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As street protests in the U.S. grew in strength in support of racial justice, authoritarian regimes around the world offered their own interpretations of events to their people back home. The Iranian regime in particular points to the demonstrations as proof that U.S. democracy has failed. Join us as Stanford scholars discuss recent and persistent challenges to democracy in the U.S., in particular violence against the Black community and in response to recent protests.

Freeman Spogli Institute for International Studies (FSI) Director Michael McFaul will moderate a panel discussion on this trend with Larry Diamond, senior fellow at FSI and the Hoover Institution, Didi Kuo, associate director for research at the Center on Democracy, Development and the Rule of Law (CDDRL), Abbas Milani director of the Iranian Studies Program, and Nancy Okail, visiting scholar at CDDRL.

This event is online only. Register to receive a personalized link to join the Zoom webinar.

REGISTER HERE.

This event is co-sponsored by the Freeman Spogli Institute for International Studies, the Center on Democracy, Development and the Rule of Law at FSI and the Hamid and Christina Moghadam Program in Iranian Studies at Stanford.

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Abbas Milani is the Hamid and Christina Moghadam Director of Iranian Studies at Stanford University and a visiting professor in the department of political science. In addition, Dr. Milani is a research fellow and co-director of the Iran Democracy Project at the Hoover Institution.

Prior to coming to Stanford, Milani was a professor of history and political science and chair of the department at Notre Dame de Namur University and a research fellow at the Institute of International Studies at the University of California at Berkeley. Milani was an assistant professor in the faculty of law and political science at Tehran University and a member of the board of directors of Tehran University's Center for International Studies from 1979 to 1987. He was a research fellow at the Iranian Center for Social Research from 1977 to 1978 and an assistant professor at the National University of Iran from 1975 to 1977.

Dr. Milani is the author of Eminent Persians: Men and Women Who Made Modern Iran, 1941-1979, (Syracuse University Press, Syracuse, NY, 2 volumes, November, 2008); King of Shadows: Essays on Iran's Encounter with Modernity, Persian text published in the U.S. (Ketab Corp., Spring 2005); Lost Wisdom: Rethinking Persian Modernity in Iran, (Mage 2004); The Persian Sphinx: Amir Abbas Hoveyda and the Riddle of the Iranian Revolution (Mage, 2000); Modernity and Its Foes in Iran (Gardon Press, 1998); Tales of Two Cities: A Persian Memoir (Mage 1996); On Democracy and Socialism, a collection of articles coauthored with Faramarz Tabrizi (Pars Press, 1987); and Malraux and the Tragic Vision (Agah Press, 1982). Milani has also translated numerous books and articles into Persian and English.

Milani received his BA in political science and economics from the University of California at Berkeley in 1970 and his PhD in political science from the University of Hawaii in 1974.

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Co-director of the Iran Democracy Project
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William L. Clayton Senior Fellow at the Hoover Institution
Professor, by courtesy, of Political Science and Sociology
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Larry Diamond is the William L. Clayton Senior Fellow at the Hoover Institution, the Mosbacher Senior Fellow in Global Democracy at the Freeman Spogli Institute for International Studies (FSI), and a Bass University Fellow in Undergraduate Education at Stanford University. He is also professor by courtesy of Political Science and Sociology at Stanford, where he lectures and teaches courses on democracy (including an online course on EdX). At the Hoover Institution, he co-leads the Project on Taiwan in the Indo-Pacific Region and participates in the Project on the U.S., China, and the World. At FSI, he is among the core faculty of the Center on Democracy, Development and the Rule of Law, which he directed for six and a half years. He leads FSI’s Israel Studies Program and is a member of the Program on Arab Reform and Development. He also co-leads the Global Digital Policy Incubator, based at FSI’s Cyber Policy Center. He served for 32 years as founding co-editor of the Journal of Democracy.

Diamond’s research focuses on global trends affecting freedom and democracy and on U.S. and international policies to defend and advance democracy. His book, Ill Winds: Saving Democracy from Russian Rage, Chinese Ambition, and American Complacency, analyzes the challenges confronting liberal democracy in the United States and around the world at this potential “hinge in history,” and offers an agenda for strengthening and defending democracy at home and abroad.  A paperback edition with a new preface was released by Penguin in April 2020. His other books include: In Search of Democracy (2016), The Spirit of Democracy (2008), Developing Democracy: Toward Consolidation (1999), Promoting Democracy in the 1990s (1995), and Class, Ethnicity, and Democracy in Nigeria (1989). He has edited or coedited more than fifty books, including China’s Influence and American Interests (2019, with Orville Schell), Silicon Triangle: The United States, China, Taiwan the Global Semiconductor Security (2023, with James O. Ellis Jr. and Orville Schell), and The Troubling State of India’s Democracy (2024, with Sumit Ganguly and Dinsha Mistree).

