Society

FSI researchers work to understand continuity and change in societies as they confront their problems and opportunities. This includes the implications of migration and human trafficking. What happens to a society when young girls exit the sex trade? How do groups moving between locations impact societies, economies, self-identity and citizenship? What are the ethnic challenges faced by an increasingly diverse European Union? From a policy perspective, scholars also work to investigate the consequences of security-related measures for society and its values.

The Europe Center reflects much of FSI’s agenda of investigating societies, serving as a forum for experts to research the cultures, religions and people of Europe. The Center sponsors several seminars and lectures, as well as visiting scholars.

Societal research also addresses issues of demography and aging, such as the social and economic challenges of providing health care for an aging population. How do older adults make decisions, and what societal tools need to be in place to ensure the resulting decisions are well-informed? FSI regularly brings in international scholars to look at these issues. They discuss how adults care for their older parents in rural China as well as the economic aspects of aging populations in China and India.

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Seminar Recording: https://youtu.be/vrUV4VtYZsE

 

About this Event:

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Ben Boston

1:30 PM - 2:15 PM 

Introductions will start at 1:30pm. Each presentation will be 20 minutes with a 10 minute discussion.

Title: America in East Africa: Security Partnerships, Aid Dependence, and Diplomatic Leverage

Abstract: Why is the United States able to shape the actions of friendly nations? In this thesis, I offer an answer by examining cases of military invasions by and domestic political liberalization effort of the Kenyan and Ugandan governments since the end of the Cold War. Drawing on academic, journalistic, and participant reporting of each case, including interviews with key American policymakers, I test three theoretical frameworks: balance of interests, dependence, and coercive diplomacy. Through these I attempt to explain American influence over the 1998 Ugandan and Rwandan invasion of the Democratic Republic of the Congo, the 2011 Kenyan invasion of southern Somalia, the 1991 Kenyan reinstitution of multiparty politics, and the 2005 Ugandan abolition of presidential term limits and reinstitution of multiparty politics. The existing literature on these cases focuses on outcomes broadly, and on African states’ comparative ability to secure agency relative to the wishes of their donors. Taking the United States as my focus, in this comparative case study, I find consistent limits to America’s ability to shape the actions of Kenya and Uganda regarding their core interests; however, clear, sustained application of coercive diplomacy still altered outcomes — especially when it used the leverage offered by dependence. This thesis creates a model of American agency in maximizing leverage over aid-dependent states.

 

 

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Eva Frankel

2:15 PM - 2:50 PM

Introductions will start at 1:30pm. Each presentation will be 20 minutes with a 10 minute discussion.

Title: Assessing the Threat of Bioterror from Lone Insiders in Biological Laboratories

Abstract: As the cost of DNA synthesis and sequencing drops and the life sciences advance, the literature suggests that synthesizing and weaponizing pathogens may have become within reach for non-state actors, creating a fundamental shift from a Cold War framework focused on the capabilities of state bioweapons programs to one focused on the threat posed by mass-casualty attacks perpetrated by terrorists. Lone insiders in biological laboratories, who have technical training and access to laboratory equipment, are considered a particular threat. Given the scholarship that suggests lone insiders in biological laboratories pose a significant security threat, why have there been no mass-casualty attacks perpetrated by lone insiders using pathogens? This thesis considers the capabilities of potential malicious actors in biological laboratories to weaponize pathogens, and their motivations to perpetrate mass-casualty attacks. Drawing on bibliometric data from synthetic virology papers, I argue that the historical threshold for capability required to weaponize pathogens is prohibitory to those who are not early adopters or innovators in the field of synthetic virology. Furthermore, I show that the malicious acts historically perpetrated by lone insiders are best characterized as biocrimes rather than bioterrorist acts, and transnational groups have not sought to recruit insiders in biological laboratories. By more fully understanding the threat of bioterrorism posed by lone insiders, policymakers and research institutions can work to ensure laboratory safety and security while promoting open science.

