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Seminar Recording: https://youtu.be/Ot8lMxDSb34

 

About the Event: This paper addresses a single question: What explains the lack of civil war recurrence in El Salvador since the 1992 Chapultepec Accords? This lack of recurrence presents a unique puzzle given the fact that the civil war’s underlying causes remain unresolved. A well-established body of scholarship has identified a host of variables critical in explaining civil war recurrence, but much less ink has been spilled to explain non-recurrence. As such, I examine the factors identified in scholarship to be correlated with civil war recurrence to determine what they might tell us about civil war non-recurrence. I argue that the civil war non-recurrence in El Salvador rests not only on the durability of the agreement’s coercive/military and political provisions but also on the rebel group’s organizational design. To test this argument, I process trace along the recurrence variables and find support for my argument.   

 

About the Speaker: Meg K. Guliford is a Penn Provost Postdoctoral Fellow in residence at Perry World House. Her broad research agenda reflects an interest in political violence, conflict processes, and U.S. foreign policy. Her research has been supported by the U.S. Institute of Peace and the Eisenhower Institute. Guliford’s career in the federal government began as a Presidential Management Fellow for the U.S. Marine Corps Headquarters and has included a civilian deployment to Iraq and work for the Institute for Defense Analyses and the Under Secretary of Defense for Intelligence. Guliford will receive her Ph.D. in International Relations from Tufts University’s Fletcher School of Law and Diplomacy. She received her M.P.P. from the Harvard Kennedy School and a B.A. from the University of Pennsylvania.

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Meg K. Guliford Provost Postdoctoral Fellow University of Pennsylvania
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Seminar Recording: https://youtu.be/JqN4Ga4DVss

 

About the Event: 

Much of the imagery and remote sensing analysis in the Open Source Community pertains to North Korea’s nuclear weapons pathway and military capability. However, many questions remain regarding economic and agricultural health in a nation known for denial of access to outside observation. But by applying emerging analytical and processing technology of satellite imagery and data, we can address the challenge of examining economic and environmental patterns in the North.

Machine Learning technology has been used to analyze rudimentary objects like roads or buildings on satellite imagery for years, but has yet to be successfully employed to better understand nuanced patterns of life. In our partnership with the analytics company Orbital Insight, we have undertaken a project of counting thousands of objects in satellite images taken over the past five years to uncover North Korea’s trade relationship with China.

This project includes counting number of trucks at each side of the Sino-Korean Friendship Bridge as a measure of trade activity between North Korea and China. By applying artificial intelligence to more than 300 satellite images, we observed fluctuations of truck counts, which peak during the month of November. A significant drop in the truck counts during the year of 2020 is noticed as a result of restricted traffic from the global pandemic, although as much as 30 trucks were observed in the month of June on both sides of the border. The project demonstrates the utilities of machine learning in analyzing emerging datasets. Careful monitoring of trade between the two states can aid in better understanding the China-North Korea economic relationship and how it evolves over time.

CISAC is also partnering with international organizations and geospatial systems specialists to apply data derived from public space mapping systems to better understand macro-environmental, agricultural, and water security trends over the past twenty years in North Korea. For decades, scientists of every discipline have been analyzing remotely-sensed images and data sets to extract otherwise-imperceptible insight pertaining to broad aspects of environmental health including coastal erosion, deforestation, land subsidence, and global thermal changes. But because of a post-war technology vacuum and broadly-applied sanctions against space-derived information, North Korea has never had access to this data or the advanced software and data storage architecture necessary to support it. The potential for direct collaboration with the North on environmental analysis may enhance North Korea’s ability to mitigate its own agricultural risk and potentially facilitate informal international collaboration.