During 2002–03, Diamond served as a consultant to the US Agency for International Development (USAID) and was a contributing author of its report, Foreign Aid in the National Interest. He has advised and lectured to universities and think tanks around the world, and to the World Bank, the United Nations, the State Department, and other organizations dealing with governance and development. During the first three months of 2004, Diamond served as a senior adviser on governance to the Coalition Provisional Authority in Baghdad. His 2005 book, Squandered Victory: The American Occupation and the Bungled Effort to Bring Democracy to Iraq, was one of the first books to critically analyze America's postwar engagement in Iraq.

Among Diamond’s other edited books are Democracy in Decline?; Democratization and Authoritarianism in the Arab WorldWill China Democratize?; and Liberation Technology: Social Media and the Struggle for Democracy, all edited with Marc F. Plattner; and Politics and Culture in Contemporary Iran, with Abbas Milani. With Juan J. Linz and Seymour Martin Lipset, he edited the series, Democracy in Developing Countries, which helped to shape a new generation of comparative study of democratic development.

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Didi Kuo is a Center Fellow at the Freeman Spogli Institute for International Studies (FSI) at Stanford University. She is a scholar of comparative politics with a focus on democratization, corruption and clientelism, political parties and institutions, and political reform. She is the author of The Great Retreat: How Political Parties Should Behave and Why They Don’t (Oxford University Press) and Clientelism, Capitalism, and Democracy: the rise of programmatic politics in the United States and Britain (Cambridge University Press, 2018).

She has been at Stanford since 2013 as the manager of the Program on American Democracy in Comparative Perspective and is co-director of the Fisher Family Honors Program at CDDRL. She was an Eric and Wendy Schmidt Fellow at New America and is a non-resident fellow with the Carnegie Endowment for International Peace. She received a PhD in political science from Harvard University, an MSc in Economic and Social History from Oxford University, where she studied as a Marshall Scholar, and a BA from Emory University.

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Ken Olivier and Angela Nomellini Professor of International Studies, Department of Political Science
Peter and Helen Bing Senior Fellow, Hoover Institution
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Michael McFaul is the Ken Olivier and Angela Nomellini Professor of International Studies in Political Science, Senior Fellow at the Freeman Spogli Institute for International Studies, and the Peter and Helen Bing Senior Fellow at the Hoover Institution, all at Stanford University. He joined the Stanford faculty in 1995 and served as FSI Director from 2015 to 2025. He is also an international affairs analyst for MSNOW.

McFaul served for five years in the Obama administration, first as Special Assistant to the President and Senior Director for Russian and Eurasian Affairs at the National Security Council at the White House (2009-2012), and then as U.S. Ambassador to the Russian Federation (2012-2014).

McFaul has authored ten books and edited several others, including, most recently, Autocrats vs. Democrats: China, Russia, America, and the New Global Disorder, as well as From Cold War to Hot Peace: An American Ambassador in Putin’s Russia, (a New York Times bestseller) Advancing Democracy Abroad: Why We Should, How We Can; and Russia’s Unfinished Revolution: Political Change from Gorbachev to Putin.

He is a recipient of numerous awards, including an honorary PhD from Montana State University; the Order for Merits to Lithuania from President Gitanas Nausea of Lithuania; Order of Merit of Third Degree from President Volodymyr Zelenskyy of Ukraine, and the Dean’s Award for Distinguished Teaching at Stanford University. In 2015, he was the Distinguished Mingde Faculty Fellow at the Stanford Center at Peking University.

McFaul was born and raised in Montana. He received his B.A. in International Relations and Slavic Languages and his M.A. in Soviet and East European Studies from Stanford University in 1986. As a Rhodes Scholar, he completed his D. Phil. in International Relations at Oxford University in 1991. 

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Senior U.S. officials reportedly have discussed conducting a nuclear weapons test for the first time in 28 years.  Some apparently believe that doing so would provide leverage to persuade Russia and China to agree to Washington’s proposal for a trilateral nuclear arms negotiation.

In fact, a U.S. nuclear test would most likely have a very different effect:  opening the door for tests by other countries to develop more sophisticated nuclear weapons.  A smarter policy would maintain the current moratorium on nuclear testing, and ratify and seek to bring into force the 1996 Comprehensive Test Ban Treaty (CTBT).

Several media sources have reported that a recent Deputies Committee meeting (composed of deputy or under secretaries of the Departments of State, Defense and Energy and senior representatives from other relevant agencies such as the Joint Chiefs) discussed a “rapid [nuclear] test.”  It was suggested that this could provide leverage to press Moscow and Beijing to take up the Trump administration’s proposal for a trilateral negotiation on nuclear arms.

No consensus was reached.  Apparently, representatives from State and Energy’s National Nuclear Security Administration opposed the idea.  They were correct to do so.

Beijing opposes a trilateral negotiation since the United States and Russia each have well more than ten times as many nuclear weapons as does China.  How would a U.S. nuclear test influence that calculation?

Moscow has linked a negotiation on all nuclear weapons (going beyond the deployed strategic warheads constrained by the 2010 New Strategic Arms Reduction Treaty) to U.S. readiness to address issues such as missile defense constraints, a no-go area for the Trump administration.  How would a U.S. nuclear test change that?

