Podcasts about international affairs program

China's industrial policy for clean energy has turned the country into a powerhouse of solar, wind, battery, and electric vehicle manufacturing. But long before the country's factories moved global markets — and invited Trump's self-destructive tariffs — the country implemented energy and technology policy to level up its domestic industry. How did those policies work? Which tools worked best? And if the United States needs to rebuild in the wake of Trump's tariffs, what should this country learn? On this week's episode of Shift Key, Rob and Jesse talk with two scholars who have been studying Chinese industrial policy since the Great Recession. Joanna Lewis is the Provost's Distinguished Associate Professor of Energy and Environment and Director of the Science, Technology and International Affairs Program at Georgetown University's School of Foreign Service. She's also the author of Green Innovation in China. John Paul Helveston is an assistant professor in engineering management and systems engineering at George Washington University. He studies consumer preferences and market demand for new technologies, as well as China's longstanding gasoline car and EV industrial policy. Shift Key is hosted by Robinson Meyer, the founding executive editor of Heatmap, and Jesse Jenkins, a professor of energy systems engineering at Princeton University.Mentioned: Jesse's downshift; Rob's midshift. --Music for Shift Key is by Adam Kromelow. Hosted on Acast. See acast.com/privacy for more information.

The Weekly Tradecast looks at the trends in South-South trade – along with some challenges on the horizon – with Giselle Datz, an expert in the global political economy at Virginia Tech. Throughout modern history, wealthy nations in the north have been consuming food, minerals and other goods from developing countries most often found in what's called the Global South. But in recent years, the patterns of market power have been shifting within Asia, Latin America and Africa – with profound implications for the global economy and development. The latest UN Trade and Development report says that South-South trade has more than doubled since 2007. In 2023, that trade within the Global South was worth $5.6 trillion. But against this backdrop Donald Trump, the new US president, takes office with talk of tariffs and protectionism. For more on what lies ahead for the Global South and where the risks are, tune in to Giselle Datz, Associate Professor in the Government and International Affairs Program at Virginia Tech.

How does the Biden administration break up with certain Chinese tech supply chains without severing trade ties with China? That's a question we're watching play out right now. Jon Bateman, the co-director of the Technology and International Affairs Program at the Carnegie Endowment for International Peace, wrote a report in 2022 that remains a key document in unpacking the challenges of technological decoupling with China — and in today's episode of POLITICO Tech, he talks with POLITICO's D.C.-based China correspondent —and author of the twice-weekly China Watcher newsletter — Phelim Kine. Learn more about your ad choices. Visit megaphone.fm/adchoices

On May 14, 2024, the Biden administration announced $18 billion dollars worth of tariffs on a range of Chinese imports from “strategic sectors," which include electric vehicles (EVs), batteries, critical minerals, steel and aluminum, semiconductors, solar cells, and medical products. This is the latest episode in Washington's controversial trade war with Beijing, launched by Donald Trump in 2018 and continued under this administration.Jon Bateman, a senior fellow in Carnegie's Technology and International Affairs Program, joins Sophia to unpack President Biden's new tariffs — what are they, and what do they tell us about Washington's evolving relationship with Beijing? What does this latest escalation in the trade war between China and America mean for both countries' allies? And what are the implications of this for the future of  U.S. economic and climate policy?