Virtual Seminar

Ben Boston and Eva Frankel
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ABSTRACT

Democracy promotion has been a longstanding goal of US foreign policy in the Middle East and elsewhere. President George W. Bush championed democracy promotion as a way to counter the ideology and extremism that led to the September 11, 2001 terror attacks against the United States. After Bush’s attempts ended in abject failure, President Barack Obama sought to repair relations with the Muslim world but also withdraw the US footprint in the Middle East. But Obama was forced to take a far more hands-on approach with the outbreak of the 2010-2011 uprisings known as the Arab Spring. President Donald Trump, who has displayed an almost allergic aversion to Obama’s policies, has openly embraced the region’s autocrats with little regard for their abuse of human rights or absence of attention to political or economic freedom. How the United States approaches the region matters – both for aspiring democrats and for those who wish to silence them. Despite the rise of Russia and China, the United States remains the sole superpower, with the loudest voice on the world stage. Thus, the shift from democracy promoter – albeit reluctantly at times – to authoritarian enabler has made the task of democratic political reform far more challenging for people across the Middle East. This discussion will examine the recent democracy promotion efforts of the United States, with a focus on the Obama and Trump years.

SPEAKER BIO

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Sarah Yerkes is a fellow in the Carnegie Endowment for International Peace’s Middle East Program, where her research focuses on Tunisia’s political, economic, and security developments as well as state-society relations in the Middle East and North Africa.  She has been a visiting fellow at the Brookings Institution and a Council on Foreign Relations international affairs fellow and has taught in the Security Studies Program at Georgetown University and at the Elliott School of International Affairs at the George Washington University. Yerkes is a former member of the State Department’s policy planning staff, where she focused on North Africa. Previously, she was a foreign affairs officer in the State’s Department’s Office of Israel and Palestinian affairs. Yerkes also served as a geopolitical research analyst for the U.S. military’s Joint Staff Strategic Plans and Policy Directorate (J5) at the Pentagon, advising the Joint Staff leadership on foreign policy and national security issues.

Online, via Zoom: REGISTER

Sarah Yerkes Carnegie Endowment for International Peace
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Stringent social-distancing rules and other restrictions aimed at addressing the Covid-19 pandemic have brought a large part of the world to a screeching halt and dramatically changed current daily life for millions of people around the globe. In the U.S. alone, the economic toll was underscored this week when the U.S. Labor Department reported that another 6.6 million people filed for unemployment last week, bringing the total number of job losses to more than 16 million over the last month. 

How long can a nation of 327 million people endure with work and schools closed, lost jobs, and people still dying from a pandemic with no proven treatment? And, as the number of new infections starts to level off, will Americans be willing to continue to adhere to such strict measures?  

In a perspective published in the April 9, 2020, issue of the New England Journal of MedicineDavid Studdert, professor in both Stanford’s law and medical schools, and Mark Hall, professor of law at Wake Forest Law School, analyze the tension between disease control priorities and basic social and economic freedoms. 

“Resistance to drastic disease-control measures is already evident. Rising infection rates and mortality, coupled with scientific uncertainty about Covid-19, should keep resentment at bay — for a while. But the status quo isn’t sustainable for months on end; public unrest will eventually become too great,” writes Studdert and Hall.

In the perspective, titled Disease Control, Civil Liberties, and Mass Testing — Calibrating Restrictions during the Covid-19 Pandemic,” the authors advocate for a graduated path back to normal that is guided by a population-wide program of disease testing and surveillance.

Read the Perspective

In ordinary times, a comprehensive program of testing, certification, and retesting would be beyond the pale. Today, it seems like a fair price to pay for safely and fairly resuming a semblance of normal life.
David Studdert
David M. Studdert is a leading expert in the fields of health law and empirical legal research. He explores how the legal system influences the health and well-being of populations. A prolific scholar, he has authored more than 150 articles and book chapters and his work appears frequently in leading international medical, law, and health policy publications.
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David Studdert addresses the tradeoff between basic liberties and societal health in the current coronavirus pandemic in a New England Journal of Medicine perspective.

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The following is Part 1 of a two-article series on facilitating cross-cultural online learning.


COVID-19 has now extended into most communities around the world, and we are only just beginning to understand the depth and breadth of its impact. Here at SPICE, our hearts and minds are especially focused on the effects that this global pandemic is having upon students. School closures and remote learning are becoming the norm as people are being asked—and in many cases, required—to maintain “social distancing” in order to prevent an even more rapid spread of the disease.

