of research many have yet to pursue.

There is a body of evidence that suggests that young Americans are disengaged from communal life. Since the late 1980s, college students have been described as materialistic, self-absorbed, and self-interested, acting without regard for community interests. Scholars consider the “me generation” as symptomatic of an eroding democratic civic culture characterized by growing apathy, resentment, even anger. This trend continues today. In order to address this, proponents of higher education have made their attempts to develop civic engagement in young minds. Civic engagement refers to activities within a community, though in the academic setting, the definition becomes much more complex. There is a belief that through participation in a community, students will develop capacities that ultimately lead them to become more active citizens, which in turn benefits not only themselves but also the community. However, higher education’s recommitment to developing students’ civic engagement should be informed by a clear notion of what civic engagement entails. In addition, a certain amount of factual knowledge is a prerequisite for becoming an engaged citizen, as civic learning involves students coming to understand the democratic processes of a community, its history, the problems it faces, and the richness of its diversity. And civic learning opportunities can be taught both in and outside of the classroom, as co-curricular learning opportunities, projects embedded in a class, or as a requirement of a general education curriculum.