The more likely impact of a U.S. nuclear test would be to open the door to resumed testing by other countries.  China, which has conducted 47 nuclear tests—less than one-twentieth the number conducted by the United States—might jump at the chance to test more sophisticated weapons designs.  India and Pakistan, who each conducted a small handful of tests in 1998, could likewise consider new testing.  They could blame Washington for breaking a nuclear testing moratorium that all countries, except North Korea, have observed since 1998.[*]

 

Ending the moratorium would not advance U.S. security interests.  The United States has conducted about as many nuclear weapons tests as the rest of the world combined (and 30 percent more than the number conducted by the Soviet Union/Russia).  U.S. weapons scientists learned more from testing.  When I served as a diplomat at the American Embassy in Moscow in 1988, I accompanied a U.S. team to the Soviet nuclear test site at Semipalatinsk (in what is now Kazakhstan).  Our Soviet hosts showed us a vertical shaft for an upcoming underground test; it was about three feet in diameter.  A U.S. team member from the test site in Nevada, which the Soviets would visit the following month, commented that U.S.-drilled vertical shafts for nuclear tests typically were nine to eleven feet in diameter.  That maximized the area above the weapon for instruments that would gather a burst of data in the nanosecond before they vaporized.

The testing moratorium and the CTBT, if ratified and entered into force, would seem to lock in an area of U.S. advantage regarding nuclear weapons and nuclear effects.  Why would we want others to test and erode that advantage?

Up until the idea of gaining leverage with Beijing and Moscow arose, the primary possible reason for a return to testing was if it became necessary to confirm the reliability of a weapons type in the stockpile.  However, the National Nuclear Security Administration has overseen for 25 years the Stockpile Stewardship Program, intended to confirm that U.S. nuclear weapons are safe, secure and reliable without having to test them in a manner that produces a nuclear yield. To do so, the program uses supercomputers, modeling and tools such as the Dual Axis Radiographic Hydrodynamic Test Facility (think of the world’s most powerful X-ray device).

Each year, the commander of Strategic Command and the directors of the national nuclear laboratories at Los Alamos, Sandia and Lawrence Livermore certify the safety and reliability of the nuclear stockpile.  When I visited Los Alamos several years ago, the director told me that, as long as the Stockpile Stewardship Program was funded, he was confident that nuclear testing was not needed.  He added that, as a result of the program, weapons scientists had learned things about how nuclear weapons work that they did not and could not learn from testing nuclear weapons underground.

The smart thing for U.S. national interests is to continue the moratorium, ratify the CTBT, and press others to ratify so that the treaty can be brought into force.  The Senate failed to give consent to ratification in 1999, due to concerns about how to maintain the stockpile’s reliability without nuclear testing and about monitoring the treaty.  The Stockpile Stewardship Program, just in its beginning stage then, can now answer the first concern and has been doing so.

As for monitoring a test ban, U.S. national technical means have improved over the past two decades, and the Comprehensive Test Ban Treaty Organization has established the International Monitoring System with some 300 stations around the world.  It can detect underground nuclear explosions down to below one kiloton (the weapon that destroyed Hiroshima had a yield of 15 kilotons) as well as detecting tests in the atmosphere or ocean, both of which are banned by the 1963 Limited Test Ban Treaty.  Once in force, the CTBT also provides for an inspection mechanism.

As former Secretary of State George Shultz said in 2013, senators might have been correct not to consent to ratification in 1999, but given the Stockpile Stewardship Program’s development and enhanced monitoring systems, they would be right to vote for ratification now.

Conducting a nuclear test to bring China and Russia to the negotiating table will not work.  It will instead open the door for others to resume testing and close a nuclear weapons knowledge gap that favors the United States.  That will not make us safer or more secure.  It is an unwise idea that hopefully will continue to meet resistance within the U.S. government.

 

 

[*] The Director of the Defense Intelligence Agency stated in May 2019 that Russia “probably is not adhering to its nuclear testing moratorium in a manner consistent with the [CTBT’s] ‘zero-yield’ standard” but backed away from that assertion in answer to a follow-up question, in which he said that Russia had the “capability” to conduct very low-yield tests.  A June 2019 U.S. statement affirmed the assessment that “Russia has conducted nuclear weapons tests that have created nuclear yield” but provided no back-up information.  Moscow heatedly denied the charge.

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Since 2016, SPICE has offered regional online courses to top high school students in Japan. The first regional course was offered to high school students in Tottori Prefecture. Since then, SPICE has increased its regional online course offerings to high school students in Hiroshima Prefecture, Kawasaki City, and Oita Prefecture. These courses present creative and innovative approaches to teaching Japanese high school students about U.S. society and culture and global themes. 

All four courses recently finished their 201920 term. The course instructors were most pleased with the achievement of their students and thus had an exceedingly difficult time choosing only two honorees for each course. This article provides a brief overview of each course and the naming of the student honorees.

 

Stanford e-Hiroshima
Given Hiroshima Prefecture’s historical ties with the United States, Stanford e-Hiroshima had special significance to the students and its Instructor Rylan Sekiguchi. Some of the course topics included Japanese immigration from Hiroshima to the United States, World War II, and the Honolulu-Hiroshima sister city relationship. Sekiguchi announced the honorees as follows:

Student Honoree: Ryoya Matsuyama
School: Hiroshima Prefectural Sera High School
Project Title: Ocean Acidification in Japan and the U.S.