 

 

About the Speaker: Allison Puccioni has been an imagery analyst for over 25 years, working within the military, tech, media, and academic communities. After honorably serving in the US Army as an Imagery Analyst from 1991 - 1997, Allison continued the tradecraft as a civilian augmentee to US and NATO operations in the Kosovo airstrike campaign, and as a Senior Analyst and Mission Planner for Naval Special Warfare Group One. After earning her Master’s Degree in International Policy, Allison established the commercial satellite imagery analysis capability for the British publication company Jane's. In 2015, Allison joined Google to assist with the establishment of applications for its commercial small-satellites. Today, Allison is the Principal and Founder of Armillary Services, providing insight on commercial imaging satellites and associated analytics to the governments, nongovernmental organizations, and the commercial sector. Concurrently, Allison manages the multi-sensor imagery analysis team at Stanford University's Center for International Security and Cooperation.

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Allison Puccioni has been an imagery analyst for over 25 years, working within the military, tech, defense, media, and academic communities. After honorably serving in the US Army as an Imagery Analyst from 1991 - 1997, Allison continued the tradecraft within the Defense Industry: augmenting US and NATO operations in the Kosovo airstrike campaign, and as a Senior Analyst and Mission Planner for Naval Special Warfare Group One. After earning her Masters Degree in International Policy, Allison established the commercial satellite imagery analysis capability for the British publication Jane's, publishing Open Source imagery analysis for six years. In 2015, Allison joined Google to assist with the establishment of applications for its commercial small-satellites. Today, Allison is the Principal and Founder of Armillary Services, providing insight on commercial imaging satellites and associated analytics to the governments, nongovernmental organizations, and the commercial sector. Concurrently, Allison manages the multi-sensor imagery analysis team at Stanford University's Center for International Security and Cooperation.

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Allison Puccioni Principal and Founder Armillary Services
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Seminar Recording: https://youtu.be/TV8ye_OVdzY

 

About the Event: Proof that France had become the world’s fourth nuclear power exploded above the Algerian Sahara in February 1960, during the Algerian War for Independence (1954–62). Sixteen more blasts would take place before France abandoned its Saharan test sites in 1966, which had continued to host French explosions underground during the first years of Algerian Independence. Well before the first airborne detonation, and even after French testing went below ground, the likelihood that radioactive debris (known as fallout) would contaminate the desert environment and its human inhabitants animated an international controversy. Saharan fallout loomed at once as a new threat to Algerian and African sovereignty and to Cold War negotiations that promised to limit weapons testing, revealing historical intersections between African decolonization and the nuclear arms race.

 

About the Speaker: Austin Cooper is a Predoctoral Researcher at Stanford University’s Center for International Security and Cooperation and a PhD Candidate in History and Sociology of Science at the University of Pennsylvania.

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Austin R. Cooper is a Stanton Nuclear Security Fellow in the Security Studies Program at the Massachusetts Institute of Technology. He completed his PhD in History and Sociology of Science at the University of Pennsylvania. He has held fellowships at Stanford University’s Center for International Security and Cooperation and SciencesPo’s Nuclear Knowledges Program.

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Austin Cooper Predoctoral Researcher Stanford University
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Because higher education serves both public and private interests, the way it is conceived and financed is contested politically, appearing in different forms in different societies. What is public and private in education is a political–social construct, subject to various political forces, primarily interpreted through the prism of the state. Mediated through the state, this construct can change over time as the economic and social context of higher education changes. In this paper, we analyze through the state’s financing of higher education how it changes as a public/private good and the forces that impinge on states to influence such changes. To illustrate our arguments, we discuss trends in higher education financing in the BRIC countries—Brazil, Russia, India, and China. We show that in addition to increased privatization of higher education financing, BRIC states are increasingly differentiating the financing of elite and non-elite institutions.

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Higher Education
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Prashant Loyalka
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Seminar Recording:  https://youtu.be/trpJJ0-nJzE

 

About the Event: In the middle of the twentieth century, geophysical science and new technologies pried open three of Earth's most remote and inhospitable regions: Antarctica, the ocean floor, and the exosphere—that is, outer space. As human activity in these frigid zones increased, so too did their status as “global commons,” domains belonging to all, and therefore none. This presentation examines how one issue in particular, nuclear weapons, galvanized the politics of the global commons from the 1950s to the 1970s and sheds light on how the United States navigated the new spaces as part of its Cold War foreign policy.