Every day there are more resources becoming available for teaching and learning online in the COVID-19 era. Many educators are struggling with how to adapt their teaching to the digital environment, while also striving to take full advantage of their new online context. We would like to share a few tips that we have learned from our own experiences with leveraging online teaching to forge international student connections, in hopes of encouraging others to develop similar cross-cultural online experiences for students on a global scale.

First, let me describe our own context for teaching online at SPICE. SPICE has been engaging high school students in the United States in online learning since 2004, when our first cohort of the Reischauer Scholars Program (RSP) began its intensive study of Japan and U.S.–Japan relations. When we launched a counterpart to the RSP in 2015—the Stanford e-Japan Program, an online course on U.S. society and culture and U.S.–Japan relations taught to high school students in Japan—we began to explore ways in which these two cohorts of students could come together and learn directly from and with one another. Just as the RSP students are spread across the United States, the Stanford e-Japan students are distributed across the islands of Japan. The diversity of perspectives, backgrounds, and experiences that these students bring to their cohorts is one of the richest and most valued aspects of SPICE’s online teaching initiatives.

We wanted to give our RSP and Stanford e-Japan students an opportunity to come together and discuss their shared experiences, concerns, and anxieties within the contexts of their new realities. How is the COVID-19 pandemic impacting daily life in their respective societies and communities? What are the local and national government responses to this crisis? How are their schools managing the closures, and how is it impacting their future education plans and prospects? These were among the many topics discussed by students across the Pacific at a recent virtual event.

On Friday, March 20 at 7:00pm PDT (which was 11:00am on Saturday, March 21 in Japan), 45 students from across Japan and the United States came together in a Zoom virtual classroom (VC) session to meet, chat, share, learn, and listen. Below are a few best practices that we implemented in this recent session, and that we hope will be helpful for others when considering pedagogical strategies for engaging students in international and cross-cultural online discussions.

 

1. Prepare students in advance

To make for a rich and productive session, it is crucial that students come to the session well prepared and ready to engage actively. Prior to the session, all students were sent an agenda and asked to prepare at least two questions for small-group discussion. We also asked for student volunteers from each course to serve as small-group discussion leaders; half from RSP, half from Stanford e-Japan. Simple guidelines for moderating the discussion were sent to the discussion leaders in advance, including the following:

  • Begin by identifying yourself as the small-group discussion leader.
  • Facilitate self-introductions.
  • Be mindful of encouraging all students to participate and voice their opinions and perspectives.
  • Remind everyone of the agenda and the time allotted for small-group discussion.

 

2. Set basic ground rules for discussion

For online discussions in general—and especially for discussions in a cross-cultural setting—it is important for students to know what to expect and understand what is expected of them. In our case, because communication styles and norms—particularly in group settings—tend to be quite different in Japan and the United States, we have found it helpful to address these differences up-front to alleviate potential cross-cultural misunderstandings. Following brief introductions by the RSP and Stanford e-Japan course instructors, we began the session by taking a few minutes to highlight key differences in cross-cultural communication styles. For example, students in the United States tend to be less comfortable and/or familiar with silence or pauses in conversation, while students in Japan are often used to allowing for more time and space to think before speaking up.

 

3. Divide students into small groups

While student discussions can certainly be facilitated in one large group, we highly recommend dividing students into smaller groups if your software allows. (In Zoom, use the “Breakout Rooms” feature to do this.) In our experience, small groups create an environment that fosters dialogue that is more student-centered, dynamic, and inclusive—and therefore more meaningful to students. We have found that group sizes of five to eight work well. With 45 students in attendance at our recent session, we decided to divide students into six small breakout rooms in Zoom, each with a mix of students from the United States and Japan. All groups held their discussions in English, with the exception of one bilingual group comprised of American students fluent in Japanese and Japanese students fluent in English. With about seven or eight students in each group, each student had ample opportunity to actively engage in discussion and share his or her perspectives and experiences with one another. Each group was preassigned a topic/theme for discussion: COVID-19 (two groups), U.S.–Japan politics and economy, Japanese pop culture, Japanese language, and education.

 

4. Assign roles

In addition to the discussion leader role, students were also asked to assign a notetaker/reporter in each small group. For groups with an RSP student leader, a Stanford e-Japan student was asked to report back to the main group at the end of the session, and vice versa for groups with a Stanford e-Japan leader.