David Fidler, senior fellow for global health and cybersecurity at CFR, discusses the factors shaping U.S. health and climate policy included in his Council Special Report, A New U.S. Foreign Policy for Global Health. Penelope Overton, climate reporter at the Portland Press Herald, speaks about her experiences reporting on climate and environment stories in Maine and their intersection with public health outcomes. The host of the webinar is Carla Anne Robbins, senior fellow at CFR and former deputy editorial page editor at the New York Times.  TRANSCRIPT FASKIANOS: Thank you. Welcome to the Council on Foreign Relations Local Journalists Webinar. I'm Irina Faskianos, vice president for the National Program and Outreach here at CFR. CFR is an independent and nonpartisan membership organization, think tank, and publisher focused on U.S. foreign policy. CFR is also the publisher of Foreign Affairs magazine. As always, CFR takes no institutional positions on matters of policy. This webinar is part of CFR's Local Journalists Initiative, created to help you draw connections between the local issues you cover and national and international dynamics. Our programming puts you in touch with CFR resources and expertise on international issues and provides a forum for sharing best practices. We're delighted to have over thirty-five participants from twenty-two states and U.S. territories with us today, so thank you for joining this discussion, which is on the record. The video and transcript will be posted on our website after the fact at CFR.org/localjournalists. So we are pleased to have David Fidler, Penelope Overton, and host Carla Anne Robbins to lead today's discussion on “Climate Change and Public Health Policy.” David Fidler is a senior fellow for global health and cybersecurity at CFR. He is the author of the Council special report A New U.S. Foreign Policy for Global Health. Professor Fidler has served as an international legal consultant to the World Bank, the U.S. Department of Defense, the World Health Organization, and the U.S. Centers for Disease Control and Prevention. And his other publications include The Snowden Reader, Responding to National Security Letters: A Practical Guide for Legal Counsel, and Biosecurity in the Global Age: Biological Weapons, Public Health, and the Rule of Law. Penelope Overton is the Portland Press Herald's first climate reporter. She's written extensively on Maine's lobster and cannabis industries. She also covers Maine state politics and other health and environmental topics. In 2021, she spent a year as a spotlight fellow with the Boston Globe exploring the impact of climate change on the U.S. lobster fishery. And before moving to Maine, Ms. Overton covered politics, environment, casino gambling, and tribal issues in Florida, Connecticut, and Arizona. And, finally, Carla Anne Robbins is a senior fellow at CFR and cohost of the CFR podcast The World Next Week. She also serves as the faculty director of the Master of International Affairs Program and clinical professor of national security studies at Baruch College's Marxe School of Public and International Affairs. And previously, she was deputy editorial page editor at the New York Times and chief diplomatic correspondent at the Wall Street Journal. So thank you all for being with us. I'm going to turn the conversation over to Carla to run it, and then we're going to open up to all of you for your questions, which you can either write in the Q&A box but we would actually prefer you to raise your hand so we can hear your voice, and really open up this forum to share best practices and hear what you're doing in your communities. So with that, Carla, over to you. ROBBINS: Thank you, Irina. And I'm glad you're feeling better, although your voice still sounds scratchy. (Laughs.) Welcome back. So, David and Penny, thank you for doing this. And thank you, everybody, for joining us here today. This is—Penny, at some point I want to get into the notion of covering cannabis and lobsters because they seem to go very well together, but—(laughs)—and how you got that beat. But, David, if we can start with you, can you talk about the relationship between the climate and public health threats like the COVID pandemic? I think people would tend to see these as somewhat separate. They're both global threats. But you know, why would rising temperatures increase, you know, the emergence or spread of pathogens? I mean, are they directly driving—one driving the other? FIDLER: Yes. I'll just give a quick public health snapshot of climate change as an issue. In public health, the most important thing you can do is to prevent disease threats or other types of threats to human health. In the climate world, that's mitigation of greenhouse gas emissions. That hasn't gone so well. That creates, then, the second problem: If you have—if you're not preventing problems from emerging, threatening human health and the infrastructure that supports human health, then you have to respond. And that's climate adaptation. And in climate adaptation, we deal—public health officials and experts are going to have to deal with a range of issues. Close to if not at the top of the list is the way in which the changing nature of the global climate through global warming could increase—and some experts would argue is increasing—the threat of pathogenic infections and diseases within countries and then being transmitted internationally. And this leads to a concern about what's called a one health approach because you have to combine environmental health, animal health, and human health to be able to understand what threats are coming. And climate change plays—is playing a role in that, and the fear is that it will play an even bigger role. Coming out of the problems that we had with dealing with the COVID-19 pandemic, this also fills public health officials with alarm because we didn't do so well on that pathogenic threat. Are we ready to deal with potential pathogenic threats that global warming exacerbates in addition to all the other health threats that are going to come with climate change? ROBBINS: So can we just drill down a little bit more on that, as well as a variety of other health threats from climate change? So, like, with malaria, like, more water; water, you know, pools; mosquitoes; malaria spreads itself. With COVID, there was this whole question about, you know, loss of jungles, and maybe animals come in closer to humans, and things spread that way. Can you talk some more about what changes happen to the world around us that—with climate change that could increase the possibility of people getting sick, as well as other stresses on our bodies? FIDLER: Yes. In terms of vector-borne diseases such as malaria or dengue fever, the concern is that as global warming happens the area in which the vectors that carry these diseases will expand. So if you have malaria-carrying mosquitoes, if global warming is expanding the range of possibilities for those mosquitoes to inhabit, then there's a(n) increased public health threat from those vector-borne diseases. If you have a situation in which that global warming is also happening in connection with waterborne diseases, it's both the excess amount of water that you might have with flooding as well as potential shortages of water that you have could also increase the threat of waterborne diseases. So global warming has these effects on potential pathogenic threats. Deforestation is a concern in connection also with humans coming more into contact with pathogens that we haven't experienced before. Unfortunately, we still don't really know what the origin of the COVID-19 virus was, largely because of geopolitical problems. But also, as global warming affects forested areas or other types of ecosystems, the possibility for pathogens to emerge and effect public health increases. ROBBINS: And then there are other effects, like loss of access to water, and rising heat, and all these other things which are part of—because I would suppose that in a lot of places, you know, people would think, well, you know, I live in Kansas; I'm not going to be really worried about loss of a jungle or something of that sort. So in the United States, if you're a public health official, and you haven't thought about climate change as a—as a public health issue, and you want to go make the pitch, what would you say that—how climate is already potentially affecting people's health? FIDLER: Yes, and this is one of the most interesting policy challenges about climate adaptation. Different areas of every country are going to experience climate change differently. So in some parts it might be wildfires. In another part it might be extreme heat. In another part it might be the spread of vector-borne diseases. And in other—in coastal areas, you know, sea level rise. In other areas, shortage of water because of drought. And so for any given locality, right, there could be diverse and different effects of climate change on public health from even a neighboring state or certainly a state, you know, across the country. City and county public health officials and state public health officials are already trying to start to get their head around the types of threats that their communities are going to face. And that's what's going to be interesting to me about today's conversation, is how those types of effects are being discussed at the local level. A critical principle that's usually put in—on the table for any policy discussion, whether it's foreign policy or local policy, is that if you don't have community buy-in, you don't have community commitment to dealing with some of these problems, the policy solutions are going to be far more difficult. ROBBINS: So, Penny, you are new—reasonably new to this beat, and your newspaper created this beat, which is—you know, which is a sort of extraordinary thing. I mean, how big is your newsroom? OVERTON: I think it's about fifty people— ROBBINS: And the notion— OVERTON: —if you include, you know, sports reporters and everybody. ROBBINS: So the notion that they would—maybe your newspaper's the rare local newspaper that's doing really well, but most local newspapers are, you know—(laughs)—are battling these days. Why did they decide that they wanted to create a climate beat? OVERTON: I think that our readers were asking for it. I mean, everybody—I think you find that every newspaper is writing climate stories, you know, in some way, even if it's just running wire—like, national wire stories. And of course, papers are and every news outlet is obsessed with metrics, and we know what readers are looking for. Sometimes the stories aren't necessarily labeled climate, but they are, you know, climate-related. And so in trying to sort out during a general newsroom kind of reshuffle about what readers, especially what our online readers—since that's where everything is kind of moving towards—what they were really looking for, climate was one of the topics that kind of rose to the top. And then also we're part of a newspaper family in Maine where there's a—you know, every—a lot of weeklies, several dailies that all belong under one ownership. It's actually a nonprofit ownership now, as of about a year ago. So I don't think it's a coincidence that it went nonprofit at the same time that they decided to do a climate beat. But one of the topics that unite all of the papers across a really, you know, far-flung state with the areas where you have really well-off people that live along the shore, people who aren't so well-off in the interior, there's not a lot that sometimes unites our state, but everybody was interested in this from the fishermen—who may not want to call it climate change, but they know that things are changing and it's impacting their bottom line; to the loggers up north who can't get into their—you know, their forest roads are now basically mud season for much longer than they used to be, they're not frozen anymore for as long as they were so they can't get in and harvest the way that they were; farmers. I mean, the three Fs in Maine—forestry, farming, and fishing—are, you know, pretty big, and they all care immensely about climate because they know it's affecting their bottom line. So I think that that really united all of our newsrooms. ROBBINS: So can you talk a little bit more about that? Because I—you know, you've lived in places other than Maine, right? I mean, I used to live in Miami, and it's really hot in Miami these days. And the New York Times had this really interesting interactive a couple of years ago in which you could put in the year you were born and your hometown, and it would tell you how many more days of the year would be over 90 degrees. And it was just wild how many more days in Miami it would be. I mean, it's pretty hot in Miami, but many more days now than it was. And you've seen already this spring how bad it is in Miami. So I think to myself, Maine. I mean, Maine—I went to school in Massachusetts; I know what Maine is like. So I would think that Maine would be—it's going to take a while for—you know, for it to come to Maine, but what you're saying is it's already in Maine. So can you talk about how—you know, how it is? And, obviously, it's affecting Maine for them to create a beat like that. So what sort of stories are you writing? OVERTON: Well, I mean, Maine is definitely—you know, its impacts are going to be different. The actual climate threats are different in Maine than they are, say, like in Arizona where I used to live and report. You know, but contrary to what you might think, we actually do have heatwaves—(laughs)—and we have marine heatwaves. The Gulf of Maine is warming faster than 99 percent of the, you know, world's ocean bodies, and so the warming is definitely occurring here. But what we're seeing is that just because it's not—the summer highs are not as high as, like, you know, Nevada, Arizona, Southern California, the Midwest, we also are completely unprepared for what's actually happening because nobody here has ever really had to worry about it. Our temperate climate just didn't make air conditioning a big, you know, high-level priority. So the increasing temperatures that are occurring even now are—we don't have the same ability to roll with it. Warming stations in the winter? Yes, we have those. Cooling stations in the summer? No, we don't have those. And I mean, there are a few cities that are now developing that, but if you don't have a large homeless population in your city in Maine you probably don't have a public cooling station. It's really just the public library is your cooling station. So some of those—that kind of illustrates how sometimes it's not the public health threat; it's actually the public health vulnerability that a local reporter might want to be focusing in on. So you can go to the National Climate Assessment and you can pull up, like, exactly what, you know—even if you don't have a state climate office or a climate action plan, you can go to one of those National Climate Assessments, drill down, and you can get the data on how, you know, the projected temperature increases, and precipitation increases, and the extreme weather that's projected for 2050 and 2100 in your area. And those might not be, you know, nightmare stuff the way that it would be for other parts of the country, but then you'd want to be focusing in on how—what the infrastructure in your state is like. Are you prepared for what will be happening? And I think the air conditioning thing is a really good example. Maine also happens to be, you know—Florida will love this, but Maine's actually the oldest state as far as demographics go. And so you have a lot of seniors here that have been identified as a vulnerable population, and so with the combination of a lot of seniors, with housing stock that's old and doesn't have air conditioning, and that they're a long distance from hospitals, you know, don't always—they don't have a lot of emergency responder capability, that's kind of a recipe for disaster when you start talking to your local public health officers who are going to start focusing in on what happens when we have extreme weather, and the power goes out, and these people who need—are reliant on electricity-fed medical devices, they don't have access, they can't get into the hospital. You can see kind of where I'm going with the vulnerability issue. ROBBINS: David, Penny has just identified the sort of things that one hopes a public health official on a state, or county, or local town or city level is thinking about. But in your report, it says the United States faces a domestic climate adaptation crisis. And when we think about climate and adaptation, and when we look at the COP meetings, the international climate change meetings, the Paris meetings, we usually think about adaptation as something that we're going to pay for for other countries to deal with, or something of the sort. But can you talk about the concerns of our, you know, adaptation policies, and particularly state-level weaknesses? FIDLER: Yes, and I think Penny gave a nice overview of what, you know, the jurisdiction in Maine, you know, faces, and public health officials and experts are beginning to think about how do we respond to these new types of threats, which for most public health agencies and authorities across the United States is a new issue. The data is getting better, the research is getting better. The problems that public health agencies face sort of a across the United States are, one, they were never really built to deal with this problem. Some of it overlaps, so for example, if you have increased ferocity of, you know, extreme weather events—tornados, hurricanes—public health officials in those jurisdictions that are vulnerable know how to respond to those. They work with emergency management. As the scale of those types of events increases, however, there is a stress on their capabilities and their resources. Other things are new—air pollution from wildfire, the extreme heat of that; sea level rise, salination of drinking water from that; or even sinking in places where groundwater is being drawn out because of a lack of rainfall. Part of the problem that we have, that I talk about in my report coming out of COVID, is that among many issues today, the authority that public health agencies have at the federal and state level is polarized. We don't have national consensus about public health as an issue. So unfortunately, coming out of COVID, we're even less prepared for a pandemic as well as climate change adaptation. And that's something that we need to have better federal, state, local cooperation and coordination on going forward. Again, it's going to be very different from dealing with a pandemic, or even dealing with a non-communicable disease like tobacco consumption or, you know, hypertension because of the diversity—geographic—as well as the particular problem itself. So this is going to be a real challenge for federal and public health agencies, which at the moment are in some of the weakest conditions that I've seen in decades. ROBBINS: Penny, how much do you have to deal with your local public health, state public health agencies? And do they have a climate action plan? How developed are they on this? You talked about going to a particular website. Do you want to talk a little bit about that, as well? The assessments that you are making, is that information that you've gotten from your local public health agencies or from your state, or is this something that you yourself have come up with? OVERTON: Well, the state is—I think that the state of Maine is actually pretty far down the road for its size. It's like punching above its weight, I guess, when it comes to climate. They have—they published their first climate action plan in 2020, and they updated it with a—kind of like how close are we coming to our goals in 2022, and then they're in the process of developing the next four-year kind of installment, which will be due out in December. So the first one was kind of like—to me as an outsider, it felt like a “climate change is happening, folks” kind of report. In Maine we definitely—we have a split. We have an urban, you know, core that's kind of—it's liberal, and you don't have to convince those people. We have a lot of rural parts of the state where, if you ask, you know, is climate change real, you're still going to get a pretty good discussion, if not an outright fight. (Laughs.) But one of the things that I've found in this latest update is that, as they are focusing in on impacts, you get a different discussion. You don't have to discuss with people about why the change is happening; you can just agree to discuss the changes, and that pulls in more communities that might have not applied for any type of, you know, federal ARPA funds or even—Maine makes a lot of state grants available for communities that want to do adaptation. So if you can get away from talking about, you know, the man-made contributions, which, I mean, I still include in every one of my stories because it's just—you know, that's actually not really debatable, but as far as the policy viewpoint goes, if you can just focus in on the impact that's already occurring in Maine, you get a lot of people pulled into the process, and they actually want to participate. And I also have found that the two—the two impacts in Maine of climate change that are most successful at pulling in readers—(laughs)—as well as communities into planning processes are public health and extreme weather. I don't know if it's, you know, all the Mainers love their Farmers' Almanacs—I'm not sure. I mean, I'm originally from West Virginia. I still have a Farmers' Almanac every year, but I just kind of feel like extreme weather has been a wakeup call in Maine. We got hammered with three bad storms in December and January that washed a lot of our coastal infrastructure away. And, I mean, privately owned docks that fishermen rely on in order to bring in the lobster catch every year, and that's a $1.5 billion industry in Maine. Maine is small—1.5 billion (dollars), that dwarves everything, so anything the messes with the lobster industry is going to have people—even in interior Maine—very concerned. And everybody could agree that the extreme storms, the not just sea level rise, but sea level rise and storm surge, nobody was prepared for that, even in places like Maine, where I think that they are ahead of a lot of other states. So you start pulling people in around the resiliency discussion. I think you kind of have them at that point. You've got their attention and they are willing to talk, and they're willing to accept adaptations that they might not be if you were sitting there still debating whether or not climate change is real. The public health has been something that has really helped bring interior Maine into the discussion. Everybody does care. Nobody wants to lose the lobster industry because that's an income, like a tax revenue that you just wouldn't be able to make up any other way, even if you are in a Rumford or a Lewiston that have nothing to do with the shoreline. But public health, that unites—that's everybody's problem, and asthma, and, you know, all of our natural resource employees who are out working in the forests, and the blueberry fields, and whatnot, extreme heat and heat stroke—those things really do matter to them. They may disagree with you about what's causing them, but they want to make sure that they are taking steps to adapt and prepare for them. So I just have found public health to be a real rallying point. And I also think that, for local reporters, if you don't have a state action plan—because even though Maine has one—we're a lean government state—they don't—you know, they're still gathering data, and it can be pretty slim pickings. But you can go to certain things like the U.S. Climate Vulnerability Index, and you can start looking for—drilling down into your local Census tract even. So you don't need something at your state. Even if you're in a state that, say, politically doesn't want to touch climate change with a ten-foot pole, you can still use those national tools to drill down and find out where your community is both vulnerable to climate threats, but then also the areas that are least prepared to deal with it. And then you can start reporting on what nobody else wants to write about or talk about even. And isn't that the best kind of reporting—is you kind of get the discussion going? So I think public health is a real opportunity for reporters to do that, and also your medical—the medical associations. If you talk to doctors here at the Maine Medical Association, they may not want to talk about humanity's contribution to climate change, but they already know that climate change is posing an existing health risks to their patients, whether that be, you know, asthma, allergies, heat stroke, Lyme disease, or just mental health issues; whether you're a lobsterman worried that you're not going to be able to pay off that million-dollar boat because the lobsters are moving north, or if you are a young person who has climate fatigue. We don't have enough mental health providers as it is. Anything that's going to exacerbate a mental health issue in Maine, I mean, we don't have the tools to deal with what's already here. That's a gap that reporters feast on, right? We write about those gaps to try and point them out, and hopefully somebody steps in to resolve them. So I rambled a bit, but there's—I feel like this bee— ROBBINS: No, no, no, you— OVERTON: —it's like never like what stories—boy, what stories can I write; it's more like how am I going to get to them all, you know, because I feel like everybody out there, even if you are not a climate reporter, I