 

 

About the Speakers: 

Stephen Buono is a postdoctoral fellow at CISAC. He earned his PhD in History from Indiana University. At Stanford, he is at work on his first book, The Province of All Mankind, a history of how outer space became a realm of American foreign policy and international law in 1950s and 1960s. Before arriving at CISAC, Stephen was an editor for the journal Diplomatic History and an Aerospace History Fellow with the American Historical Association and the National Aeronautical and Space Administration.

 

Ryan A. Musto is a MacArthur Nuclear Security Fellow at CISAC. He holds a PhD in history from The George Washington University and master’s degrees in international and world history from Columbia University and the London School of Economics. Prior to joining CISAC, Ryan served as a Stanton Nuclear Security Fellow at MIT. His work has been published in Diplomatic HistoryDiplomacy & StatecraftPolar RecordBulletin of the Atomic Scientists, and Americas Quarterly, amongst other outlets. Ryan is currently writing a book manuscript on the international history of regional denuclearization.

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Stephen Buono and Ryan Musto Stanford University
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Seminar Recording:  https://youtu.be/zrDq0xRWnhk

 

About the Event: Determination and verification of the nuclear activities of the Democratic People’s Republic of Korea (DPRK) are critical to ongoing disarmament and nonproliferation efforts. This study assesses the complete nuclear fuel cycle of the DPRK, from its capacity to produce fissile material precursors at mining and milling facilities in Pyongsan, to activity at the main Nuclear Scientific Research Center in Yongbyon. An interdisciplinary approach is used to analyze the different stages of the DRPK’s nuclear fuel cycle. In investigating the uranium ore grade and ore production capacity at the mining and milling facilities, we combine analysis of archival geological maps, geological field survey reports, and first-hand collection and geochemical analysis of comparable rock samples from the Korean Peninsula. In analyzing the ongoing activities at fissile material production facilities, we integrate satellite imagery analysis with machine learning algorithms, allowing for automated analysis of large image sets.

 

About the Speaker: Sulgiye Park is a Stanton Nuclear Security Fellow at CISAC, Stanford University, where she focuses primarily on investigating the front-end of uranium pathway in North Korea. She looks at the uranium mining and milling processes for disarmament and nonproliferation efforts. Prior to joining CISAC, Sulgiye was a postdoctoral scholar at Stanford Geological Sciences and Stanford Institute for Materials and Energy Sciences, where Sulgiye studied materials' behaviors at extreme environments.

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Sulgiye Park Stanton Postdoctoral Fellow Stanford University
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Seminar Recording:  https://youtu.be/ISsBNJEKP70

 

About the Event: This chapter builds on my earlier writing during the West African Ebola outbreak, in which I argue that health security paradigms and militarized health interventions engender “defensiveness” in landscapes of care, while they also intensify already securitized landscapes and relationships of development and humanitarian aid. In this chapter, I include insights about the US-authored Global Health Security Agenda (GHSA), to suggest that the Government of Sierra Leone’s 2014 adoption of the agenda has helped to strengthen containment and control paradigms at the expense of care, and to prioritize the collection and management of disease event data over other pressing concerns related to health care delivery (cf. Benton 2015). Specifically, I analyze global health security policy discourse and practice outlined in the GHSA and militarized health interventions as they travel and settle in four disparate sites: a rural clinic in eastern Sierra Leone (see Kardas-Nelson and Frankfurter 2018); abandoned and repurposed treatment centers; the Imperial War Museum’s temporary exhibit “Fighting Extremes: From Ebola to Isis;” and US and Sierra Leonean political rhetoric explicitly linking Ebola virus disease and terrorism (whether by metaphor, analogy, or literal means). Reading across these sites, I show how projects of counter-terrorism and humanitarianism subtend global health policy, and become institutionalized in and through the everyday management of public health provision.

