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This chapter explores the impact of scientific mobility, focusing on the Fulbright Foreign Student Program, which since 1946 has brought students from many countries to undertake graduate studies in the United States, with the expectation that they spend at least two years in their home nation before they can return. The Fulbright scientists (relative to the controls) spent more than twice as many of their postgraduation years outside the United States when compared to controls. While the program does increase collaborations between U.S. scientists and those based in the emerging world, Fulbright scientists from poorer nations or those with a weaker scientific tradition have fewer publications and less of an impact. This effect is not seen among those scholars from wealthier nations or those with a stronger scientific base.

Literary ethicists often claim that reading fiction can teach us to feel in deeper, more complex ways toward others. But what are the social and imaginative protocols by which readers enhance and express their feelings? This chapter examines how the first American studies scholars in Europe imagined that reading American literature abroad would give rise to an abiding “love between nations” (J. William Fulbright). Drawing on the archives of Fulbright Scholars like Robert Spiller, Alfred Kazin, Sigmund Skard, and F. O. Matthiessen’s memoir From the Heart of Europe, this chapter argues that the affective politics of reading, elaborately enacted by Matthiessen in his attentiveness to his students’ bodily movements in the performance of poetry, helped to consecrate the American literary canon abroad in opposition to New Critical pedagogy at home. Matthiessen thus emerges as a theorist of non-semantic communication whose teachings compliment the speech protocols of the women’s colleges discussed in Chapter One. In turn, the fictions of Matthiessen's students—Sylvia Plath’s sadomasochistic public relations in her short story collection Johnny Panic and the Bible of Dreams, John Ashbery’s bilingual play in his novel A Nest of Ninnies—expand the communicative possibilities of human beings over and above a shared language.

This chapter focuses on the “soft” aspects of the diplomatic relationship between the United States and Mongolia - public outreach; public affairs; educational exchanges and cultural ties. It also details the growing interaction between Americans who work in Mongolia and Mongolians who live in the United States, marking the foundation of an active Mongolian-American community that has grown significantly in recent years. Education exchanges such as the Fulbright program are discussed and assessed, along with Mongolia's success in accessing funds for cultural support through the Ambassador's Fund for Cultural Preservation. Finally, it discusses the establishment and growth of a large Peace Corps presence in Mongolia.

This chapter analyses the early Cold War in Southeast Asia. It examines this global conflict by assessing Bernard Fall's experiences and how France's return to Vietnam after World War II bound the United States to Southeast Asia in consequential ways. The chapter, through Fall's study as an early scholar in the Fulbright Program, provides a foundation for the remaining chapters on the development of the First Indochina War, the Second Indochina War and Vietnamese Revolutionary Warfare.