guarantee you there is a climate aspect to your beat, and there is probably a public health climate aspect to your beat. I mean, if you are a crime reporter, are your prisons—(laughs)—I mean, most prisons aren't air conditioned. Just think about the amount of money that's being spent to deal with heat stroke, and think about the amount of—I mean, I'm making this up as you go, but I guarantee you if you are a prison reporter, that you're going to find, if you drill down, you're going to see disciplinary issues go through the roof when you have a heat wave. That's what I mean by, like, you can find a climate story in any beat at a newsroom. ROBBINS: That's great. I always loved the editors who had story ideas if they gave me the time to do them. David, can we go back to this—the United States faces a domestic climate adaptation crisis? If I wanted to assess the level of preparation in my state to deal with some of the problems that Penny is doing, how do I do that? What do I look for—climate action plans? Where do I start? FIDLER: Well, I think you would start at the—you've got to start both at the federal level, so what is the federal government willing to do to help jurisdictions—local, county, state—deal with the different kinds of climate adaptation problems that they're facing. And even as a domestic policy issue, this is relatively new. I think Penny gave a great description of how that has unfolded in one state. This is happening also in other jurisdictions. But again, because of the polarization about climate change, as well as fiscal constraints on any federal spending, how the federal government is going to interface with the jurisdictions that are going to handle adaptation on the ground is important—state government planning, thinking, how they talk about it, how they frame the issue, do they have a plan, is it integrated with emergency management, is it part of the authority that public health officials are supposed to have, how is that drilling down to the county, municipal, and local level. Again, it's going to be different if it's a big urban area or if it's a rural community, and so, as the impacts—and Penny is right about it—it's the impacts on human lives, direct and indirect, including damage to economic infrastructure, which supports jobs, supports economic well-being. That's a social determinant of health. And as I indicated, there are efforts underway, not only in individual states, but also in terms of networks of county and city health officials, tribal health officials, as well, for Native American areas—that they're beginning to pool best practices. They're beginning to share information. So I would look not only at those governmental levels, but I would look at the networks that are developing to try to create coordination, cooperation and sharing of best practices for how to deal with different issues. So if you have a situation where you are like Penny described in Maine, you know, you really haven't had to have air conditioning before; now you've got a problem. What are the most efficient and effective ways of dealing with that problem? Share information. Research, I think, is also ongoing in that context. And so there is a level of activism and excitement about this as a new, emerging area in public health. Again, there are lots of constraints on that that have to be taken seriously. At some point, it's just also a core principle of public health and epidemiology that you need to address the cause of these problems. And if we still can't talk about climate change and causes for that, this problem is only going to metastasize in our country as well as the rest of the world. And there are not enough public health officials at the state, county, local level, and there's not enough money if we don't try to bring this more under control. That's mitigation. We've squandered four decades on this issue. We have no consensus nationally about that question, and so that just darkens the shadow in, you know, looking forward in terms of what public health officials are going to have to handle. ROBBINS: So I want to throw it open to our group, and if you could raise your hand. We do have a question already from Aparna Zalani. Do you want to ask your question yourself, or shall I read it? Q: Can you guys hear? ROBBINS: I will—I'm sorry. Yes, please. Q: OK, yeah, basically I just wanted to know if you guys know if anybody is collecting good heat-related death data—data on heat-related deaths. ROBBINS: And Aparna, where do you work? Q: I work for CBS News. ROBBINS: Thank you. OVERTON: I'm just looking through my bookmarks because, yes—(laughs)—there are. I know that those are factored into Maine's climate action plan, and I can guarantee you that is not a Maine-only stat. That would be coming from a federal—there's just not enough—the government here is not big enough to be tracking that on its own. It is definitely pulling that down from a federal database. And I'm just trying to see if I can find the right bookmark for you. If you—and I'm not going to because, of course, I'm on the spot—but if you add your contact information to the chat, or you can send it, you know, to me somehow, I will—I'll send that to you because there is, and it's a great—there's emergency room visits, and there are other ways. They actually break it down to heatstroke versus exacerbating other existing problems. It's not necessarily just—you don't have to have heatstroke to have, like, say, a pregnancy complication related to heat illness, or an asthma situation that's made far worse. So they do have, even broken down to that level. FIDLER: And when I'm often looking for aggregate data that gives me a picture of what's happening in the United States, I often turn to the U.S. Centers for Disease Control and Prevention, CDC. And so they're often collecting that kind of data to build into their own models and their research, also in terms of the assistance that provide state and local governments on all sorts of issues. And because adaptation is now on the radar screen of the federal public health enterprise, there might be data on the CDC website. And then you can identify where they are getting their sources of information, and then build out a constellation of possible sources. Again, it's something—there's the National Association of City and County Health Officers—NACCHO is the acronym—that, again, it's one of those networks where you could probably see those health officers that are having to deal with extreme heat and the morbidity and mortality associated with that. There could be data that they are generating and sharing through that sort of network. And on the— OVERTON: And one thing I would add— FIDLER: Sorry. Drilling at the global level, WHO would be another place to think about looking if you wanted a global snapshot at data. OVERTON: I was going to add that will probably be underreported, as well, because in talking to, like, say—because, I mean, we're just ultra-local, right—talking to the emergency room directors at our hospitals, there are—the number of cases that might come in and really should be classified as heatstroke, but then end up being listed instead in the data, you know, in the documentation as, like, a cardiac problem. You know, it's—I think you are limited to how quickly someone on the ground might identify what's coming in as actually being heat-related versus like just whatever the underlying problem was. They might list that instead. And the other thing, too, is to make sure that—this is the hardest part about climate reporting is the correlation aspect versus causation. You're going to mostly be finding, look, heat waves are—when we have heat waves, you see this spike. You have to be really careful because it could be that the spike that's coming in emergency rooms is actually because there was also a power outage. Now I would argue extreme weather still adds that—you know, makes that linked, but you have to be careful about making sure you don't jump from correlation to causation. I'm sure you know this, but it's the same thing with every statistic, but sometimes my first draft of a story I'm like, oh, look at that. I just made climate change responsible for everything. (Laughter.) And I have to go back and like, you know, really check myself because the minute you overstep in any way is the minute that you, like, lose all credibility with the people out there who are already skeptical. FIDLER: And this is sort of—it's often where adaptation becomes a much more complicated problem for public health officials because there are underlying health problems that have nothing to do with climate change, that when you meet, you know, warming, extreme temperatures or even, you know, problems with, you know, sanitation, or water, or jobs, it can manifest itself in very dangerous diseases or health conditions that then lead to hospitalization and to biased statistics. So what Penny is saying is absolutely right, and there needs to be care here, but from a public health point of view, this is why this is going to be a monster problem. ROBBINS: Can we just—because we have other questions, but talking about bookmarks, Penny, you had—when you were talking before, you went through some other places that you go to for data and information. Can you just repeat some of those you were talking about? OVERTON: Yeah, the National Climate Assessment, the U.S. Climate Vulnerability Index, good old Census Bureau. (Laughs.) I mean, there are a couple of—the other thing, too, I would say that if you are in a state that doesn't have—say that public health officers are under intense pressure not to talk about climate change, still go to your local university because I guarantee you that there are grad students, you know, coming in from the blue states someplace that might be going to school in a red state, but they're going to be studying those topics, and they are going to be collecting data. I, you know—geez, countless stories based on grad student work. So I would keep those folks in mind, as well. And the other thing is that, if we're talking about public health, I always think of public health and climate in three ways. It's the threat, you know, the actual increase, something like tick-borne illness if you are Mainer because we never had ticks here really before because our winters were so awful, and the ticks couldn't last. Well, now they're here, and Lyme disease has gone through the roof. So I think about it—that's like a threat. And then there's the vulnerability issue that I was mentioning. But there's also the accountability issue—is that you want to make sure as a reporter that you are following the infrastructure money that's coming through, and that they are actually going to the places that need it the most. And public health is something that I think is a good lens to look at that. If all your money is going into the shoreline communities in Maine because they're the ones with grant officers that are writing the grant applications to get the infrastructure money, do they really need it, or is it that town in the middle of the state with no grant officer, and huge public health needs and vulnerabilities that really need it. So I would think about public health as being an important accountability tool, as well, because if you've got public health data, you can easily point out the communities that need that money the most, and then find out who is actually getting the cash. ROBBINS: So Debra Krol from the—environmental reporter from the Arizona Republic, you had your hand up. OVERTON: I love your stories, Deb. Q: Thank you very much. Just a brief aside before I ask the question because I know we're running short on time. We did a story here a few months ago about a nonprofit group that's helping these underserved communities obtain grants and do the grant reporting, and I remembered something that we learned at a local journalist get-together at CFR, so that's what influenced me to do that. So kudos to our friends over there. But my question is, is data sharing between agencies—you know, we're always trying to get statistics out of the Indian Health Service, and every other state that has tribal communities or tribal health has the same problem. So how much of these stats do you think are actually coming from tribal health departments? OVERTON: I know in Maine they are coming. In fact, Maine's five federally recognized tribes are kind of blazing a path as far as looking for grant applications. And of course, once they apply for a grant, you could go through all that data when they're looking to justify the need, right? And that will help you in just getting the, you know, situation on the ground. But I—yes, I mean, I don't know about whether there may be certain parts of the country where that's not leading the way, but also—I would also urge you to look at—go through the Veterans Administration, as well, just because I'm sure that, you know, that there's a large overlap between Indian Health Services, BIA, and the VA. And it's the way the VA provides public health care and the outcomes they get when they are serving indigenous veterans are far different than what Indian Health Services and BIA sometimes get. And they are more forthcoming with their data. FIDLER: I know that one of the issues that's on my list to do some more research for my foreign policy analysis is to look at the way the federal governments, state governments, and tribal authorities interact on climate adaptation. And that comes loaded with lots of complicated problems—just the history of relations between tribes and the federal government, the concerns that the Indian Health Service has about problems that have been around for decades, layering on top of that adaptation. So some of it, I think, gets involved in just political disputes between tribes and the federal government. Some of the data-sharing problems I think relate to a lack of capabilities to assess, process, and share the data. The tribal authorities are on the list, at least, of the federal government's radar screen for improving how they do adaptation. I personally think that how that jurisdictional tension is resolved could be a very valuable model for thinking about U.S. foreign policy and how we help other countries in adaptation. I also think there is variable experiences between tribal authorities and the federal government. A lot of activity is happening in Alaska with adaptation that I think is more advanced than it is with some of the tribal authorities' relations with the federal government in the continental United States. So we just also need to start looking, you know, beyond for best practices, principles, ways of making this work better as adaptation becomes a bigger problem. ROBBINS: Debra is—Debra Krol is offering to speak with you offline. She has some recommendations on research. Debra, thank you for that. Q: You are welcome. ROBBINS: And for the shoutout. Garrick Moritz, an editor of a small town newspaper in South Dakota. Can you tell us the name of your paper and ask your question? Q: Yeah, I am the Garretson Gazette. Hello, if you can hear me. ROBBINS: Absolutely. Q: Oh, yeah, we just get frequent—we get frequent notifications from the state health department about, you know, like West Nile and several other, you know, vector diseases, and it mostly comes from mosquitos, and mosquito populations are a real problem in a lot of places. And it's definitely one here. And so, I guess, in my own reporting and in basically reporting from people across the country, how can—what are practical tips that we can give to people, and things we can recommend to our city, state or county officials? ROBBINS: To protect themselves. OVERTON: You know, I think that if you were to go to the, you know, U.S. CDC, you're going to see that there's a lot of, you know, straight up PSAs about how to handle, you know, even right down to the degree of, like, you know, the kinds of mosquito repellent you can use that doesn't have DEET in it, you know, like it gets pretty specific. I think that that's—you could probably—and in fact I think they even have infographics that, you know, are public domain that you are able to just lift, as long as you credit the U.S. CDC. So it's almost like—and also Climate Central. And there's a couple of—I would say a couple of kind of groups out there that basically serve it up for reporters. I mean, I love Climate Central. I love Inside Climate News. These are some places that specifically work with reporters, and for smaller markets, they even do the graphic work. And it's a great resource. I would urge you to look there, too. ROBBINS: Can we talk a little bit more about other— FIDLER: And I think one of the— ROBBINS: Yeah, David, can you also talk about other resources, as well as answering—whatever answer to your question. What should we be reading and looking to for information? FIDLER: Well, in terms of vector-borne diseases, many states and the federal government has vast experience dealing with these. There's a fundamental problem—is that as the geographic range of vector-borne diseases begins to expand into areas where the history of that type of vector control just really hasn't been, you know, part of what public health officials have had to worry about, so the infrastructure, the capabilities. And then, also importantly, how you communicate with the public about those kinds of threats: what the government is doing, what they can do to protect themselves. We're sort of present at the creation in many ways, and some of these places have a whole new way of doing public health. One of the things that worries people the most in our polarized society is the disinformation and misinformation that gets in the way of accurate public health communication—whether it's COVID-19, or whether it's climate change, or whether it's something else. So that communication piece is going to be vital to making sure that people can take the measures to protect themselves, and they understand what the state governments and the local governments are doing to try to control vectors. ROBBINS: And Inside Climate News—where else do you get your information that you would recommend for our— OVERTON: Well, I just— FIDLER: Sorry, go ahead, Penny. OVERTON: Oh, no. You can go ahead. I'm actually pulling some up right now that I can put in the chat. FIDLER: Again, my go-to source is the CDC, and the CDC then also has its own information sources that you can track in terms of how, you know, public health authorities, public health policies, practices, implementation plans can be put together for all kinds of different public health threats. And the spread of vector-borne diseases has been near the top of the list longer, I think, than some of these other health threats from climate change. So that's a little bit more advanced, I think, based on the history of controlling vectors as well as the identification of that being an ongoing threat. There are synergies with what we've done in the past. With some of these other problems we don't have those synergies. We're having to create it from scratch. ROBBINS: Penny, you were talking about places that actually—smaller, you know, that newspapers can—or other news organizations can get info, can actually, you know, get graphics gratis, or something of the sort. Does Poynter also have help on climate or are there other reporting centers where people are focusing on climate that provide resources for news organizations? OVERTON: Yes, I mean, Climate Central has—I should have just like made them like the co-beat, you know, reporters for me in the first six months when I was starting this because anything that I needed to—you know, every day it was something new. OK, geez, today I've got to know everything there is to know about extreme weather and climate, you know, in such a way that I can bulletproof myself when the troll inevitably calls me and says, you know, this isn't true. And I need to have, you know, a little bit of armor prepared, right down to I need graphics, and I don't have—we don't have a graphics person, but—so Climate Central is a great place for a reporter in a small market to start. They actually, like just this past week, came out with what they call a summer package, and it basically has an overarching umbrella viewpoint of, like, here's like the climate topics that are going to brought up this summer. Inevitably it's going to be heat waves, it's going to be drought, or extreme rainfall. It's going to be, you know, summer nights getting warmer and what that means—the benefits, the longer growing seasons than some areas that, like in Maine, for example, climate change will not be all bad for Maine. It's going to mean that we have longer growing seasons in a place that has been pretty limited by the—you know, the temperature and by the amount of time that we could actually grow a crop. And then, also, I mean, we're going to have—we're going to have migration in because, like I was saying earlier, we are not going to be dealing with the extreme heat of like the Southwest, so people who are escaping like the California wildfires—we're already seeing groups of people moving to Maine because it is more temperate, and you do have a longer horizon line before you—you know, you get miserable here. And I think that if you look at those issues and you figure out how do I even start, going to Climate Central where they can actually—not only do they have the infographics, but you can type in, like, the major city in your state, you know. I can't tell you the number of times I've typed in Portland, Maine, and I get some amazing number, and it's, oh, wait, this is Portland, Oregon. So you could pull, like, your individual state, and even Maine has three states that Climate Central—or excuse me, three cities that Climate Central lists. I guarantee you that your state will probably have many more. So it will be probably a place pretty close to where you are located. And you can have the infographic actually detailed, without doing anything besides entering in the city. It will be information that's detailed to your location. That's an incredible asset for a small market reporter who doesn't have a graphics person or the ability to, like, download data sets and crunch a lot of numbers. Also— ROBBINS: That's great. OVERTON: —I would urge you to look at the National Climate Assessment. There is a data explorer that comes out with those, and that allows you to drill down to the local level. That's the way that I found out that there's a small place in Aroostook County, Maine, which is like potato country, that's going to see the greatest increase in high precipitation days in the next—I think it's in the next 50 years. I can't think of many things that aren't potato related that Aroostook County stands out for, but the fact that you play around with the data enough, and you see, look, there's a small place here in Maine that's going to be the number one greatest increase. That's why I think the climate assessment and the data explorer is so important. ROBBINS: So we're almost done, David. I wanted to throw the last question to you. I'm a real believer in comparison. I always say that to my students: Comparison is your friend. Is there any city or state in the United States, or perhaps someplace overseas that has a really good state plan for dealing with the health impacts of climate change that we could look at and say, this is really what we should be doing here? FIDLER: I mean, given that I'm a foreign policy person, I'm probably not the best person to inquire about that, but as I began to do my research to see how this is happening in the United States, I've been surprised at the number of cities, counties, state governments that have really begun to dig into the data, develop plans, you know, for whatever problem that they're going, you know, to face. I live in the—you know, the Chicagoland area. The city of Chicago has been working on adaptation for a while. The problems that it faces are going to be different than the problems that Miami faces. There's also, again, networks of cities that are starting to talk to each other about what they are doing in regards to these issues. The data is becoming better, more accessible, data visualization tools. Penny just described those sorts of things. My recommendation to those working in local journalism is to begin to probe what your jurisdictions are doing, where they are getting their information. How are they implementing and turning that information into actionable intelligence and actionable programs? And I think that local journalism will help fill out our understanding of who is taking the lead, where should we look, what are the best practices and principles around the country. ROBBINS: Well, I want to thank David Fidler, and I want to thank Penny Overton for this. And I want to turn you back to Irina. This has been a great conversation. FASKIANOS: It really has been a fantastic conversation. Again, we will send out the video, and transcript, and links to resources that were mentioned during this conversation. Thank you for your comments. We will connect people that want to be connected, as well, so thank you very much to David and Penny for sharing your expertise, and to Carla for moderating. You can follow everybody on X at @D_P_fidler, Penny Overton at @plovertonpph, and at @robbinscarla. And as always, we encourage you to go to CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for the latest developments and analysis on international trends and how they are affecting the United States. Again, please do share your suggestions for future webinars by emailing us at localjournalists@CFR.org. So again, thank you to you all for today's conversation, and enjoy the rest of the day. ROBBINS: Thanks, everybody. (END)