 

About the Speaker: Adia Benton is an associate professor of Anthropology and African Studies at Northwestern University, where she is affiliated with the Science in Human Culture Program. She is the author of the award-winning book, HIV Exceptionalism: Development through Disease in Sierra Leone, and is currently writing a book about the West African Ebola outbreak.

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Adia Benton Associate Professor of Anthropology Northwestern University
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Seminar Recording: https://youtu.be/GZwdR1cNPAg

 

About the Event: In recent years, the world has increasingly witnessed international conflict along ideological fault lines. Western policymakers warn that authoritarian countries like Russia and China are seeking to exploit divisions within democratic societies to promote autocratic tendencies, while for decades, authoritarian countries have accused the West of doing the same—of manufacturing domestic uprisings as a way to force liberalism upon them. While history is filled with examples of conflicts along these types of ideological lines, there is little consensus among scholars or policymakers about whether states’ governing ideologies matter for their foreign policy behavior and if they do, why.

This presentation will focus in on British and U.S. reactions to the Haitian Revolution to advance our understanding of the relationship between ideology and international conflict. I show that Britain and the United States both initially isolated Haiti due to fears that the Haitians would promote or otherwise inspire the spread of slave rebellions throughout the Caribbean and U.S. South. However, after outlawing slavery in its colonies, Britain’s foreign policy towards Haiti quickly diverged from that of the United States. Britain formally ended its regime dispute with Haiti, deepened its economic links with the country, and even began cooperation with Haitian leaders to police the Atlantic slave trade. Taken together, the case strongly suggests that British and U.S ideological stance on slavery was a primary source of their disputes with the Haitian regime.

 

 

About the Speaker: Lindsay Hundley holds a Ph.D. from the Department of Political Science at Stanford University. Her primary research examines why states fight over the leadership and institutions of other countries, and her book project explores the role of political ideology in shaping both how leaders perceive threats from other states and their willingness to resort to subversion. In other research, Lindsay leverages advances in political methodology to shed new light on enduring questions in international politics, with a particular emphasis on experimental tests of formal models and the use of machine learning techniques to process and analyze political texts. Her work has been published at the Journal of Politics and International Studies Perspectives.

Before joining CISAC, Lindsay was a pre-doctoral research fellow with the International Security Program at Harvard Kennedy School's Belfer Center for Science and International Affairs. At Stanford, she was a Gerald J. Lieberman Fellow -- one of the University's highest distinctions awarded to doctoral students for outstanding accomplishments in research, teaching, and academic leadership.

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Lindsay Hundley Postdoctoral Fellow Stanford University
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About the Event: What lies at the origins of major wars?

I argue that major wars are caused by the attempts of great powers to escape their two-front war problem: encirclement. To explain the causal mechanism that links encirclement to major war, I identify an intervening variable: the increase in the invasion ability of the immediate rival. This outcome unfolds in a three-step process: double security dilemma, war initiation, and war contagion.

Encirclement is a geographic variable that occurs in presence of one or two great powers (surrounding great powers) on two different borders of the encircled great power. The two front-war problem triggers a double security dilemma (step 1) for the encircled great power, which has to disperse its army to secure its borders. The surrounding great powers do not always have the operational capability to initiate a two-front war (latent encirclement) but, when they increase their invasion ability (actualized encirclement), the encircled great power attacks (war initiation, step 2). The other great powers intervene due to the rival-based network of alliances for preventing their respective immediate rival from increasing its invasion ability (war contagion, step 3).

I assess my theory in the outbreak of WWI. This article provides ample support to the claim that major wars are caused by a great power that has the limited goal of eliminating its two-front war problem. These findings have important implications for the prospects of major wars, since I anticipate that in the long term China will face the encirclement of India and Russia.

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About the Speaker: Andrea Bartoletti holds a Ph.D. in Political Science from the University of Chicago. His research interests span on international security and IR theory with a focus on the origins of major wars, polarity and war, U.S. grand strategy in the Indo-Pacific region, and great powers' intervention in civil wars.