Student Honoree: Karin Umeshita
School: Hiroshima Prefectural Hiroshima High School
Project Title: Survey of the Stanford Research Park as Industry-Academia Collaboration System

 

Stanford e-Kawasaki
Kawasaki City is a large industrial city in the greater Tokyo area with a population of approximately 1.5 million, making it Japan’s sixth most populous city. It is one of Japan’s most ethnically diverse cities. Many Japanese multinational companies are based in Kawasaki. Thus, Stanford e-Kawasaki’s main themes of entrepreneurship and diversity were familiar to students in concept, yet unfamiliar to their academic experience. Instructor Maiko Tamagawa Bacha announced the student honorees as follows:

Student Honoree: Shiori Makino
School: Tachibana High School
Project Title: Mindsets of Failure in American Comic Superheroes and Japanese Comic Superheroes 

Student Honoree: Yuki Nakata
School: Kawasaki High School
Project Title: The Role of Languages in a Diverse Society: The Case of Having an Official Language in a Company

 

Stanford e-Oita
Oita Prefecture, known for its hot springs, is located in the mountainous island of Kyushu. Having lived and taught on Kyushu for three years, Stanford e-Oita Instructor Kasumi Yamashita felt at home with her students. The focus of the course was the United Nations Sustainable Development Goals. Yamashita announced the honorees as follows:

Student Honoree: Hozuki Mori
School: Hita High School
Project Title: Education for Students Who Can’t Go to School

Student Honoree: Ken White
School: Oita Uenogaoka High School
Project Title: Immigration in Oita

 

Stanford e-Tottori
Tottori Prefecture is the least populous prefecture in Japan and is known for its seafood and nature, including its iconic sand dunes. The first kanji character of Tottori means “bird,” and Stanford e-Tottori Instructor Jonas Edman has helped his students gain a bird’s-eye view of U.S. society and culture with a focus on U.S.–Japan relations. Edman announced the honorees as follows:

Student Honoree: Mai Kageyama
School: Yonago Higashi High School
Project Title: Differences of Body Image Between Japan and the U.S.

Student Honoree: Yumeka Mizuno
School: Yonago Higashi High School
Project Title: Japanese Educational Issues and Their Solutions


The SPICE staff is looking forward to honoring these eight students at a ceremony at Stanford University on March 29, 2021. Each student will be given the opportunity to make a formal presentation in front of members of the Stanford community and the Consulate General of Japan in San Francisco.


SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China Program) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan).

To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.


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President Trump’s newly named envoy for arms control, Marshall Billingslea, gave a lengthy interview last week on the administration’s approach to nuclear arms negotiations. He stressed bringing in China, struck a pessimistic note about the sole treaty constraining Russian and U.S. nuclear forces, and offered no ideas for getting Moscow to discuss non-strategic nuclear arms.

Unfortunately, the interview reinforces the view that the Trump administration is unlikely to achieve a nuclear deal…or even develop a serious proposal.

Read full article at Defense One

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Officials in Moscow and Beijing will read Mr. Billingslea’s interview and see nothing to give them reason to negotiate.

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The following is Part 2 of a two-article series on Stanford e-Oita. For Part 1, please go here


Stanford e-Oita is an online course for high school students in Oita Prefecture in the southwestern island of Kyushu, Japan, that is sponsored by the Oita Prefectural Government. Launched in fall 2019, it is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) in collaboration with the Oita Prefectural Board of Education. SPICE is grateful to Oita Prefectural Governor Katsusada Hirose whose vision made this course possible.

Note: The content of this publication has not been approved by the United Nations and does not reflect the views of the United Nations or its officials or Member States. 


Stanford e-Oita was launched in October 2019, soon after the Climate Action Summit at the United Nations. Over six million people marched in protest all over the world. It was another wake-up call to global warming. Swedish activist, Greta Thunberg’s UN speech on the environmental crisis addressed the world, but resonated with the youth in particular, who made up many of the 5000 protesters at rallies throughout Japan. A high school student herself, “Greta-san’s” UN address also spoke to high school students throughout Japan including those in the smallest of towns in Oita Prefecture.

With a population of a little over a million, Oita Prefecture is located in the lush and mountainous island of Kyushu. It’s known for its onsen (hot springs) which bubble with organic minerals from the rich, volcanic deposits below. Steam rises from onsen towns like Beppu City as well as neighboring Yufuin in Yufu City at the foothill of Mt. Yufu. Stanford e-Oita students are from 15 high schools in Oita Prefecture. They are from the southern towns of Tsukumi and Usuki, known for their stone Buddhas. They are from Nakatsu and Usa, home to the head Hachiman Shrine, along the northern coast. They also come from the historic cities of Hita and Taketa further inland.

My reflections on the course follow, interspersed with comments made by students in their online discussions, in their final presentations, or in evaluations that were used for assessment, collected by Mr. Keisuke Toyoda and Mr. Hironori Sano of the Oita Prefectural Board of Education. Both teachers attended my class as well as the four days of final student presentations.