The U.S. Federal Bureau of Investigation (FBI) reported that the United States lost a record $12.5 billion to various types of cyber crime in 2023. Law enforcement hacking is one tool increasingly used to combat transnational cyber crime. Stephanie Pell, Senior Editor at Lawfare, sat down with Gavin Wilde, Senior Fellow in the Technology and International Affairs Program at the Carnegie Endowment for International Peace, and Emma Landi, Research Assistant in the Technology and International Affairs Program at the Carnegie Endowment for International Peace, to talk about their new paper exploring law enforcement efforts to “hack the hackers” in the fight against cyber crime. They talked about the types of hacking operations performed by law enforcement, when law enforcement may be better suited to address the actions of malicious cyber actors as compared with the military and private sector, and some of the major policy questions posed by law enforcement hacking.To receive ad-free podcasts, become a Lawfare Material Supporter at www.patreon.com/lawfare. You can also support Lawfare by making a one-time donation at https://givebutter.com/c/trumptrials.Support this show http://supporter.acast.com/lawfare. Hosted on Acast. See acast.com/privacy for more information.

On this episode of Reaganism, Reagan Institute Director Roger Zakheim sits down with Gavin Wilde who serves as a Senior Fellow in the Technology and International Affairs Program at the Carnegie Endowment for International Peace. They discuss Russian interference in U.S. elections, continued Russian cyber espionage and attacks on American institutions of democracy, and the […]

On this episode of Reaganism, Reagan Institute Director Roger Zakheim sits down with Gavin Wilde who serves as a Senior Fellow in the Technology and International Affairs Program at the Carnegie Endowment for International Peace. They discuss Russian interference in U.S. elections, continued Russian cyber espionage and attacks on American institutions of democracy, and the outlook on the 2024 election and its security.

In our fifth episode of Headlines and History, we discuss the outcome of the COP28 conference in Dubai with Joanna Lewis, the fallout from Taiwan's Presidential election, the new deal between Ethiopia and Somaliland, and give an update on the status of military aid to Ukraine currently stalled in Congress. Joanna Lewis is a distinguished associate professor at Georgetown University and director of the Science, Technology and International Affairs Program at the School of Foreign Service. At Georgetown, she also runs the Clean Energy and Climate Research Group and leads several dialogues facilitating U.S.-China climate change engagement. She was also the lead author of the Intergovernmental Panel on Climate Change's Fifth Assessment Report.  The opinions expressed in this conversation are strictly those of the participants and do not represent the views of Georgetown University or any government entity. Episode recorded: January 23, 2024. Produced by Jarrett Dang and Freddie Mallinson. Diplomatic Immunity, a podcast from the Institute for the Study of Diplomacy at Georgetown University, brings you frank and candid conversations with experts on the issues facing diplomats and national security decision-makers around the world. Funding support from the Carnegie Corporation of New York. For more, visit our website, and follow us on Twitter @GUDiplomacy. Send any feedback to diplomacy@georgetown.edu.

On this episode, cyber expert Gavin Wilde joined us to talk all things cyberwarfare. He defined the term and its distinction from information warfare; shared the reasons why he believes studying Russia is important for this complex, actively developing, and hard-to-measure battlefront; and touched on the differences between the US and Russian military cyber and information operations and structures. Follow Gavin on Twitter/X @gavinbwilde. Thanks for listening! PRODUCER'S NOTE: This episode was recorded on December 2, 2023 during the ASEEES Convention at the Philadelphia Marriott Downtown. Join us in Austin, TX for the 2024 #Connexions Conference, March 18-20, 2024, where we will be focusing on information warfare, cybersecurity, and extremism online. For more information visit https://connexions.ai. ABOUT THE GUEST Gavin Wilde is a senior fellow in the Technology and International Affairs Program at the Carnegie Endowment for International Peace, where he applies his expertise on Russia and information warfare to examine the strategic challenges posed by cyber and influence operations, propaganda, and emerging technologies. Prior to joining Carnegie, Wilde served on the National Security Council as director for Russia, Baltic, and Caucasus affairs. In addition to managing country-specific portfolios, he focused on formulating and coordinating foreign malign influence, election security, and cyber policies. Wilde also served in senior analyst and leadership roles at the National Security Agency for over a decade, after several years as a linguist for the Federal Bureau of Investigation. The insights he generated for counterintelligence, policymaking, and warfighting consumers included co-authorship of the Intelligence Community assessment of Russian activities targeting the 2016 U.S. presidential election. Wilde is a nonresident fellow at Defense Priorities and an adjunct professor at the Alperovitch Institute for Cybersecurity Studies at the Johns Hopkins University School of Advanced International Studies. He previously assessed geopolitical risk for multinational corporations as a managing consultant at Krebs Stamos Group, a cybersecurity advisory. His commentary has been featured in War on the Rocks, Lawfare, Just Security, Barron's, New Lines Magazine, and elsewhere. Wilde holds a BA in Russian Studies from the University of Utah and graduated with distinction from the National War College with an MS in National Security Strategy. If you have questions, comments, or would like to be a guest on the show, please email slavxradio@utexas.edu and we will be in touch! PRODUCTION CREDITS Host/Assistant Producer: Taylor Helmcamp (@mashamashenka ) Host/Assistant EP: Misha Simanovskyy (@MSimanovskyy) Associate Producer: Cullan Bendig (@cullanwithana) Associate Producer: Sergio Glajar Production Assistant: Faith VanVleet Production Assistant: Eliza Fisher Supervising Producer: Nicholas Pierce SlavX Editorial Director: Sam Parrish Main Theme by Charlie Harper and additional background music by Alex Productions, Broke for Free, Joey Hendrixx, Cruxorium) Executive Producer & Creator: Michelle Daniel (@MSDaniel) www.msdaniel.com DISCLAIMER: Texas Podcast Network is brought to you by The University of Texas at Austin. Podcasts are produced by faculty members and staffers at UT Austin who work with University Communications to craft content that adheres to journalistic best practices. The University of Texas at Austin offers these podcasts at no charge. Podcasts appearing on the network and this webpage represent the views of the hosts, not of The University of Texas at Austin. https://files.fireside.fm/file/fireside-uploads/images/9/9a59b135-7876-4254-b600-3839b3aa3ab1/P1EKcswq.png Special Guest: Gavin Wilde.

Artificial intelligence has massive upside potential. It could revolutionize education, science, and art, and lead to a more prosperous and equitable world. But it also carries equally massive downside risk—not just for individuals but for society and human civilization itself. How do we avail ourselves of AI's benefits while minimizing its costs?That's a question that our two guests today have thought a lot about. Tino Cuéllar is a former Stanford law professor and California supreme court justice, and he's currently the President of the Carnegie Endowment for International Peace. Hadrien Pouget is an Associate Fellow in the Technology and International Affairs Program at Carnegie.Alan Rozenshtein, Associate Professor of Law at the University of Minnesota and Senior Editor at Lawfare spoke with Tino and Hadrien about what lessons history can and can't teach us when it comes to regulating AI and what an international regulatory framework for this technology might look like.Support this show http://supporter.acast.com/lawfare. Hosted on Acast. See acast.com/privacy for more information.

THE ZOOMER SQUAD Marissa Lennox is joined by Bill VanGorder, Chief Operating Officer and Chief Policy Officer of CARP; Anthony Quinn, Chief Community Officer of CARP; and Gabe De Roche, founder of Pluriel Research. Last month, Premier Danielle Smith's government said it would launch consultations around the proposal to pull Alberta out of the CPP so the province could have its own retirement fund, and polling numbers are starting to come in to take the public's temperature on that idea. COVID, influenza, pneumococcal, and, for the first time, respiratory syncytial virus (RSV) vaccines will all be available this fall for older adults. But while older Canadians might have more options to protect themselves than ever before, physicians are warning that staggered rollouts, patchwork approaches among the provinces, and high costs for certain shots could hinder uptake. Together, Marissa and the Zoomer Squad unpack these issues, and more. THANKSGIVING SURVEY A new survey finds this weekend may well signal a return to the pre-pandemic tradition of gathering family, friends, and/or neighbor's together for Thanksgiving dinner, as more than half (54%) of Canadians indicate they'll either be hosting or going to another household for Thanksgiving dinner this holiday weekend. Marissa Lennox is joined by John Wright, Executive Vice President of Maru Public Opinion to discuss. THE SURPRISE WAR AGAINST ISRAEL In the aftermath of Saturday's unprecedented Hamas attack on Israel, as body counts on both sides continue to rise, the world is both reeling and bracing itself for what is yet to come. Marissa Lennox is joined by Zach Levey, Israel Institute Visiting Professor, International Affairs Program, University of Colorado at Boulder; and Dr. Yael Aronoff, Director of the Michael and Elaine Serling Institute for Jewish Studies and Modern Israel and Serling Chair in Israel Studies at Michigan State University to discuss these sad and shocking events.

In this episode of The Gate 15 Interview, Andy Jabbour talks with Robert (Bob) Kolasky, “Advancing National Security Risk Management through Technology, Innovation and Governance,” who is presently serving as Senior Vice President for Critical Infrastructure at Exiger, where he is focusing on developing cutting-edge risk management solutions for critical infrastructure companies and supporting government agencies. Leads market strategy for addressing third party and supply chain risk in critical infrastructure and delivering analysis to support enhanced business and government operations. He also serves in a number of other roles including: Nonresident Scholar, Technology and International Affairs Program, Carnegie Endowment for International Peace Senior Associate, Center for Strategic and International Studies (CSIS) Senior Fellow, McCrary Institute at Auburn University Bob on LinkedIn. Bob on Twitter, @BobKolasky. We talk on Information Sharing Operations including the grouping of Mis- Dis- and Mal- info and what those terms mean, free speech and private-public coordination, solutions, and a speed round! We revisit our discussion on space as critical infrastructure. We explore what's on Bob's mind, including protecting our supply chains and cloud security. Three (more!) Questions with Bob Kolasky as we talk about scooters, the City of Light/the City of Love, and nudging the world in a better direction. And more! Exiger website The DHS Risk Lexicon (PDF) COLUMN: Addressing the Homeland Security Threat from China, 18 Jan 2023 COLUMN: Advancing Homeland Security Risk Governance, 22 Sep 2022 COLUMN: The Country Can't Afford a ‘Pause' on Combating Disinformation and Violence, 15 Jul 2022 Pro-China Disinformation Campaign Claims US Started Maui Fires in a ‘Weather Weapons' Experiment, Falsely Citing the UK's MI6 5th Circuit finds Biden White House, CDC likely violated First Amendment Bob's Exiger profile The Gate 15 Interview: Bob Kolasky talks critical infrastructure, risk, Guns N' Roses and pizza! (November 2021) Previously, Bob served as Cybersecurity and Infrastructure Security Agency's (CISA) Assistant Director, leading the National Risk Management Center (NRMC) and in a number of other critical homeland security roles and responsibilities.In the discussion: A few references mentioned in or relevant to our discussion include:

Is China ahead of the United States in developing green technology? Amid the tensions of great power competition and climate change, what can the U.S. and China learn from each other when it comes to protecting the environment? In this special edition Earth Day podcast, we pulled the best content from our 2023 Earth Month interview series to answer the most urgent questions on the U.S.-China climate relationship with insights from American and Chinese experts. Joining us for this episode are the following four experts on China and the climate crisis: Angel Hsu, assistant professor of public policy and the environment at the University of North Carolina-Chapel Hill Joanna Lewis, Provost's Distinguished Associate Professor of Energy and Environment and director of the Science, Technology and International Affairs Program at Georgetown University Zou Ji, president of the Energy Foundation China Ma Jun, founding director of the Institute of Public & Environmental Affairs (IPE) About the speakers: https://www.ncuscr.org/podcast/earth-day-2023 Read the transcript for this podcast Follow Angel Hsu on Twitter: @ecoangelhsu Follow Joanna Lewis on Twitter: @JoannaILewis Follow Ma Jun on Twitter: @MJ_GreenFinance Subscribe to the National Committee on YouTube for video of this interview. Follow us on Twitter (@ncuscr) and Instagram (@ncuscr).

Be sure to visit the Irregular Warfare Initiative's new website to see all of the new articles, podcast episodes, and other content the IWI team is producing! How much of a role have cyber warfare and digital information operations played since Russia's invasion of Ukraine? What about since 2014, when Russia seized Crimea and backed proxy forces in the eastern Donbas region? What lessons on cyber resilience emerge from an examination of Ukraine’s defense against Russian cyber actions? And what do Russia’s cyber operations against Ukraine tell us about the way it conceptualizes and organizes cyber activities? To explore these questions, this episode features a conversation with Gavin Wilde, a senior fellow in the Technology and International Affairs Program at the Carnegie Endowment for International Peace and former director for Russia, Baltic, and Caucasus affairs at the National Security Council, and Jason Kikta, who served for over twenty years in the United States Marine Corps, including seven years at United States Cyber Command designing and managing the national counter-APT and counter-ransomware missions. Intro music: "Unsilenced" by Ketsa Outro music: "Launch" by Ketsa CC BY-NC-ND 4.0

Many well-designed development programs do not deliver social benefits effectively, especially to marginalized citizens. While political will and good policy design are vital for a program's success, they often run into resistance from local power systems. How states react to the local exercise of power that often comes into play at the “last mile” of project implementation appears to be particularly important. Indeed, the extent to which development programs avoid being captured by state or local power systems is key and something that concerns both scholars and practitioners. My guest has studied whether the opening of government records and the use of digital technology provide higher levels of government with better tools to effectively monitor local state action. Rajesh Veeraraghavan is an assistant professor in the Science Technology and International Affairs Program at Georgetown University's School of Foreign Service. In a wonderful new book, Patching Development: Information Politics and Social Change in India, Rajesh explores two crucial and interrelated questions: First, how can states best deliver social benefits to marginalized citizens? And second, what role can marginalized citizens and members of civil society play in strengthening systems of accountability? Twitter: @RajeshVeeraaKey highlights:Introduction - 00:52India's ambitious social protection agenda - 05:02Bureaucratic capacity and motivation in the implementation process - 14:08Rights-based development programs and the Right to Information - 20:03The "patching development" concept - 33:45Addressing resistance in development programs - 50:54 Host:Professor Dan Banik, University of Oslo, Twitter: @danbanik  @GlobalDevPodApple Google Spotify YouTubeSubscribe: https://globaldevpod.substack.com/https://in-pursuit-of-development.simplecast.com/

Former Bridgewater Associates CEO and 2022 US Senate candidate David McCormick (R-PA) outlined his vision for a better future for America. He was interviewed by Carnegie Endowment for International Peace Technology and International Affairs Program senior fellow Jon Bateman.  Learn more about your ad choices. Visit megaphone.fm/adchoices

While TikTok might be one of the world's most popular social media apps, it has raised national security concerns among U.S. lawmakers and the Biden administration. With the app now facing a nationwide ban, TikTok CEO Shou Zi Chew will testify before Congress amid heightened U.S.-China tech tensions. Could this be the end of TikTok?Returning to the show is Jon Bateman, a senior fellow in Carnegie's Technology and International Affairs Program and author of U.S.-China Technological “Decoupling”: A Strategy and Policy Framework. He joins Stewart to unpack the drama over the possibility of a nationwide TikTok ban and how it fits into the broader picture of U.S.-China strategic competition. 