 

5. Support student discussion

Once students’ discussions are underway, periodically check in on each group and provide support as needed. We use Zoom for our virtual class platform, which allows for the host to hop between the breakout rooms throughout the duration of the session. While we prefer to allow for the small-group discussions to remain student-centered and student-led, there are times when a teacher might jump into a small group and either notice that a particular student is dominating the discussion, or that there are extended silences. It would be appropriate here for a teacher to send a private message to the discussion leader with some guidance and support as needed.

 

6. Debrief as a class

Save time at the end of class to reconvene students as a large group and share out to each other. In our case, the notetaker/reporter for each small group presented a short summary of his or her group’s discussion and some time was allowed for comments from the whole group following each presentation. While there were five different topics assigned to the six groups, it was interesting to see that all of the groups ended up discussing the impact of the COVID-19 situation at some point during their time together. Dedicating time to this whole-group debrief enabled students to learn about different perspectives and varied comparative responses to COVID-19, and it created a valuable opportunity for students to forge a cohesive virtual community of their own.

 

Concerns about the COVID-19 pandemic, of course, hovered above all of us during the session and one of the big “take-aways” for the students was how interdependent and interconnected the world is. The anxieties of suddenly transitioning to online learning, being separated from friends and classmates, and not knowing how this pandemic might impact their prospects for higher education are shared by high school students everywhere. With many students transitioning to some form of remote learning, this could be an ideal time for young people to reach out across cultural and societal boundaries and deepen their international and cross-cultural awareness and understanding, and for schools to consider offering opportunities for these virtual connections to be made.


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).

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


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Depiction of a virtual classroom session with students of the Reischauer Scholars Program and Stanford e-Japan. Illustration by Rich Lee Draws!!!
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STANFORD, CA, April 8, 2020  — Stanford University’s Walter H. Shorenstein Asia-Pacific Research Center (APARC) is pleased to announce that journalist and author Tom Wright is the recipient of the 2020 Shorenstein Journalism Award for excellence in coverage of the Asia-Pacific region. Wright, who over the past twenty-five years has worked mainly in South and Southeast Asia, is the coauthor of the New York Times bestseller Billion Dollar Whale, which unravels the story of one of the world's greatest financial scandals involving the multibillion-dollar looting of the Malaysian sovereign wealth fund 1Malaysia Development Bhd (1MDB). The book builds on Wright’s multiyear investigative reporting for the Wall Street Journal, where he most recently served as Asia economics editor. In the coming fall quarter, Wright will receive the award at a ceremony and headline a panel discussion at Stanford.

Wright started his career with Reuters in Indonesia in the 1990s at a time when Gen. Suharto’s military dictatorship was crumbling. During the Asian financial crisis of 1997-98, he joined Dow Jones Newswires in Bangkok, later moving to the Wall Street Journal. He has investigated corruption in Indian companies, the failure of the U.S.’s civilian aid program for Pakistan, and was one of the first journalists to arrive at the scene of the raid in which Navy SEALs killed Osama bin Laden. His 2013 award-winning series on the Rana Plaza factory disaster in Bangladesh, which killed over 1,000 people, exposed how international garment manufacturers turned a blind eye to safety violations to reduce costs.

In 2015, he began investigations into the 1MDB scandal, one of the largest financial frauds of all time in which bankers at Goldman Sachs helped a young Malaysian financier steal at least $4 billion from Malaysian state fund 1MDB. The three-year investigation revealed the degree to which Western institutions, from Wall Street banks, law firms, auditors, and even Hollywood film companies, ignore malfeasance in the pursuit of profits. Wright’s work sparked investigations by law enforcement and regulators in multiple countries and outrage in Malaysia, where the ruling coalition, after 61 years in power, suffered a landslide defeat in a shocking 2018 election.

“Throughout his career, Tom Wright’s consummate reporting and persistent investigations have repeatedly shone a light on major Asian affairs and the complicity of Western institutions in the affliction of corruption in Asia,” said Gi-Wook Shin, Shorenstein APARC director. “His work embodies an unwavering commitment to the pursuit of truth and to advancing a critical consideration of both Asian and Western societies. We are delighted to recognize him with the Shorenstein Journalism Award.”