This year’s inaugural cohort focused on U.S.–Japan relations, the United Nations Sustainable Development Goals (UNSDGs), and entrepreneurship. The six-month course ended in April 2020, just as the world began to lock down due to the COVID-19 pandemic.

To first- and second-year high school students, the 17 UNSDGs can seem broad and a bit intimidating, but my 30 Stanford e-Oita students reframed unfamiliar concepts like “Sustainable Cities” and “Responsible Consumption and Production” to more familiar terms such as “tourism” and “recycling,” and even “up-cycling.” They soon realized that not only do these issues reflect so much of the immediate world around them, these agendas are also interconnected with one another. It grew increasingly clear that each student has an impact on our environment. They also have the responsibility to sustain it whether they’re from Stockholm or Oita.

Oita’s selection to host the Rugby World Cup in October 2019, and its invitation of athletes from New Zealand, presented an opportunity to learn about UNSDGs in an unexpected way. While the international teams were warmly welcomed by Oita’s residents, their arrival may have stirred controversy had the local tourist association not loosened its age-old refusal of bathers with tattoos. While body-art is part of Maori cultural heritage and a source of pride and identity, in Japan, it is often affiliated with the underworld. Stanford e-Oita students used these current events to shift lines of sight and inquiry to have discussions on equity, inclusivity, and human rights.

Students identified one or more UNSDGs that resonated with their concerns and personal experiences whether it was the flooding of their neighborhood due to climate change, the rising aging population of their hometown, or the arrival of foreign residents in their communities. For their final presentations, students pitched their ideas on how they would tackle particular social or environmental challenges. They had five minutes to present 10 PowerPoint slides, in English.

Sustainable Cities and Communities
“Sustainable Cities and Communities” must have been the most popular UNSDG among students. This was not surprising considering Oita’s recognition as a major travel destination for onsen. When exploring “Sustainable Cities,” students wondered how onsen culture and tourism could be re-imagined to appeal to, and be accessible to more diverse audiences including teens, young professionals, international visitors, and the LGBT (lesbian, gay, bisexual, and transgender) community.

Stanford e-Oita student Koyomi envisioned a multilingual travel app linking travel agencies, inns, transportation, and tourist destinations, allowing visitors to explore sites and accessibility in real time. Nao looked at ways to address issues common in many regional towns such as population stagnation, vacant housing, and school closings. She suggested launching an interactive website to revitalize interest in historical sites and make regional festivals appealing to youth. Moe thought that historical sites could even be refreshed using “retro” designs and images.

Affordable and Clean Energy
Yuri approached onsen from a different, environmental angle. In her final presentation, she showed us how the onsen steam can harness renewable geo-thermal energy. Unlike nuclear plants, geo-thermal power plants harness energy from turbines, powered by steam, produced by water, and heated by seismic activity.

Nao described the “Heat Island” phenomenon in Japan: cities in urban areas are warmer than nearby rural areas, having the potential to raise the temperature of urban areas by several degrees, enough to affect weather patterns. One way to counter this effect would be to develop innovative and environmental “green roof” buildings.

Airi commented, “Before, I thought that onsen were just a source of tourism but onsen can also be thought of as renewable energy. It’s amazing that onsen can have many uses. We need to preserve this wonderful culture in Oita!” Students recognized that their neighborhoods, whether they lived in the city or in remote towns, were rich in resources and stories. 

Quality Education
Next, Stanford e-Oita students approached the UNSDG, “Quality Education.” Rather than focusing on the social and educational services for students already enrolled in schools, students looked at the potential educational needs of working, foreign students and their families, as well as foreigners who want to permanently relocate to Oita to work. Ken hoped to see laws enacted to provide these permanent immigrants with voting rights so they can become more empowered and contribute to Japanese society.

Kohaku proposed a cultural school for foreigners that would allow them to attend night classes, online. This would offer those working during the day with a chance to build up their language skills while simultaneously learn about Japanese culture and history. Proposals like this touch on education, gender, and economic growth, showing the inter-connectedness of UNSDGs. 

Hozuki supported online classes for non-traditional students who need flexible learning options. She also welcomed this option for youth who resist attending school due to bullying, domestic abuse, or a family’s financial insecurity. Hozuki added, “It would create a ‘safe space’ for them.”

Gender Equality
“International Coming Out Day” on October 11th is another “safe space” for individuals wanting to reach out to their communities for support and self-empowerment. Manaka pointed to specific “gender free” and “barrier-free” spaces that provide daredemo toire (the “anyone toilet”). Acknowledgment of “safe spaces” like these reduces the harassment and violence that many LGBT communities face.

Zero Hunger/Clean Water and Sanitation
Ayami pointed to the importance of promoting local foods and labeling it for transparency and accountability. Amiko suggested the creation of “Oita Care Packages” that would simultaneously promote local food to other regions of Japan and minimize food waste.

Asako made sure to add that the production of food also involved aquaculture. Honoka and Yuri noted that the management of these marine resources should begin with measures countering pollution.