Gavin Wilde is a senior fellow in the Technology and International Affairs Program at the Carnegie Endowment for International Peace, where he applies his expertise on Russia and information warfare to examine the strategic challenges posed by cyber and influence operations, propaganda, and emerging technologies. Gavin is also an Adjunct Professor at The Alperovitch Institute for Cybersecurity Studies.

Russia's use of information warfare during the 2016 U.S. presidential election period focused attention on Russia's weaponization of information in its effort to influence a U.S. election outcome and sow discord across the American public. But to the extent that we only view Russian information warfare as an aggressive or expansionist expression of Moscow's foreign policy, we may misunderstand some key tenants of Russian information warfare doctrine. To gain a better understanding of the history and dynamics of Russian information warfare, Lawfare senior editor Stephanie Pell sat down with Gavin Wilde, senior fellow in the Technology and International Affairs Program at the Carnegie Endowment for International Peace, and Justin Sherman, nonresident fellow at the Atlantic Council's Cyber Statecraft Initiative. They discussed their new paper, "No Water's Edge: Russia's Information War and Regime Security,” and they talked about Russian information doctrine under Vladimir Putin, the differences between how the concept of information security is understood in Russia versus the West, and some key takeaways of their research for analysts and policymakers.Support this show http://supporter.acast.com/lawfare. Hosted on Acast. See acast.com/privacy for more information.

Technology, once presumed to deepen and reinforce democracy, also poses risks to free societies along multiple axes. Large tech companies have gained influence in sectors from financial services to healthcare, while regulators struggle to keep up. Authoritarian states have discovered the use of technology as a method of control. And technology itself has moved into areas such as deep fakes that challenge social reality itself. How important is digital literacy and how can it be established to protect private data?Since the digital is our public sphere, is it time to regulate advertisement by perverse political actors and their agents? Will digital territories shape the 21st century as the Westphalian political model defined the past?Speakers:Rajeev Chandrasekhar, Minister of State, Electronics and Information Technology, IndiaZunaid Ahmed Palak, Minister of State, Information and Communication Technology, BangladeshAnne Neuberger, Deputy National Security Advisor, Cyber and Emerging Technology, United StatesVivek Lall, Chief Executive, General Atomics Global Corporation, United StatesNanjira Sambuli, Fellow, Technology and International Affairs Program, Carnegie Endowment for International Peace, United StatesModerator: Kanchan Gupta, Senior Advisor, Ministry of Information and Broadcasting, IndiaThe Raisina Dialogue is a multilateral conference committed to addressing the most challenging issues facing the global community. Every year, global leaders in policy, business, media and civil society are hosted in New Delhi to discuss cooperation on a wide range of pertinent international policy matters.The conference is hosted by the Observer Research Foundation in collaboration with the Government of India, Ministry of External Affairs.Click here to learn more on ORF Podcast: www.orfonline.org/podcasts/

Technology, once presumed to deepen and reinforce democracy, also poses risks to free societies along multiple axes. Large tech companies have gained influence in sectors from financial services to healthcare, while regulators struggle to keep up. Authoritarian states have discovered the use of technology as a method of control. And technology itself has moved into areas such as deep fakes that challenge social reality itself. How important is digital literacy and how can it be established to protect private data? Since the digital is our public sphere, is it time to regulate advertisement by perverse political actors and their agents? Will digital territories shape the 21st century as the Westphalian political model defined the past? Speakers: Rajeev Chandrasekhar, Minister of State, Electronics and Information Technology, India Zunaid Ahmed Palak, Minister of State, Information and Communication Technology, Bangladesh Anne Neuberger, Deputy National Security Advisor, Cyber and Emerging Technology, United States Vivek Lall, Chief Executive, General Atomics Global Corporation, United States Nanjira Sambuli, Fellow, Technology and International Affairs Program, Carnegie Endowment for International Peace, United States Moderator: Kanchan Gupta, Senior Advisor, Ministry of Information and Broadcasting, India The Raisina Dialogue is a multilateral conference committed to addressing the most challenging issues facing the global community. Every year, global leaders in policy, business, media and civil society are hosted in New Delhi to discuss cooperation on a wide range of pertinent international policy matters. The conference is hosted by the Observer Research Foundation in collaboration with the Government of India, Ministry of External Affairs. Click here to learn more on ORF Podcast: www.orfonline.org/podcasts/

From ‘revolution' to war: deciphering Armenia's populist foreign policy-making processConversation with Dr. Vahram Ter-MatevosyanArmenian News Network/Groong - September 12, 2022Recently two AUA professors (Prof. Hovhannes Nikoghosyan and  Prof. Vahram Ter-Matevosyan) published a paper in Taylor and Francis Online (TANDF) that analyzes the foreign policy decision making (FPDM) process of the Nikol Pashinyan administration, titled: "From ‘revolution' to war: deciphering Armenia's populist foreign policy-making process". In this episode, we talk to one of the authors of the paper, Prof. Ter-Matevosyan.TOPICS:* Introduction (02:22) - We discuss how the idea for the paper arose and the process through which the two scholars went through to conduct their research. * TURKEY (22:51) - One specific aspect of the war, that played a significant role in the outcome, was Turkey's involvement. In our opinion, just by sharing with Azerbaijan accurate NATO signals and satellite intelligence in the form of targets to destroy is more than enough to consider its role as decisive. Turkey went beyond that of course. Thus, paying attention and estimating Turkey's willingness to intervene on behalf of Azerbaijan would be critical for Armenia's leadership. We of course have seen different members of the Pashinyan team assure the press and public, even weeks before the war, that Turkey would not dare intervene.    - Have you looked at this aspect of Armenia's foreign policy?    - What did Pashinyan's team do (or perhaps didn't do) in this area to accurately assess the risk of intervention from Turkey and to put mitigations to counter this risk?    - Was there any specific contact with Turkey in the run-up to Sep 2020?    - How critical were Pashinyan's and Armen Sarkissian's statements on the 100th anniversary of Treaty of Sevres?* RUSSIA ( 37:18) - Many, especially those in the pro-Pashinyan camp today, blame Russia for throwing Armenia under the bus for better relations with Turkey.     - What was the conduct of Pashinyan's foreign policy with Russia like, preceding and during the war?    - Are the claims that Russia deceived its ally Armenia correct?    - Did Russia in recent years ever send a signal to Armenia that it would help defend Artsakh? * AZERBAIJAN (46:56) - Many of the analysts we talk to state that it was pretty much obvious that Aliyev was gearing up for war starting from 2011 when he effectively rejected the peace deal being considered at the time. It is apparent that Azerbaijan also bid its time, preparing militarily but also tactically selecting a suitable period in time. In 2020, the world was preoccupied with Covid and in the US it was election season, as well as a period of near isolationism from foreign involvements in the Trump administration.    - Despite the external factors, was there anything that Armenia did bilaterally with Azerbaijan that could have delayed the war or helped change its outcome?    - What was the outcome of the infamous Dushanbe elevator meeting?Hosts:- Hovik Manucharyan TW/@HovikYerevan- Asbed Bedrossian TW/@qubriqGuest: - Prof. Vahram Ter-Matevosyan, an associate Professor and Chair of the Political Science and International Affairs Program at AUA. His research interests focus on Turkish politics, Kemalism, Political Islam & Security in the South Caucasus.Episode 164 | Recorded: Sunday, September 12, 2022

The U.S.-China tech relationship has always been complex and intertwined. In the last few years, the United States and China have been undergoing a partial “decoupling”. With the two countries reducing their technological interdependence between each other, we could end up with two separate, competing technological domains. So, what does a decoupling in tech look like? And how should the United States decouple to make sure it comes out on top?Jon Bateman, a fellow in Carnegie's Technology and International Affairs Program who was a former intelligence officer in the Defense Department, joins Doug to unpack his new report on U.S.-China tech decoupling.Follow Doug on Twitter @DouglasLFarrar. Jon Bateman. (2022, April 25). “U.S.-China Technological “Decoupling”: A Strategy and Policy Framework.” Carnegie Endowment for International Peace

Jett Jonelis is the advocacy manager for the ACLU of South Dakota. As the advocacy manager, Jett builds the ACLU's public education and advocacy programs through coalition-building, leadership development, communication, and lobbying. They ensure that supporters of the ACLU of South Dakota have the tools, information, and opportunities to be effective advocates on issues like LGBTQ+ and Two Spirit rights, Indigenous justice, and criminal justice reform.Prior to joining the ACLU, Jett served as an AmeriCorps VISTA and Public Ally in their hometown of New Haven, Conn. During their program years, they worked in community organizing and capacity building for New Haven Legal Assistance Association and Neighborhood Housing Services of New Haven. They also volunteered with community placemaking organizations and engaged in organizing around ending police violence, increasing access to safe and truly affordable housing, and decriminalizing homelessness.Jett recently graduated with a master's degree in public administration from Syracuse University's Maxwell School of Citizenship and Public Affairs. At Maxwell, Jett worked on initiatives aimed at developing anti-racism and anti-oppression curriculum for the Public Administration and International Affairs Program. They graduated with a bachelor's degree in philosophy from Southern Connecticut State University where they served on the board for the Opportunities for Women's Leadership Series.Jett is dedicated to working in community with activists, organizers, and changemakers across the state to create a more just and equitable world for all South Dakotans.

In 1990, China's greenhouse gas emissions were less than a quarter of developing country emissions. In 2019, almost 3 decades later, China's annual emissions exceeded those of all developed countries combined. In per capita terms, however, China's carbon emissions are considerably less than the US and other developed countries. China is under growing global pressure to take steps to reduce its emissions. Last year at the UN General Assembly, Xi Jinping pledged “to peak [China's] carbon dioxide emissions before 2030 and achieve carbon neutrality before 2060.” At this year's UNGA meeting, Xi said China would “not build new coal-fired power projects abroad.” On October 31st the 26th UN Climate Change Conference of the Parties, or COP26, will be held in Glasgow, Scotland. Will Xi Jinping make additional pledges? How should we evaluate China's commitments so far, and why does Beijing seek to be a global leader on climate change? Bonnie Glaser speaks with Dr. Joanna Lewis about China's prospects at COP26 and the country's broader climate agenda. Dr. Joanna Lewis is an Associate Professor and Director of the Science, Technology, and International Affairs Program at Georgetown University's Walsh School of Foreign Service.