Presented annually by APARC, the Shorenstein award, which carries a $10,000 cash prize, honors the legacy of APARC’s benefactor, Mr. Walter H. Shorenstein, and his twin passions for promoting excellence in journalism and understanding of Asia. “We are grateful to the Shorenstein family for its support of our Center and its mission and to the members of the award selection committee for their expertise and service,” noted Shin.

The selection committee for the Shorenstein Journalism Award, which unanimously chose Wright as the 2020 honoree, includes Wendy Cutler, vice president and managing director, Washington, D.C. Office, Asia Society Policy Institute; James Hamilton, Hearst Professor of Communication, chair of the Department of Communication, and director of the Stanford Journalism Program, Stanford University; Raju Narisetti, global publishing director-elect, McKinsey & Company; Philip Pan, weekend editor, former Asia editor, the New York Times; and Prashanth Parameswaran, senior editor, the Diplomat

Eighteen journalists have previously received the Shorenstein award, including most recently Maria Ressa, CEO and executive editor of Rappler; Anna Fifield, the Washington Post’s Beijing bureau chief and long-time North Korea watcher; Siddharth Varadarajan, founding editor of the Wire; Ian Johnson, a veteran journalist with a focus on Chinese society, religion, and history; and Yoichi Funabashi, former editor-in-chief of the Asahi Shimbun.

Information about the 2020 Shorenstein Journalism Award ceremony and panel discussion featuring Wright will be forthcoming in the fall quarter.

Find out more at aparc.fsi.stanford.edu/events/shorenstein-journalism-award.


Media Contact:

Noa Ronkin
Associate Director for Communications and External Relations
Shorenstein APARC
noa.ronkin@stanford.edu

 

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On May 20th please join us for Perspectives on Science Communication, Misinformation, and the COVID-19 Infodemic, featuring University of Washington scholars Kate Starbird, Jevin West and Ryan Calo, in conversation with Cyber Policy Center Director Kelly Born, as they discuss a new project exploring how scientific findings and science credentials are mobilized in the spread of misinformation.

Kate Starbird and Jevin West will present emerging research into how scientific findings and science credentials are mobilized within the spread of false and misleading information about COVID-19. Ryan Calo will explore proposals to address COVID-19 through information technology—the subject of a recent Senate Commerce hearing at which he testified—with particular attention to the ways contact tracing apps could prove a vector for misinformation and disinformation. 


May 20, 10am-11am (PST)
Join via Zoom 

Kate StarbirdKate Starbird is an Associate Professor in the Department of Human Centered Design & Engineering (HCDE) and Director of the Emerging Capacities of Mass Participation (emCOMP) Laboratory. She is also adjunct faculty in the Paul G. Allen School of Computer Science & Engineering and the Information School and a data science fellow at the eScience Institute. 

Kate's research is situated within human-computer interaction (HCI) and the emerging field of crisis informatics — the study of how information-communication technologies (ICTs) are used during crisis events. Her research examines how people use social media to seek, share, and make sense of information after natural disasters (such as earthquakes and hurricanes) and man-made disasters (such as acts of terrorism and mass shooting events). More recently, her work has shifted to focus on the spread of disinformation in this context. 

Ryan Calo
Ryan Calo
 is the Lane Powell and D. Wayne Gittinger Associate Professor at the University of Washington School of Law. In addition to co-founding the UW Center for an Informed Public, he is a faculty co-director (with Batya Friedman and Tadayoshi Kohno) of the UW Tech Policy Lab---a unique, interdisciplinary research unit that spans the School of Law, Information School, and Paul G. Allen School of Computer Science and Engineering where Calo also holds courtesy appointments. Calo is widely published in the area of law and emerging technology. 

 


Jevin WestJevin West is an Associate Professor in the Information School at the University of Washington. He is the co-founder of the DataLab and the new Center for an Informed Public at UW. He holds an Adjunct Faculty position in the Paul G. Allen School of Computer Science & Engineering and Data Science Fellow at the eScience Institute. His research and teaching focus on misinformation in and about science. He develops methods for mining the scientific literature in order to study the origins of disciplines, the social and economic biases that drive these disciplines, and the impact the current publication system has on the health of science. 