Amika, who gave a presentation on tackling food waste using an app, commented, “I realized that there was something that even young people can do.” When asked how she would finance the development of her app, she replied with confidence, “Oh, I’ll just crowdfund!” Technology and social media have made it easier for students to collaborate and share ideas. This is certainly the case for tech-savvy high school students.

Conclusion
Big social change can come from individuals in small and remote towns. Stanford e-Oita students have shown that their hometowns in Oita offer fascinating contexts to begin conversations on sustainability. Students have gained a deeper appreciation of local natural resources, cultural traditions, and historical sites. They also gained a sense that they, too, can contribute to social change right from their own backyards. Yuzu noted, “What I enjoyed most about the final presentations was that I was able to get to know ‘Oita’ from different perspectives.”

Now, better equipped with the confidence to discuss their ideas and speak up about their local and global concerns, e-Oita students may feel a step closer to even internationally recognized activists like fellow teen Greta Thunberg. If the UNSDGs represent our world’s commitment to building a better world for people by 2030, then Stanford e-Oita students would be the perfect Gen Zers to stand alongside Greta to do just that. 

Acknowledgements
SPICE provided me with an opportunity to invite artists, activists, researchers, and entrepreneurs (including several Stanford alumni) to share their personal and professional stories with students over Zoom. Their openness to address questions put Stanford e-Oita students at ease, allowing them to take a bold step out of their comfort zones and engage. I’d like to thank the following individuals for their collaborative spirit and generosity:

Gary Mukai
Director, Stanford Program on International and Cross-Cultural Education (SPICE)

Michelle Kumata
Artist and Former Exhibition Director, Wing Luke Museum of the Asian Pacific American Experience

Jan Johnson
Owner, Panama Hotel [National Historic Landmark] in Seattle's Nihonmachi (Japantown)

Glenda Pearson
President, Friends of Mukai Farm & Garden [National Register of Historic Places]

The Honorable Norman Mineta
Former U.S. Secretary of Commerce and Transportation

Xiao Wang
CEO, Co-Founder, Boundless Immigration

Sara Daniels
CEO, Co-Founder, Blue Canoe Learning

Jonathan Poli
Product Design Engineer, Seattle Children's Hospital


SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China Program) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan Program). 

To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.


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Progressive Democrats assert that the Green New Deal is the best way to reduce global greenhouse gas emissions.

But this claim ignores the fact that subsidizing “green” energy technologies, such as wind and solar, is less effective than taxing the greenhouse gas emissions produced by brown energy sources, such as oil, natural gas and coal.

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The following is Part 2 of a two-article series on facilitating cross-cultural online learning. For Part 1, please go here.


Last month, I shared my reflections on a March 20, 2020 virtual class (VC) session that SPICE facilitated for high school students in Japan and the United States to engage in a cross-cultural online exchange. This online discussion engaged my U.S.-based students of the 2020 Reischauer Scholars Program and Waka Brown’s Japan-based students of the Spring 2020 Stanford e-Japan Program in a Zoom session, during which they talked and learned with and from one another on a range of topics, including the impact of COVID-19 within their respective communities.

During the main portion of the session, the 45 students were divided into six small breakout rooms to engage in 40 minutes of discussion. Each group had a designated volunteer student moderator and a notetaker/reporter; the latter was asked to share the key points of discussion from his or her small group when we reconvened towards the end of the 90-minute VC. All discussions were conducted in English, with the exception of one group, which was designated as a bilingual space for students who felt comfortable conversing in both English and Japanese.

Since this was the 2020 students’ first opportunity to meet (another joint VC on comparative education took place on April 10), we felt it important to preface the session by setting a few ground rules for discussion. Communication styles and norms—particularly in group settings—tend to be quite different in Japan and the United States. We have found it helpful, for example, to address these differences up-front to alleviate potential cross-cultural misunderstandings.

For assessment purposes, we also asked students to send feedback on their experiences in the session. Some of their comments are included below as we turn to the student perspectives on what they experienced in this joint online discussion. More specific points from our observations and students’ feedback fall into five areas.

First, the session provided a platform for students to talk openly about the COVID-19 pandemic and also to learn about perspectives from another country. Risako of Stanford e-Japan reflected, “I could … learn about the way American students perceive political issues and coronavirus through an absorbing discussion and was surprised to discover that their perspectives were much more similar to Japanese students than I had expected.” Alika of the RSP noted, “It was really interesting to me to see how different countries are coping with the virus. I was pretty surprised to hear that many Japanese people still use public transport/eat out at restaurants and go on with their daily lives in the face of the global pandemic.” She continued, “I think some of the e-Japan students were also surprised to hear that California has a ‘6 feet apart’ rule and that many restaurants have closed as a precaution.” Yasuyuki from Japan added, “It’s not difficult to look up the news to find out about what’s going on in America, but living in Japan, you hardly ever get the chance to talk with people in America and hear from the horse’s mouth.”