Brian Mateo, associate dean of civic engagement and director of strategic partnerships in Bard College's Globalization and International Affairs Program and security fellow at the Truman National Security Project, discusses how higher education administrators can encourage student civic engagement and participation in global issues.   FASKIANOS: Welcome to CFR's Higher Education Webinar. I'm Irina Faskianos, vice president of the National Program and Outreach at CFR. Today's discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic if you would like to reference after today's discussion. As always, CFR takes no institutional positions on matters of policy. So with that, I'm delighted to have the pleasure of introducing Brian Mateo to talk about how higher education administrators can encourage student civic engagement and participation in global issues. We've shared his bio with you, so I'll just give you a few highlights. Mr. Mateo serves as associate dean of civic engagement at Bard College, where he works with faculty and students across the Open Society University Network on experiential learning and civic engagement opportunities. Previously he worked with public diplomacy programs sponsored by the U.S. State Department Bureau of Educational and Cultural Affairs on U.S. foreign policy and engagement. He's also a security fellow at the Truman National Security Project, a term member at the Council on Foreign Relations, and a trained climate reality leader under former Vice President Al Gore. So, Brian, thank you very much for being with us. If we could just dive right in to talk about what is the role of higher education in civic engagement? How do you define it, and how do you encourage administrators and students to get more involved? MATEO: Thank you very much for having me here today at the Council on Foreign Relations, Irina. I'm very excited for this opportunity. So, yes, what is the role of higher education institutions when it comes to civic engagement? So the American Psychological Association defines civic engagement as individuals and collective actions designed to identify and address issues of public concern. At the core of Bard's mission is to be a private college in the public interest. And how we do that is by providing access and education, especially for students that are underrepresented or may not have access to a liberal arts education. This is evidenced by our Bard Early Colleges, which are high school—which are for high school aged students that can take up to a year or two years of free college credit to be able to accelerate their college career. It's also evidenced by our Bard Prison Initiative, which is the largest prison education program for incarcerated individuals in the nation. So when we think about how do we do this, I see—I can't help but think about Astin's model of student development, which says that for students that are hyper-involved in their institutions, they get to be more engaged and involved, and the quality of their involvement goes up. And if we provide high level of programs and resources, students are more likely to be engaged. And then Astin also encourages us to make sure that we are providing resources and programmatic efforts that are meeting the needs of the students today. And I will begin to talk about how we do this from the student level, the faculty/staff level, institutionally, and also talk about how we work with communities. And before I begin, Bard also is a founding member of the Open Society University Network, which is comprised of over forty academic and research institutions. So not only are we also collaborating with our local communities, we also have a transnational network that we're working with. So how do you engage students? We do this by making sure that we're merging the curricular and co-curricular learning. This is also evidenced by our Certificate of Civic Engagement Program, which is a structured path for undergraduate students that are interested in deepening their knowledge and understanding of civic engagement and community engagement. And students are able to participate in this program and also earn a certificate that will also be added to their transcript. We also provide students with grants and opportunities to pursue internships that are unpaid, which are—which are called Community Act Awards. So students that find unpaid internships related to civic engagement and also social justice issues can apply for a grant to be able to supplement that, and making it more equitable for our students. We also provide what are called microgrants, which are seed funding for students that want to be able to do community-based projects. For faculty and staff, we encourage them to teach courses on experiential learning. And these courses enable students to not only work with the community but bring the community also into our classroom. And looking at David Kolb's experiential learning cycle, where students need—where students start with concrete experience, work on reflection, and also thinking about the experience while then planning and learning what they've—and executing what they've learned, is very important when it comes to civic engagement work because students are—students are introduced to some of these issues in the classroom, and then they have the ability to work through those issues with a professor and community members as well. And some example of these courses are—I teach a course on civic engagement myself, where the course is historical, theoretical, and experiential. And we look at social movements in America that help effect change. And we look at the civil rights movement, women rights, LGBT rights, climate activism and climate action, as well as the role of the media and what is misinformation and disinformation. And in this course, students also have to conduct what's called the Community Needs Assessment. And the Community Needs Assessment, students come with a research question and then work to interview community members to see what are the issues that are happening there. For faculty that also want to learn more about how to create courses on experiential learning, we also offer an experiential leaning institute where faculty from the OSUN network can participate. And then students—examples of work that faculty have done with students have been implementing a digital platform to assist with teaching or tutoring practices, historical tours and workshops, and also storytelling and interviews of community partners as well. Faculty that teach experiential learning, students say that about 89 percent of them say that engagement this way has helped their awareness to social justice and community issues. And in 2020 we had over eight hundred students that participated in about eighty courses. And those courses worked with ninety-five community agencies or organizations. We also help faculty and graduate students on conducting engaged research and scholarship practice. So some of examples of these are looking at LGBT issues in South Africa, the intersection of how music supports education with people—with people with disabilities, and also peacebuilding and storytelling as well. And we also help staff and faculty create civic action plans, which help colleges around the OSUN network institutionalize civic engagement and strategically think of how these four pillars can work together. While working with community partners, we're also very intentional in making sure that we have equitable practices. We developed what's called the Principles of Equity, where faculty/staff and community members can read on our website on how we work with the community, and making sure that it's reciprocal, making sure that it's—that we're deepening and creating sustainable partnerships while also engaging community with resources and developing shared resources as well that can benefit both the community and students and the institution. When it comes to institutional engagement, I gave examples of the Bard Early Colleges and Bard Prison Initiative. Bard has also been able to work with student-led—with other student-led initiatives that have become part of the institution. Examples of these as well are Brothers At, which is a mentoring and college-readiness program nationwide for young men of color, as well as Sister to Sister, that does similar work but with young women of color. And recently, Bard also has worked with trying to evacuate nearly two hundred Afghan students and helping them get an education throughout our network as well. So those are some examples of institutional engagement at Bard—at Bard as well. And I constantly think to myself: What is it that we want our students to gain when they participate in our—in our program, or engage with our network? And looking back at Astin's theory of student involvement, we see that Astin talks about inputs, which are what students come with, the environment, what is it that we're providing for our students, and the outputs. As a result of a student attending our universities, what is it that we want them to get out of this, aside from just, you know, the academic knowledge. But how do we want them to be involved? And in my opinion, I feel like there's a few outputs that we would want, as higher education administrators. And I'll state them and then conclude my presentation. So I strongly believe that, you know, we want them to be critical thinkers. We want them to understand and practice equity, be strategic problem solvers, understand the power of reflection and active listening, community builders, practice empathy, be lifelong learners, and also ultimately be engaged individuals. Thank you. FASKIANOS: Brian, thank you very much. Let's go to all of you now. (Gives queuing instructions.)  So I'm going to go first go to Manuel Montoya. Please unmute yourself and tell us your institution. Q: Yeah. Hello. My name's Manuel Montoya and I am from the University of New Mexico. Thank you, Irina, for setting this up. I think this is an important discussion. And thank you, Mr. Mateo, for your presentation. I'm pleased to hear all the work that you're doing. That's inspiring. I will, I guess, do two parts. I will share some of the work that I've done and then share a question that I think is germane to this particular issue. We recently set up a global experiential learning curriculum at the university that is designed to get students to merge theory with practice and some sort of practical impact in terms of the global economy and other things. And we have a—we have a group of students that work with the largest folk art market in the world, which is based in Santa Fe. And we're trying to get them to work with indigenous communities throughout the world to try to have a larger platform for market entry. And we're—we've been in talks for the past four years to try to get the Olympic games to have some sort of mini pop-up folk art market that represents these types of market activities. And inside of that there is a lot of issues about human rights, but also about the value of crafting economy. There's all sorts of things that students are trying to engage with that require a liberal arts education. My question, or my frustration, often happens at places that aren't like Bard College, places that don't necessarily see community-engaged learning as having some sort of incentive structure for faculty. I'm one of many faculty members that does that, likely because I care about the issues and also because I think that it does make research and other forms of academic and intellectual contributions valuable. So my question to Mr. Mateo, or just generally to whoever's participating, is how are we creating an incentive structure for faculty and for other people who are engaged within the university system to make this transition to do the kind of work that Mr. Mateo is talking about? And what is that—what is that going to take in places that are embedded a little bit more traditionally in the way that higher education either incentivizes or evaluates faculty and stuff in more traditional ways? MATEO: Yes. Thank you so much for your question. And it's a question that we're all grappling with, right, as well. Some of us—some of us are doing the work deeper and, you know, sometimes taking risks, and others are in the inception piece. So I'll elaborate by saying this: Students more and more are asking how do I apply what I'm learning in the classroom to a job? How do I make sure that, as a result of me attending this institution, I'm also going to be competitive or be able to contribute to society, right? So I think that—I think that more and more institutions and faculty are thinking about this, because you—you know, students are less inclined to go be taught something and not be able to apply it. At the same time, students also want to see themselves, their history, and also what's going on in the community into the curriculum too. So this is also driving the conversation. It is not easy to teach courses on experiential learning. It takes a lot of time. It also takes resources. And you have to embed reflection and community engagement into the syllabus. And sometimes when you're teaching two days a week for an hour or an hour and a half—you know, fifteen-week curriculum for the semester, that can be difficult to do. So what we've done is that we've developed an experiential learning institute to help faculty understand how to bring this thing into it, how to work with community, how to start that timeline. Because it's very different to develop a syllabus than to bring in community, because you sometimes have to start setting that up earlier. And also, we provide grants to support them to be able to do either—to buy resources for transportation, if they need to hire a student intern to help them with this work as well. So those are some of the ways that we have tried to do this. I also want to talk about data and assessment, because I can't stress enough how much—how important that is. Because when you're measuring students' learning and you see that their learning has grown exponentially from an experiential based course, you cannot argue with that, right? So we try to do our best to make sure that we are—that we're also assessing learning and making sure that when—that when we are asking for funding or that when we are trying to create new programs and initiatives, that we are doing this not only evidence-based in theory and practice, but also on the data that proves that this is something that is of a benefit to the community, to our students, and our institution. Q: Thank you, Mr. Mateo. I guess I have one follow-up question, if it's permissible, Irina. FASKIANOS: Sure. Go ahead, Manuel. Q: Yeah, yeah. So I think you're entirely right. I think that assessment at the student level and the student engagement level, being able to see how this connects to the vocational and even their social destinies is a really, really important factor. I've noted that many institutions across the country are having a great difficulty trying to incorporate or embed community engagement as how they evaluate their faculty. And I'm a tenured faculty at the university, and it's a research one institution. It's not a liberal arts institution. But, you know, publish or perish becomes still one of the ways in which I'm evaluated. So I have to—I have to attend to this kind of master of publishing in peer-reviewed journals, while at the same time my heart and really the most effective work that I do is during community engagement work. So I guess my question is also fundamentally about how we're—how we're transforming institutions to be able to adapt and really incorporate the type of community engagement work that you're talking about, Mr. Mateo, while at the same time valuing and validating its value with the assessment of faculty every year. Because I would say that you'd get a ton of faculty who'd be really good at doing this kind of work, but they're disincentivized to do it because they're only evaluated by their peer-reviewed journal work. So how does one connect the two? What is the frontier for that in higher education that you guys have seen? And I'd really, really like to know, because I think that's going to be a really important part of the frontier of what higher education is dealing with. MATEO: Well, yes, thank you. And, you know, as a field of higher education we're here not only teach, but provide knowledge, and hopefully that that knowledge helps better communities or help create an awareness, right? So that's something that needs to—that needs to be a driving source and conversation because, you know, what we try to do is to incentivize faculty whenever they aren't conducting research, and also students as well, when they want to do community-based work, to see who they can partner with, how they can go about and do that. And making sure that we're amplifying voices and showing the level of work that people are doing so, like, that their work can be recognized and that it also shows that there's a value to this as well. So that's what I would say there. It's still something that I think institutions grapple with, but more and more I believe that as institutions begin to see the value of being civically engaged, because at the end of the day, you know, we all also exist in the community. Our colleges and our campuses are within our community, within a community, within a domestic national and international realm. And, you know, what is it that we want to do? We want to contribute. And that's one of the reasons why we also provide engaged research grants for faculty too. So I hope that that answers your question, Manuel, and I'm happy to elaborate more. Q: I'll yield to other questions. But thank you very much. I appreciate it. FASKIANOS: I'm going to go next to Laila Bichara, who has a raised hand. And if you could unmute and identify your institution. Q: Hi. Well, I work for SUNY Farmingdale. And generally speaking, I teach with experiential learning. I use all kinds of newspapers and case studies and current affairs to make sure that the theory we cover in global business, you know, management and all other courses are, you know, applied and showing the results and what's going on. That said, I am currently serving on an adjunct staff to work on couple of issues. One is social mobility and the second is community engagement, and I see a lot of interrelation between this and experiential learning. And I just wanted to see if there is any work done or papers done in the social mobility, because our students are typically first-generation college students. They don't have role models at home and they rely heavily on us to guide them, and they're usually kids or, you know, students in their twenties that have two or three jobs to pay for their education. So any ideas, any links, any guidance for me to start to make advancement in that project and help my students. MATEO: Great. Thank you. So what I hear you say is that looking at the linkages between social mobility, community engagement, and which one was the third one? Q: Experiential learning as well. MATEO: Experiential learning. Yes. Q: Yeah. It's all a kind of, like, spiral to me. You know, that's how I see it. MATEO: Yes. So when allowing students to do experiential learning into the classroom and bringing into the classroom, you're also helping them get applied skills, and yes, so there is at times a level of—a disadvantage when a student is working three jobs while also studying and then you're telling them like, oh, go volunteer, or go do this, right. By embedding experiential learning into the curriculum, you're still teaching students with some of these applicable skills that they can use as a part of a resume and also can speak to in an interview and saying, like, this is how I was able to do this as evidenced by that, right. And that, in turn, helps students to be able to find other opportunities as well. In terms of links, so we do have resources at our Center for Civic Engagement website, which is cce.bard.edu, and there's a resource link there, and then we also have resources as well on our OSUN website, osun.bard.edu. So those are—those are places that you that you can find some of these resources. FASKIANOS: Great. And we'll send out after this a link to this webinar as well as with those URLs so that people—websites so people can go back and dig deeper. So I'm going to go next to David Kim's written question. He's an assistant professor at UCLA. Thank you for this discussion. I'd like to hear more about insights into community engagement on an international or global level. What are some best practices when faculty, communities, and students work across borders—international borders? How are they different from community engagement at a local or national level? MATEO: Thank you. So we have to be aware of, you know, what we can provide and also what is it—what are some of the needs or how it can be reciprocal. So a lot of listening and intentionality has to be brought into it because sometimes, you know, we can come in with our own mindset of, oh, this is how we do it and we do it well, and then you meet other counterparts and then they're, like, well, but this is also another way of doing it. So there has to be a collaborative and reciprocal way or a mutual, respectful, reciprocal way of engaging, and, typically, you know, how we've done that is that we've partnered with other universities. We've also seen who are the community partners that are there in the international realm and how we can work around that, too. So I would say being intentional, making sure that you have capacity for what you are doing so, like, that you can deliver and also having a mutual reciprocal approach as well as active listening, and be willing to learn also from our international partners, too. FASKIANOS: I think, Brian, you mentioned that you were looking at LGBTQ+ issues in South Africa. Do you have any partnerships? Can you sort of give us examples of how you're doing that? MATEO: Yes. That's one of the research grants that we have provided to someone to be able to do that research. So the individual there is partnered with organizations and are conducting that research, and once that research is done we will make sure to publish it. FASKIANOS: Great. OK. I'm going to go next to Isaac Castellano from Boise State University. Our career center just landed a grant to pilot a program to pay students for their internship experiences. For us, a lot of students—our students have to work and this is another way beyond embedding experiential learning into their coursework. So I think he's sharing more than asking a question, but maybe you have a reaction to that. MATEO: Yes, and thank you so much, Isaac. So yeah. So we piloted this a couple of years ago and it's been very successful, and the way that it—the way that it works is it's for summer internships and students can request up to $3,000 for any unpaid internship. And we have them submit an application as well as a supervisor form and an agreement of what the students will be doing for that organization. And then, in return, the students will write one to two reflection papers on their experience, and then when they come back to campus the next semester they get to present about their experience and what they've done for that internship. So that's how we—that's how we run our community action awards, and it's been super successful. It has been able to provide access to students that wouldn't otherwise be able to do an unpaid internship, and the students submit a budget of up to $2,000 and then we see how we can—how we can help fund that. So I highly encourage you to definitely do that pilot, and if you do want any other insight or how to be able to do that, I'm happy to share my email as well with Irina when she sends out the resources. FASKIANOS: Great. And Isaac has a follow-up. Where does the money come from, that paid summer program that you're talking about? MATEO: It could—grants. We also try to fund—try to find funding and resources as well. So it comes through various sources, and so that's how we try to support our students. FASKIANOS: Great. Thank you. OK. So the next question is another written question. And people can ask their questions, too, but this is from Chip Pitts at Stanford University. Have you encountered obstacles in this environment characterized by major demographic changes and increasing polarization, e.g., mandates against critical race theory, based on the perceived political nature, even leftist nature of, quote/unquote, “social justice” and “human rights” or “environmental community engagement efforts”? And if so, or for those in places where there are more conservative values, what have you seen or would you suggest to shore up and spur more courage and leadership among the reluctant or shy faculty and administrators and overcome and avoid such blockages? MATEO: Mmm hmm. Thank you. So you have to meet communities where they're at, right, and making sure that they also understand that we're here to work with them, too, and this is why active listening and making sure that there is a reciprocal approach to this is important. And it's not—sometimes it can be fairly easy to be