 

Kelly Born
Kelly Born
 is the Executive Director of Stanford’s Cyber Policy Center. The center’s research and teaching focuses on the governance of digital technology at the intersection of security, geopolitics and democracy. Born collaborates with the center’s program leaders to pioneer new lines of research, policy-oriented curriculum, and outreach to key decision-makers globally. Prior to joining Stanford, Born helped to launch and lead The Madison Initiative at the William and Flora Hewlett Foundation, one of the largest philanthropic undertakings working to reduce polarization and improve U.S. democracy. There, she designed and implemented strategies focused on money in politics, electoral reform, civic engagement and digital disinformation. Kelly earned a master’s degree in international policy from Stanford University. 

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A recording of this event can be found here (YouTube recording)

National AI Strategies and Human Rights: New Urgency in the Era of COVID-19, takes place Wednesday, May 6th, at 10am PST with Eileen Donahoe, the Executive Director of the Global Digital Policy Incubator (GDPi) at Stanford's Cyber Policy Center and Megan Metzger, Associate Director for Research, also at GDPi. Joining them will be Mark Latonero, Senior Researcher at Data & Society, Richard Wingfield, from Global Partners Digital, and Gallit Dobner, Director of the Centre for International Digital Policy at Global Affairs Canada. The session will be moderated by Kelly Born, Executive Director of the Cyber Policy Center.   

The seminar will focus on the recently published report, National Artificial Intelligence Strategies and Human Rights: A Review, produced by the Global Digital Policy Incubator at Stanford and Global Partners Digital - and will also provide an opportunity to look at how the COVID-19 crisis is impacting human rights and digital technology work more generally.   

We will also be jointly hosting a webinar with the Freeman Spogli Institute for International Studies on May 8th at 1pm PST, with experts from around the center and institute discussing emerging research on Covid-19, and the implications to future cyber policies, as well as the upcoming elections. More information on the May 8th event, can be found here.   

May 6, 10am-11am (PST)  
Join via Zoom


eileen donahoe headshot  
Eileen Donahoe is the Executive Director of the Global Digital Policy Incubator (GDPI) at Stanford University, FSI/Cyber Policy Center. GDPI is a global multi-stakeholder collaboration hub for development of policies that reinforce human rights and democratic values in digitized society. Areas of current research: AI & human rights; combatting digital disinformation; governance of digital platforms. She served in the Obama administration as the first US Ambassador to the UN Human Rights Council in Geneva, at a time of significant institutional reform and innovation. After leaving government, she joined Human Rights Watch as Director of Global Affairs where she represented the organization worldwide on human rights foreign policy, with special emphasis on digital rights, cybersecurity and internet governance. Earlier in her career, she was a technology litigator at Fenwick & West in Silicon Valley. Eileen serves on the National Endowment for Democracy Board of Directors; the Transatlantic Commission on Election Integrity; the World Economic Forum Future Council on the Digital Economy; University of Essex Advisory Board on Human Rights, Big Data and Technology; NDI Designing for Democracy Advisory Board; Freedom Online Coalition Advisory Network; and Dartmouth College Board of Trustees. Degrees: BA, Dartmouth; J.D., Stanford Law School; MA East Asian Studies, Stanford; M.T.S., Harvard; and Ph.D., Ethics & Social Theory, GTU Cooperative Program with UC Berkeley. She is a member of the Council on Foreign Relations.


Megan Metzger headshot   
Megan Metzger is a Research Scholar and Associate Director for Research at the Global Digital Policy Incubator (GDPi) Program. Megan’s research is focused on how changes in technology change how individuals and states use and have access to information, and how this affects protest and other forms of political behavior. Her dissertation was focused primarily on the role of social media during the EuroMaidan protests in Ukraine. She has also worked on projects about the Gezi Park protests in Turkey, and has ongoing projects exploring Russian state strategies of information online. In addition to her academic background, Megan has spent a number of years studying and working in the post-communist world. Her scholarly work has been published in The Journal of Comparative Economics and Slavic Review. Her analysis has also been published in the Monkey Cage Blog at The Washington Post, The Huffington Post and Al Jazeera English.


Mark Latonero  
Mark Latonero is a Senior Researcher at Data & Society focused on AI and human rights and a Fellow at Harvard Kennedy School’s Carr Center for Human Rights Policy. Previously he was a research director and research professor at USC where he led the Technology and Human Trafficking Initiative. He has also served as innovation consultant for the UN Office of the High Commissioner for Human Rights. Dr. Latonero works on the social and policy implications of emerging technology and examines the benefits, risks, and harms of digital technologies, particularly in human rights and humanitarian contexts. He has published a number of reports on the impact of data-centric and automated technologies in forced migration, refugee identity, and crisis response.  