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Andrea Bartoletti Postdoctoral Fellow Stanford University
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The wide-scale global movement of school education to remote instruction due to Covid-19 is unprecedented. The use of educational technology (EdTech) offers an alternative to in-person learning and reinforces social distancing, but there is limited evidence on whether and how EdTech affects academic outcomes. Recently, we conducted two large-scale randomized experiments, involving ~10,000 primary school students in China and Russia, to evaluate the effectiveness of EdTech as a substitute for traditional schooling. In China, we examined whether EdTech improves academic outcomes relative to paper-and-pencil workbook exercises of identical content. We found that EdTech was a perfect substitute for traditional learning. In Russia, we further explored how much EdTech can substitute for traditional learning. We found that EdTech substitutes only to a limited extent. The findings from these large-scale trials indicate that we need to be careful about using EdTech as a full-scale substitute for the traditional instruction received by schoolchildren.

The wide-scale global movement of school education to remote instruction due to Covid-19 is unprecedented. The use of educational technology (EdTech) offers an alternative to in-person learning and reinforces social distancing, but there is limited evidence on whether and how EdTech affects academic outcomes, and that limited evidence is mixed.1,2 For example, previous studies examine performance of students in online courses and generally find that they do not perform as well as in traditional courses. On the other hand, recent large-scale evaluations of supplemental computer-assisted learning programs show large positive effects on test scores. One concern, however, is that EdTech is often evaluated as a supplemental after-school program instead of as a direct substitute for traditional learning. Supplemental programs inherently have an advantage in that provide more time learning material.

Recently, we conducted two large-scale randomized experiments, involving ~10,000 primary school students in China and Russia, to evaluate the effectiveness of EdTech as a substitute for traditional schooling.3,4 In both, we focused on whether and how EdTech can substitute for in-person instruction (being careful to control for time on task). In China, we examined whether EdTech improves academic outcomes relative to paper-and-pencil workbook exercises of identical content. We followed students ages 9–13 for several months over the academic year. When we examined the impacts of each supplemental program we found that EdTech and workbook exercise sessions of equal time and content outside of school hours had the same effect on standardized math test scores and grades in math classes. As such, EdTech appeared to be a perfect substitute for traditional learning.

In Russia, we built on these findings by further exploring how much EdTech can substitute for traditional learning. We examined whether providing students ages 9–11 with no EdTech, a base level of EdTech (~45 min per week), and a doubling of that level of EdTech can improve standardized test scores and grades. We found that EdTech can substitute for traditional learning only to a limited extent. There is a diminishing marginal rate of substitution for traditional learning from doubling the amount of EdTech use (that is, when we double the amount of EdTech used we do not find that test scores performance doubles). We find that additional time on EdTech even decreases schoolchildren’s motivation and engagement in subject material.

The findings from the large-scale trials indicate that we need to be careful about using EdTech as a full-scale substitute for the traditional instruction received by schoolchildren. There are two general takeaways: First, to a certain extent, EdTech can successfully substitute for traditional learning. Second, there are limits on how much EdTech may be beneficial. Admittedly, we need to be careful about extrapolating from the smaller amount of technology substitution in our experiments to the full-scale substitution in the face of the coronavirus pandemic. However, these studies may offer important lessons. For example, a balanced approach to learning in which schoolchildren intermingle work on electronic devices and work with traditional materials might be optimal. Schools could mail workbooks to students or recommend that students print out exercises to break up the amount of continuous time schoolchildren spend on devices. This might keep students engaged throughout the day and avoid problems associated with removing the structure of classroom schedules. Schools and families can devise creative remote learning solutions that include a combination of EdTech and more traditional forms of learning. Activities such as reading books, running at-home experiments, and art projects can also be used to break up extensive use of technology in remote instruction.

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Nature Partner Journal: Science of Learning
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Prashant Loyalka
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