able to say, hey, we want to collaborate with you, and other times it can be extremely difficult and tenuous. But continuing to demonstrate and show the level of learning or how that community is continuously being engaged is something that's very important because, in my opinion, I think that sometimes, you know, we have a hard time of showing all the great work that we're doing, and in order for us to be able to partner and work more with community members we also have to show the research and demonstrate and be able to present this so people understand what we are trying to do. So there are times that it is challenging, and there are some things that will work with some communities and some things that will not. So where then are you able to then find what can work and how you can make it happen, and then from there be able to build up from there—from the ground up. So yeah, so there are some communities where you can do, like, one to ten things and then other communities that you can do one to three things and, hopefully, that you can start to do four or five, but then how do you still provide that access and education and equity as well. FASKIANOS: Brian, what would you say are the—in your opinion, the global issues students are most interested in? And, you know, if a college can only take on or faculty can only take on one issue that they're trying to push, you know, what would be the one, or to drive a—foster more civic engagement? What do you think would be a viable and a good starting—steppingstone to sort of expand this into their community and both on campus and off? MATEO: Wow. That's a great question, Irina. I would say that students are very interested in gender equity, LGBT. They're also very interested in making sure that underrepresented populations are included in conversations, as well as awareness in disability. An all-encompassing issue that students are also passionate about because most of them experience this globally every day is climate change, and making sure that, you know, how we can engage students through there. So that—so out of everything that I mentioned, this also encompasses these issues as a major one, and Bard, through the Open Society University Network, is actually having a global teach-in, which is—you can find this in the Solve Climate by '30 and I can send the link to Irina as well—where all colleges and universities can come in and do a global teach-in and as well get resources, and we're providing opportunities for students around the world to also be able to receive opportunity to get engaged, too. So we're doing this in March, and we're trying to get a robust number of institutions to participate in this because climate doesn't only affect, you know, our living environment, but it also affects students' educational pursuits. Harvard conducted a study called Heat and Learning that showed that for every degree Fahrenheit that goes up student learning goes down by 1 percent. It's also shown disparities that—you know, climate change also has, you know, a disproportionate effect on young people of color because of regions where people live in cold and hot environments, as well as disparities when it comes to gender. Women are more likely to be taken out of the classroom when there are climate change disasters to be caretakers, and we're also seeing a rise in child marriages because of that, too. You know, it also—you also talk about sanitation when it comes to climate change and educational environments. You know, if you start to—if your building starts to get moldy and also if students start to get sick because of the infrastructure or it gets too hot, you're going to see an increased rate of students showing up—not showing up and being absent or dropout rates as well. So climate change exacerbates or, as it's called, a threat multiplier, and this is something that as higher education administrators we have to also make sure that we are—that we're constantly thinking and showing how can we, based on students' interests, can help to solve climate as well. FASKIANOS: Great. So if others have questions—Manuel, I don't know if you had a follow-on. You said you would cede the floor but you can come back on. You can raise your hand or write—type your question in the Q&A box, or I could ask more. Just waiting to see if Manuel wanted to come back in. OK. There is a—oh, Manuel said his question was answered. OK. Great. So—sorry, I'm just looking—toggling a lot of things. All right. So my next question would be—you did talk about this earlier—you know, there has been a lot written about what is a college education worth, and I think this connection of the critical thinking and the internships and the experiential learning. But could you talk a little bit more about students' educational performance and career path and how they can leverage these—you know, what they're doing, civic engagement, into their future career plans? MATEO: Yes. Thank you. FASKIANOS: And then I have another random question. Mmm hmm. MATEO: Yes. So helping students to understand that some of the work that they do outside of a classroom could also translate both inside as well because when I have—when I see students when they're thinking about their career path, they're like, oh, but I've never done an internship before, or, oh, but I've never actually had a job here or there. But then when you start to look at the classes that they're taking and the application piece in those courses, you can sort of say, yes, but you also in this course did storytelling of a community and also created a podcast. So this is also an application piece where you can add to your resume, too. So helping students to think and link experiential learning to application, and demonstrating that is definitely an added plus, and this is why a lot of these courses are also very popular and very highly rated for students because they're starting—they start to see that they're also gaining transferable skills while engaging in these courses, too, that they can then add to their resume and be able to speak to at an interview as well. Like, I'll give you the example of the community needs assessment that the students that I work with conduct. You know, they can talk about research. They can talk about, you know, being able to work with communities. They also have to interview a leader in that community, whether that be a politician or a school leader or anyone. You know, so there are skills that they can then say here are some tangible outcomes as a result of this assignment, and that's why experiential learning can also help when it comes to merging career paths for students. FASKIANOS: Great. So a few more questions in the chat. Jim Zaffiro, who is at Central College, has asked what recommendations would you have for incorporating civic engagement into a common first-year experience course? MATEO: Mmm hmm. Yes. So looking back at Astin's model of input-environment-outputs, right, so we need to figure out, like, you know, how can we create a baseline for students to best understand what it means to be civically engaged and the environments piece of it. So what I would say, making sure that they understand the community they're a part of, what are some of the issues and needs, providing reflection for them to talk about how they have been engaged, how do they see themselves as engaged citizens and providing opportunities for them to get exposure to working with community members and working outside of the community as well. So we do this starting from our orientational language and thinking, where we start to not only provide articles and readings on this but we're also getting students to volunteer and get—and having students to think about how they want—how they want to be involved, and showing them a lot of the student-led initiatives that we offer that they can either get involved or start on their own. And then throughout the first year they also have what's called the Citizen Science Program, which is a January term, where students start to see how science and citizenship come together and work together. And during that time, we also have our MLK Day of Engagement, which is a day for students to also go out and volunteer into the community and reflect on their volunteer work as well. So that's kind of how we've embedded a lot of engagement for our first-years to making sure that we're providing them with engagement, adding courses for them to think about what does it mean to be engaged in either a civic engagement course or experiential learning courses and opportunities throughout the year for them to be involved, which, ultimately, we were then promoting for them how they can—how they can apply for these community action awards and also for the summer, but also what are ways for them to get engaged through the broader OSUN network. FASKIANOS: Great. How has the pandemic exacerbated preexisting community needs? How have you at Bard deepened students' civic engagement in order to help alleviate the pandemic-related effects that we are seeing in our communities? MATEO: Yes, and as we all know, when it comes to community-based work in civic engagement, you know, we all had to, you know, come indoors, and we had this notion that we had to be there to be able to engage with the community. So we developed—and this is also part of our civic engagement website—a tool kit on how to do engagement virtually, how to be able to do blended learning as well, and making sure that we still had a commitment to our community leaders. And our community partners also were able to come into our classes via Zoom and engage with students as well, and we helped students find virtual engagement, whether it be tutoring, whether it be, you know, helping to analyze something and sending it back. So these were some of the ways. But it did definitely create a halt, though we quickly found ways to not only build and provide resources but also pivot and making sure that we provide opportunities for students that were online and making sure that we showed a commitment to our partners as well. FASKIANOS: So John Dietrich at Bryant University asks for examples, more examples in practice of bringing experiential learning into the classroom, so if you could put some— MATEO: Yes. Yeah, so we have a course that's called All Politics is Local and what we do in that—and what the faculty members do in that course is that they're able to pair students with local internships in different government organizations, so not only are students learning about local government in the class but they're actually interning at the same time in different local governments. Another example of a professor that teaches studio arts is a class called Portraits and Community where they get to talk to community members and identify the history of that community, also talk with Congress—with a member of Congress while painting these community members and learning their stories, learning how to tell their stories but using art as a way of engagement. Another example is being able to develop tool kits, so, for example, looking at, you know, if you're a professor in biology or in chemistry and you have a local river or you have, you know, an ecosystem or environment, you know, how has that changed throughout the years and how can students create experiments and be able to then provide knowledge for local leaders or community members to see if there has been change that has been happening there? So I hope that this gives you some examples of community-based learning and education when it comes to doing it in the classroom. Podcasts have also been something that have been very important because students not only learn the skill on how to run a podcast and how to do a podcast, but then they also get to interview community members and do it—and be able to speak and provide the opportunity for storytelling as well. FASKIANOS: Can you talk a little bit about the role civic engagement plays in international students' educational experience? I mean, a lot of campuses have international students, and what does it mean for them and what are they taking back to their countries? MATEO: Yeah, so working with the OSUN network I've learned a lot about what other campuses have been doing and how they do civic engagement, and at some campuses civic engagement is embedded from the beginning. They are taking courses, they have to graduate with a certain amount of hours to be able to get their degree, you know, and some institutions in the United States do that, some don't per se, you know, so—and then also thinking about what—so for them also thinking about what does it mean to be engaged in their communities, and what are some of the work that they are doing as well? So civic engagement can look differently, so some of it can be tutoring. Some of it can be, you know, mostly youth engagement. A lot of it can be gender equity and working to raise awareness on gender issues. So there has been a great sense of education knowledge on my part on seeing how other institutions work on civic engagement. At the same time, it's also great because we're able to talk about civic engagement and develop that baseline and learn how we can grow together, and what are some things that they're doing that we can do and vice versa? So that—so I would say that in some institutions globally, civic engagement is embedded from the beginning and students have to make sure that they are taking courses on engagement. Some of them have, like, first-year sophomore-, junior-, senior-level seminars on engagement, and then others, you have to have a requirement of graduation for a certain amount of hours. So that's how, kind of, it's worked. FASKIANOS: Brian, you talked about inputs and outputs and metrics, so have you measured how civic engagement, the programs that you're doing are affecting students' perspectives on diversity, equity, and inclusion? MATEO: Yes, we have, actually, and—I have this here in my notes—yes, and 89 percent of them say that it has created an awareness of social justice issues and it has also enhanced their learning. So we're seeing that this is something that is showing and demonstrating that by engaging, and also at times engaging with difference, it has helped their learning. And over 90 percent of students say that they would continue to engage our—engage with arts and science courses or experiential courses as a result of that. FASKIANOS: Do you do that survey after each semester or is it at the end of the academic year? How are you doing that? MATEO: Yeah, so we do that survey at the end of each semester when it comes to faculty courses. When it comes to the engagement that students are doing outside of the classroom we also try to assess that, too, which I do midway and also at the end, and some students also do culminating projects, as well, that they are incorporating—at the end of their academic career they are talking about how civic engagement has helped them. So an example of that is—and this is the certificate in civic engagement that we've recently launched. You know, students will be able to apply for what's called an engaged senior project grant that they can get funding to be able to add civic engagement into their final project too, so that's—we're measuring and seeing how many students are interested and want to be able to engage in that. So I would say all together we are doing—you know, and sometimes, you know, we capture a lot of data and sometimes, you know, so we try to make sure that we're doing it as holistic as possible but we do it at the end, so at the end of each semester if a course qualifies as experiential learning, we are doing—so it's a separate evaluation outside of the normal class evaluation, and then we start to see and look at the metrics and what students have learned and, like, now we can start to gather and tell stories behind, you know, what these courses are doing. FASKIANOS: Great. So we have a follow-up question from Manuel Montoya: How does experiential learning and community engagement avoid essentializing the communities you engage with? On a related note, how does one navigate who gets to represent community needs when working on issues of engagement? MATEO: Yeah, this is a very, very, very, like, a thin line. Right? And it comes, again, with mutual respect, reciprocity, active listening. Some of the time community partners come to us and say, hey, we have a need and then we evaluate it and see how we can help that need. Other times, faculty or even students are like, hey, here is something that we should be working on and then we do that. Right? So an example of that is the Bard Prison Initiative. A student came and said, hey, look, we should be working on this and then it became an institutional part of Bard and now it's one of the largest prison education programs for incarcerated individuals across the nation. You know, so—and it takes a lot of reflecting and making sure that the community's needs are also in the forefront, because we don't want to usurp or take on, you know, or say, like, oh, this is ours now. No, this is “in collaboration with.” This is not a “we do this” per se. So that's why we have developed the principles of equity, and I'll share that, as well, with Irina so you can get a sense—that talks about this is, how can we make this equitable? How can we acknowledge and reflect on the work that we're doing? How do we—how are we not making sure that we're showing up and saying, like, oh, look, we're here, as like, you know, how—saving a community. But no, we're here to help enhance a community while they're enhancing our learning and providing assistance for us as well. So it has to be reciprocal in order for you to maintain a deep and sustained relationship. FASKIANOS: Great. And I'm just going to flag—I don't know if people are looking at the Q&A but Chip Pitts was building on what you talked about the importance of climate as a health issue. There's a study that's worth looking at, www.thelancet.com/countdown-health-climate, so you can look there. MATEO: Thank you, Chip. FASKIANOS: We do have another comment. I've benefited immensely from this discussion, bringing to fore the relevance of community engagement for students and faculty. I'm seeing new areas I can suggest for experiential learning to my institution. Terrific. That's great. MATEO: Thank you. I'm glad. FASKIANOS: Really appreciate that from NenpoSarah Gowon—and the last name is cut off. All right, so I wanted to ask you about—in your view, do you—I mean, you've been doing this for a long time. What do you see as the challenges that you've faced in sort of bringing this along in your community? And what have been the unexpected surprises and the receptivity to this approach of experiential learning and critical thinking, et cetera? MATEO: Thank you. That's an excellent question and here's reflection, you know, as we talk about experiential learning. Right? So I would say that my—so I was—so I'm fortunate enough to be able to work with the OSUN network to be in—and become a lifelong learner myself and learn how other institutions have been doing this. And going back to what Manuel was alluding to is that when something is new it's hard to bring in change. Right? So when asking people, hey, do you want to teach a course on experiential learning or asking a student, hey, do you want to also do this type of civic engagement work, what sometimes is heard is, oh, this is more work; this is going to be too hard. Right? So how do you show those benefits, right? And in the beginning, initial stages, it's going to be an uphill battle. But once you have one or two or a group of people doing it and talking about how great it is and how their students are engaged—like, in some of the assessments students are asking for more time in those courses because they're like, this is so—this is great, that we want to make sure that we meet more or we want to make sure we have more time to do—to engage in these courses, so now we're seeing that students want more of these courses and not just of the courses in general but maybe adding a third section instead of just meeting two times a week per se. You know? And then—and funding can also be something that's very—that can be challenging because, you know, you need to make this a commitment in saying, like, yes, we are going to fund, let's say, for example, thirty student internships over the summer because we believe that this is going to help engage their learning. We believe this is going to create an opportunity for them moving forward. Right? So—and researcher—sometimes, you know, if you're in a metropolitan area, it's easier for you to say, yeah, we're going to go to a museum or we're going to go to this community because we can all just take public transportation. But if you're in a rural environment, you're relying on vans and buses and so on and so forth, and that can sometimes run you $500 to $2,000 per visit, you know. So you also have to think really strategically and think smarter, not harder, and how are you engaging? Right? Because one of the detriments is that great, we went to one community once and as a result of that, like, what would happen—because, again, it goes back to sustained, deepening relationships, so those are some of the things that can be some of the challenges. Some of the breakthroughs for me is when you start to see the learning connect, when a student's like, you know—you know, I once had someone from the New York City's mayor's office come speak to the students in my class and it really warmed my heart when a student was like, I didn't know that I had access; I didn't realize that someone like me could be able to speak to someone from the mayor's office. And I'm like, but you're also a citizen of New York City and this is what—you know, so there was that disconnect for the student; it was like, wow, I can do this. Another student wants to—is pursuing, you know, a degree in political science and stuff like that. You know, or even when a student did a research project on the tolls of the taxi in New York City because that student felt they had a personal connection to this, and then they were able to see how, you know, some stories were similar to what—to the narrative that they had and be able to then share some possible solutions and show that they can also be active citizens and engage and be empowered. That is the other piece that, like, once you see that people start to be empowered, they want to continue doing this work and it's, you know, my job and the job of others at other higher education institutions to continue to empower and continue to provide opportunities and shed light, you know, because some of this is also exposure. You know, thinking about outputs; it's like sometimes you know what you know, but then when you meet a professor that's doing some type of research that you're just like, wow, this is so intriguing; I never knew I could do this. That's something that is also very influential for the student. And I'll give you a personal anecdote about myself. I myself have been an experiential learner. You know, I went to college and I got my master's in higher ed administration, but all of a sudden I'm working with international communities, I'm also part of the Council on Foreign Relations doing research on climate, and teaching experiential learning. And that is as evidenced by Bard being a private college for public interest, and also enabling us to be a part of the system that we ourselves can be experiential learners and be able to do different things and sometimes, you know, like, not necessarily shift our careers but find new interests, because this is what we want to do and develop the system that can be reciprocal for our students, faculty, staff, and community. FASKIANOS: Well, with that, we've reached the end of our hour. Brain Mateo, thank you very much for sharing what you're doing at Bard, your stories, and we will circulate to everybody the resources that you mentioned, and, you know, just want to thank you for your dedication. And to everybody on this call, I mean, it really has brought home for me the important work that you all are doing to raise the next generation of leaders, and we need them and you all are role models for young adults who, as somebody said, their parents have never gone to college and really need some guidance on next steps. So thank you to you, Brian, and to everybody on this call for what you're doing in your communities. We will share Brian's email address and you can follow him on Twitter at @brianmateo. So I encourage you to follow him there. Our next Higher Education Webinar will be in November, and we will send the topic speaker and date under separate cover. And so I encourage you to follow us, @CFR_Academic on Twitter, and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for more resources. And of course, as always, you can email cfracademic@cfr.org, with suggestions of future topics or speakers you would like to hear from. We're trying to be a resource for all of you and support you and the important work that you are doing. So Brian, thank you again. MATEO: Thank you. And I'll make sure to share resources with you. Have a great day. FASKIANOS: Wonderful. (END)