Richard Wingfield  
Richard Wingfield provides legal and policy expertise across Global Partners Digital's portfolio of programs. As Head of Legal, he provides legal and policy advice internally at GPD and to its partner organizations on human rights as they relate to the internet and digital policy, and develops legal analyses, policy briefings and other resources for stakeholders. Before joining GPD, Richard led on policy development and advocacy at the Equal Rights Trust, an international human rights organization working to combat discrimination and inequality. He has also undertaken research for the Bar Human Rights Committee and Commonwealth Lawyers Association, the Netherlands Institute of Human Rights and provided support during the preparatory work for the Yogyakarta Principles.  
Gallit Dobner  
Gallit Dobner is Director of the Centre for International Digital Policy at Global Affairs Canada, with responsibility for the G7 Rapid Response Mechanism to counter foreign threats to democracy as well as broader issues at the intersection of foreign policy and technology. She formerly served as Political Counsellor in The Hague, where she was responsible for bilateral relations and the international courts and tribunals (2015-19), and in Algiers (2010-12). Gallit has also served as Deputy Director at Global Affairs Canada for various international security files, including Counter Terrorism, the Middle East, and Afghanistan. Prior to this, Gallit was a Middle East analyst at Canada’s Privy Council Office. Gallit has a Masters in Political Science from McGill University and Sciences PO. 

Kelly Born  
Kelly Born is the Executive Director of Stanford’s Cyber Policy Center. The center’s research and teaching focuses on the governance of digital technology at the intersection of security, geopolitics and democracy. Born collaborates with the center’s program leaders to pioneer new lines of research, policy-oriented curriculum, and outreach to key decision-makers globally. Prior to joining Stanford, Born helped to launch and lead The Madison Initiative at the William and Flora Hewlett Foundation, one of the largest philanthropic undertakings working to reduce polarization and improve U.S. democracy. There, she designed and implemented strategies focused on money in politics, electoral reform, civic engagement and digital disinformation. Kelly earned a master’s degree in international policy from Stanford University. 

Online, via Zoom

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Stanford, CA 94305-6055

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Eileen Donahoe is the co-founder and an affiliated scholar at the Global Digital Policy Incubator (GDPI) at Stanford University's Center on Democracy, Development and the Rule of Law. (Previously, she served as GDPI’s executive director.) GDPI is a global multi-stakeholder collaboration hub for the development of policies that reinforce human rights and democratic values in a digitized society. Current research priorities include: international trends in AI governance, technical methods for aligning AI with democratic norms and standards, evolution of digital authoritarian policies and practices, and emerging blockchain and AI-enabled tools to support democracy.

Eileen served in the Biden administration as US Special Envoy for Digital Freedom at the Department of State. She also served in the Obama administration as the first US Ambassador to the UN Human Rights Council in Geneva during a period of significant institutional reform and innovation. After the Obama administration, she joined Human Rights Watch as Director of Global Affairs, where she represented the organization worldwide on human rights foreign policy, with special emphasis on digital rights, cybersecurity, and internet governance. Earlier in her career, she was a technology litigator at Fenwick & West in Silicon Valley.

Eileen serves as Vice Chair of the National Endowment for Democracy Board of Directors; on the Carnegie Endowment for International Peace Board of Directors; and on the Dartmouth College Board of Trustees. She is a member of the Global Network Initiative (GNI), the World Economic Forum AI Governance Alliance, and the Resilient Governance and Regulation working group. Previously, she served on the Transatlantic Commission on Election Integrity, the University of Essex Advisory Board on Human Rights, Big Data and Technology, the NDI Designing for Democracy Advisory Board, and the Freedom Online Coalition Advisory Network. Degrees: BA, Dartmouth; J.D., Stanford Law School; MA East Asian Studies, Stanford; M.T.S., Harvard; and Ph.D., Ethics & Social Theory, GTU Cooperative Program with UC Berkeley. She is a member of the Council on Foreign Relations.

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Eileen Donahoe Stanford University
Megan Metzger Stanford University
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The Stanford Cyber Policy Center continues its online Zoom series: Digital Technology and Democracy, Security & Geopolitics in an Age of Coronavirus. These webinars will take place every other Wednesday at 10am PST. 