Second, the session underscored the importance of empathy at times like this. Kristie from the RSP commented, “I always enjoy finding commonalities between me and others, and I think our shared experiences with the coronavirus really allowed us to connect and understand one another. I think the most important thing I will take away from this experience is that youth in Japan and America are really no different—despite our varied experiences and interests we were able to communicate about issues facing our countries and relate to one another on a deeper level.” Similarly, Yuna of Stanford e-Japan noted, “Since I have had only [a] few opportunities to interact with American high schoolers, it was a precious time for me. It was wonderful especially because we both were interested in each other. Talking ... with them made me realize how [thin] the border between our minds actually are. We were, after all, just friends.”

Third, the session prompted students to reexamine their own culture. For example, Hiromu of Stanford e-Japan noted, “I feel very pleased to have such a wonderful opportunity to teach them [the RSP students about Japanese language] and, simultaneously, however, recognized how I lack information about Japanese culture. I think this integrated meeting is vital in that it provides us opportunities for looking back on our culture and broaden[ing] our narrow-minded thoughts.” Jin of the RSP added, “What’s more, they [the Stanford e-Japan students] all spoke fluent English. This made me reflect on the world languages education in the U.S. I think the U.S. should incorporate more global studies (both language and culture) in the education system. America-centric curriculum will cause the younger generation to lose a global vision, and become unaware of Japan as a major political and economic ally in East Asia.”

Fourth, the session shed light upon how diverse both countries are. Jin of the RSP noted, “I’ve always thought that Japan has a rather homogeneous population, but talking to e-Japan students has given me a new perspective on Japanese society. I encountered a student from Myanmar who is living in Japan currently, a Japanese student who used to live in NYC for four years, and a student from Singapore who has been studying abroad in Europe for a couple years.” Rinako of Stanford e-Japan reflected, “Up until now, even when I had the chance to communicate with people outside of Japan, it was usually done in English. However, this time, all three of the Reischauer Scholar students [in her small group] spoke fluent Japanese which made me very happy as we were able to use both English and Japanese.”

Fifth, we came to realize how invaluable international and cross-cultural dialog—especially during times of crisis—can be for students. Having a session during such an unprecedented time seemed to add special significance to the experience. Brandon of the RSP noted, “Overall, it was an extremely memorable discussion, and I hope that we can continue this kind of online cross-cultural connection throughout the rest of the program.” Many Stanford e-Japan students like Fuka also reflected upon the opportunity to discuss critical topics like the coronavirus at this time. She noted, “It gave me a chance to think about familiar issues not just with people of my own country but with people from all kinds of backgrounds.”

Students are among those most acutely experiencing the direct impact of this global pandemic. As they look into the future with confusion and uncertainty about their educational prospects and options, our students seemed to find comfort in this opportunity to connect with their like-minded peers across the Pacific. As they reflected upon their differences, they deepened their understanding of one another and forged what I hope become lasting friendships.


For more information about the Reischauer Scholars Program or the Stanford e-Japan Program, please visit our programs’ webpages at reischauerscholars.org and stanfordejapan.org. SPICE also offers other online courses to U.S. high school students on China (China Scholars Program) and Korea (Sejong Korea Scholars Program), and an online course to Chinese high school students on the United States (Stanford e-China Program).

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About this Event: Why do some governments give foreign militants missiles that can destroy aircraft while giving others only bullets and AK-47s? Why do some governments deploy special operations forces to carry out joint attacks with some insurgent groups, while only giving others basic training on weapons handling? Despite the fact that governments often provide costly - and controversial - forms of support to foreign militant groups, we know little about why some groups receive advanced weapons technology and boots on the ground while others do not. In this presentation, I unpack trends in third-party provision of support through an in-depth examination of the CIA's provision of anti-tank missiles and the Pentagon's deployment of Special Operations Forces to support specific militant groups in the recent Syrian conflict. Drawing from an original dataset of the over 150 Syrian militant brigades that received some form of US support and over 60 interviews with Syrian militants and US and Jordanian government officials, I find that, when militant groups have similar organizational characteristics as the armed forces of their government partners, they are more likely to receive and accept costly forms of support. 

 

About the Speaker: Melissa Carlson is a PhD candidate in the Department of Political Science at U.C. Berkeley, specializing in international relations, comparative politics, and methodology. She will join CISAC in 2019-2020 as a Middle East Initiative Pre-doctoral Fellow. Broadly, her research examines the dynamics of military partnerships between state governments and foreign militant groups. Melissa's dissertation develops an organizational theory of third-party provision of support: when foreign militant groups and state armed forces share similar organizational characteristics, they are more likely to form joint commands, carry out joint attacks, and provide each other with advanced weapons systems.  Melissa's other research interests focus on factors that influence informal cooperation between states, and on how refugee perceptions of host communities, host governments, and aid organizations influence refugee decision-making. Prior to beginning her PhD at U.C. Berkeley, Melissa worked as Public Information consultant for the International Organization for Migration, Iraq Mission in Jordan and Iraqi Kurdistan. Melissa has a M.A. in Political Science from U.C. Berkeley, and a B.A. in International Relations and Politics, Philosophy, and Economics from Claremont McKenna College.

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Dr. Melissa Carlson is currently working with the Defense Security Cooperation Agency's Assessment, Monitoring, and Evaluation unit, where she promotes rigorous standards of measuring the effectiveness of the U.S.'s security cooperation and assistance programming. During her tenure at CISAC, she was a postdoctoral research and teaching fellow. She received her PhD in Political Science from the University of California, Berkeley, specializing in international relations, comparative politics, and methodology. Dr. Carlson's primary research examines the factors that influence the variation and intensity of partnerships between governments and foreign militant groups with a focus on the recent conflicts in Iraq and Syria. Her book-style dissertation project finds that, when foreign militant groups and state armed forces share similar organizational characteristics, they are more likely to deploy forces to conduct joint combat operations and provide each other with advanced weapons systems. In other research, Dr. Carlson examines the factors that influence informal and secret security cooperation between states and how misinformation and rumors influence refugees' relationships with host governments, service providers, and smugglers. Her research has been published in the American Political Science Review, the Review of International Organizations, and International Studies Quarterly, among other outlets. Outside of academia, Dr. Carlson has worked as a consultant for the International Organization for Migration's Iraq and Jordan Missions.

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A team of SHP faculty and researchers, together with Stanford Medicine graduate and medical students and in collaboration with colleagues at CIDE in Mexico, have launched a modeling framework to investigate the epidemiology of COVID-19 and to support pro-active resource planning and policy evaluations for diverse populations and geographies — including California, Mexico and India.

The Stanford-CIDE Coronavirus Simulation Model — or SC-COSMO — incorporates realistic demography and patterns of contacts sufficient for transmission of the virus that has infected more than 2 million people worldwide and claimed more than 125,600 lives, according to the widely used Johns Hopkins COVID-19 map which is updated several times a day.

The SC-COSMO model also incorporates non-pharmaceutical interventions, such as social distancing, timing and effects on reductions in contacts which may differ by demography.

Jeremy Goldhaber-Fiebert, an associate professor of medicine at Stanford Health Policy, is the principal investigator of the project, along with Fernando Alarid-Escudero, an assistant professor at the Center for Research and Teaching in Economics (CIDE) in Mexico and Jason Andrews, an assistant professor of medicine (infectious diseases) at Stanford Medicine. Other SHP faculty among the 20 investigators and staff members who are working on the project are Joshua Salomon and David Studdert, both professors of medicine.

The model also allows for the comparison of many future what-if scenarios and how they might impact outcomes over time and cumulatively.

The SC-COSMO team is a multi-disciplinary, multi-institutional team including expertise and experience in infectious disease, epidemiology, mathematical modeling and simulation, statistics, decision science, health policy, health law and health economics.

“As COVID-19 transmission occurs throughout the world’s diverse populations, it is critical to efficiently model and forecast its future spread between and within these populations and to appropriately reflect uncertainty in modeled outcomes,” Goldhaber-Fiebert said. “Doing so supports timely resource planning and decision making between potentially appropriate and effective interventions that balance the trade-offs they embody.”

The team is currently working on three projects:

  1. The researchers are providing California with county-level COVID-19 estimates for such things as the number of infections, detected cases and projections of future needs for hospital and ICU beds, personal protective equipment (PPE) and ventilators.
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The Stanford-CIDE Coronavirus Simulation Model — or SC-COSMO — incorporates realistic demography and patterns to investigate resource planning and policy evaluations for diverse populations and geographies in California, Mexico and India.

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China’s role in the COVID-19 outbreak has elicited a growing global backlash, including dueling Republican and Democratic campaign ads, alongside praise for China’s success in curbing the coronavirus and sending medical assistance overseas. How will the pandemic reshape China’s domestic and international standing, and what lies ahead for U.S.-China relations? Weiss will discuss the Chinese government’s pandemic response and what it reveals about the CCP’s domestic and international intentions.

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Jessica Chen Weiss
Jessica Chen Weiss is an associate professor of Government at Cornell University, China/Asia political science editor at the Washington Post Monkey Cage blog and a nonresident Senior Associate at the Center for Strategic and International Studies.  She is the author of Powerful Patriots: Nationalist Protest in China’s Foreign Relations (Oxford University Press, 2014).  Her research appears in International Organization, China Quarterly, International Studies Quarterly, Journal of Conflict Resolution, Security Studies, Journal of Contemporary China, and Review of International Political Economy, as well as in the New York Times, Foreign Affairs, and Washington Quarterly.  She was previously an assistant professor at Yale University and founded FACES, the Forum for American/Chinese Exchange at Stanford, while an undergraduate at Stanford University.  Born and raised in Seattle, Washington, she received her Ph.D. from the University of California, San Diego in 2008, where her dissertation won the 2009 American Political Science Association Award for best dissertation in international relations, law and politics.  Weiss is a term member of the Council on Foreign Relations.


Image of red flag over the Shanghai BundThis event is part of the 2020 Winter/Spring Colloquia series, The PRC at 70: The Past, Present – and Future?, sponsored by APARC's China Program.

 

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Jessica Chen Weiss Associate Professor of Government, Cornell University
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