The next event, Improving Journalistic Coverage in the Digital Age: From Covid-19 to the 2020 Elections, will take place Wednesday, April 22, at 10am PST with Andrew Grotto, from the Cyber Policy Center's Program on Geopolitics, Technology, and Governance, Janine Zacharia, from Stanford's Department of Communication and Joan Donovan, from Harvard University’s Shorenstein Center on Media, Politics and Public Policy at the Kennedy School of Government, in conversation with Kelly Born, Executive Director of the Cyber Policy Center. 

Grotto and Zacharia will be discussing their recent report How to Report Responsibly on Hacks and Disinformation. Recognizing that reporters are targeted adversaries of foreign and domestic actors, especially during an election year, the report provides recommendations and actionable guidance, including a playbook and a repeatable, enterprise-wide process for implementation. Donovan will discuss health misinformation, COVID-19, and how this relates to disinformation around the 2020 elections, the US census and beyond. 

Join us on April 22nd for the next talk in this enlightening series. You can also watch our April 8th seminar, Digital Disinformation and Health: From Vaccines to the Coronavirus.  

April 22, 10am-11am (PST) 
Join via Zoom link 
Janine Zacharia 
Janine Zacharia is the Carlos Kelly McClatchy Lecturer in Stanford’s Department of Communication. In addition to teaching journalism courses at Stanford, she researches and writes on the intersection between technology and national security, media trends and foreign policy. Earlier in her career, she reported extensively on the Middle East and U.S. foreign policy including stints as Jerusalem Bureau Chief for the Washington Post, State Department Correspondent for Bloomberg News, Washington Bureau Chief for the Jerusalem Post, and Jerusalem Correspondent for Reuters. 


Andrew Grotto 
Andrew Grotto is director of the Program on Geopolitics, Technology and Governance and William J. Perry International Security Fellow at Stanford’s Cyber Policy Center and teaches the gateway course for graduate students specializing in cyber policy in Stanford’s Ford Dorsey Master’s in International Policy program. He is also a Visiting Fellow at the Hoover Institution. He served as Senior Director for Cyber Policy on the National Security Council in both the Obama and the Trump White House. 



Dr. Joan Donovan

Dr. Joan Donovan is Director of the Technology and Social Change (TaSC) Research Project at the Shorenstein Center. Dr. Donovan leads the field in examining internet and technology studies, online extremism, media manipulation, and disinformation campaigns. Dr. Donovan's research and teaching interests are focused on media manipulation, effects of disinformation campaigns, and adversarial media movements. This fall, she will be teaching a graduate-level course on Media Manipulation and Disinformation Campaigns (DPI-622) with a focus on how social movements, political parties, governments, corporations, and other networked groups engage in active efforts to shape media narratives and disrupt social institutions.

Kelly Born 
Kelly Born is the Executive Director of Stanford’s Cyber Policy Center, where she collaborates with the center’s program leaders to pioneer new lines of research, policy-oriented curriculum, policy workshops and executive education. Prior to joining Stanford, she helped to launch and lead The Madison Initiative at the William and Flora Hewlett Foundation, one of the largest philanthropic undertakings working to reduce polarization and improve U.S. democracy. There, she designed and implemented strategies focused on money in politics, electoral reform, civic engagement and digital disinformation. Kelly earned a master’s degree in international policy from Stanford University.

Andrew Grotto Director of the Program on Geopolitics, Technology and Governance Stanford University
Janine Zacharia Carlos Kelly McClatchy Lecturer in Stanford’s Department of Communication Stanford University
Joan Donovan Director of the Technology and Social Change (TaSC) Research Project Harvard University
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In the midst of the damage to public health and the global economy, the COVID-19 crisis could present an unexpected opportunity both to resolve the only hot war in Europe and to address Russian President Vladimir Putin's assault on international norms of behavior.

As the spreading coronavirus and collapsing oil prices weigh increasingly on the Kremlin, the United States and its allies should offer to lift international sanctions against Russia if Putin will end his military incursions into Ukraine. President Trump and Congress can advance America's interests, and the world's, with a bold step to encourage an end to this war. The Trump administration and Congress should seize this opening.

 

Read the rest at NPR.org.

 

 

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