For Part Three of ChinaTalk's industrial policy series, we are joined by two leading lights of the American left: Saikat Chakrabarti, AOC's former Chief of Staff, and Zack Exley of the 2016 Bernie campaign. (Don't forget to check out Part One with Rob Atkinson and Part Two with José Fernandez.) Co-hosting is Vishnu Kannan, a junior fellow in Carnegie's Technology and International Affairs Program. Saikat and Zack take us inside the creation of the Green New Deal, lay out how bold leadership can change a nation's economic trajectory, lament Democrats' lukewarm appetite for industrial policy, and offer up their vision for an American developmental program that harnesses the full potential of its people and capital. We discuss everything from how Harvard teaches economics wrong to what CIA Director Bill Burn's declassified Iraq War cables have to do with the classic film Casablanca. Please consider supporting ChinaTalk at https://glow.fm/chinatalk/ Outtro music: https://youtu.be/DuVJeJcMod0  Get bonus content on Patreon See acast.com/privacy for privacy and opt-out information.

For Part Three of ChinaTalk's industrial policy series, we are joined by two leading lights of the American left: Saikat Chakrabarti, AOC's former Chief of Staff, and Zack Exley of the 2016 Bernie campaign. (Don't forget to check out Part One with Rob Atkinson and Part Two with José Fernandez.) Co-hosting is Vishnu Kannan, a junior fellow in Carnegie's Technology and International Affairs Program. Saikat and Zack take us inside the creation of the Green New Deal, lay out how bold leadership can change a nation's economic trajectory, lament Democrats' lukewarm appetite for industrial policy, and offer up their vision for an American developmental program that harnesses the full potential of its people and capital. We discuss everything from how Harvard teaches economics wrong to what CIA Director Bill Burn's declassified Iraq War cables have to do with the classic film Casablanca. Please consider supporting ChinaTalk at https://glow.fm/chinatalk/ Outtro music: https://youtu.be/DuVJeJcMod0 

In this episode of Russian Roulette, Heather sits down with Ambassador Dereck J. Hogan, U.S. Ambassador to the Republic of Moldova, who previously served as the Deputy Executive Secretary of the U.S. Department of State, and Deputy Chief of Mission and Chargé d’affaires in U.S. Embassy Baku, Azerbaijan, and Nicole B. Aandahl, the director of CSIS’s Diversity and Leadership in International Affairs Program, which is dedicated to elevating diverse voices and perspectives to lead to more ideas, more innovation, and more robust policy solutions.   In this two-part episode, we begin the discussion with a focus on Moldova, including the impact of Covid-19, the reform agenda of and political challenges faced by President Maia Sandu’s administration, and the status of the “frozen” conflict in Transnistria. We then turn to a conversation about careers and diversity in the Russia and Eurasia studies field. In this second part of the conversation, Nicole Aandahl and Ambassador Hogan share their experiences in how they became interested in Russian studies, the importance of intentionality and inclusivity in the workplace, and the ways in which allies and mentors can help foster greater diversity among professionals in the field and the policymaking community.   You can find Ambassador Hogan’s bio here: https://md.usembassy.gov/our-relationship/our-ambassador/ and follow the U.S. Embassy in Moldova on Twitter: https://twitter.com/USembMoldova   You can find Nicole’s bio here: www.csis.org/people/nicole-breland-aandahl If you’re interested in learning more about CSIS’s Diversity and Leadership in International Affairs Program, check out the page here: www.csis.org/programs/diversity-and-leadership-international-affairs-project.   Stay safe and healthy. 

The U.S. forfeited leadership in the global effort to combat climate change when it left the Paris Agreement. Now back, will the U.S. resume its former role?---On Friday, February the 19th, the United States officially rejoined the Paris Climate Agreement, bringing to an end an extended period of national disengagement from the global effort to address climate change. As the largest historic emitter of greenhouse gasses, and today’s second largest emitter behind China, U.S. engagement is critical to the global effort to address climate change.Yet the climate framework that the U.S. abandoned under the Trump administration looks different today. The U.S., rather than being a clear leader on climate issues, is embarking on an effort to rebuild trust and reassure the world that it will remain committed to addressing climate change, while the relative influence in of China, Europe and other regions has grown in global climate dialogue.Joanna Lewis, Director of the Science, Technology and International Affairs Program at Georgetown University, discusses how the Paris Climate framework, and the global hierarchy of climate leadership, has changed in recent years. She also looks at the barriers that U.S.-China trade tensions may present to climate cooperation as the U.S. rejoins the Paris process. Joanna Lewis is Director of the Science, Technology and International Affairs Program at Georgetown University. She is also a Strategic Advisor to the China Energy Group at Lawrence Berkeley National Lab.Related ContentInnovation in Isolation: Islands and the Energy Transition https://kleinmanenergy.upenn.edu/research/publications/innovation-in-isolation-islands-and-the-energy-transition/ It’s Ideology Stupid: Why Voters Still Shun Carbon Taxes https://kleinmanenergy.upenn.edu/research/publications/its-ideology-stupid-why-voters-still-shun-carbon-taxes/

Dr. Emily Mendenhall is the Provost's Distinguished Associate Professor in the Science, Technology, and International Affairs Program in the Edmund A. Walsh School of Foreign Service at Georgetown University. Her books, Rethinking Diabetes: Entanglements with Trauma, Poverty, and HIV (2019, Cornell) and Syndemic Suffering: Social Distress, Depression, and Diabetes among Mexican Immigrant Women (2012, Routledge), have received wide acclaim. You can learn more about her work here and here, read her COVID-19 Vox article here, and follow her on Twitter.In this podcast Dr. Mendenhall discusses the concept of syndemics, referring to the clustering of social and health problems, with examples from her global research that explores diabetes, HIV, violence, depression and trauma. She describes the way that stigma can be linked with multiple health conditions, how stigma differs by gender and between global contexts, and the many ways we can work together to create social change.Episode hosted by Dr. Carmen Logie. Supported by funding from the Canada Foundation for Innovation and Canada Research Chairs program. Original music and podcast produced by Jupiter Productions, who have various production services available to support your podcast needs.

In this episode of Building the Future, Dan Runde is joined by Nicole Aandahl, the Director of the Diversity and Leadership in International Affairs Program at the CSIS, to discuss diversity and inclusion in the international affairs and foreign policy community. The podcast examines the state of diversity and inclusion in international affairs following the Cold War, identifies how the United States should leverage its uniquely diverse population for global innovation and leadership, and emphasizes the importance of diverse perspectives, backgrounds, and experiences for the U.S. diplomatic corps and in national security and foreign policy decision-making processes.

We are joined by Dr. Carol Conzelman for a mind-expanding conversation about the history of the drug war in the United States, her work studying coca and democracy in Bolivia, how to encourage critical thinking about drugs, and our human need to explore inner space. Then Emily and Sarah have a chat that starts with studying the habits of the common American wook and ends with a discussion of the apocalypse, per usual. Featured music is “Drugs R Bad” by What the Folk’s very own Emily Yates http://emilyyatesmusic.com/ ______________________________________________________________ Guest Bio: Dr. Caroline Conzelman is a cultural anthropologist and Senior Instructor at the University of Colorado Boulder with the Global Studies Residential Academic Program and the International Affairs Program. She directs a Study Abroad program in Bolivia and teaches courses on democracy, drug policy, globalization, sustainability, Latin America, and community engagement. She is Faculty Adviser for Students for Sensible Drug Policy, the Psychedelic Club, and Slow Food Youth. Since 2014, she has organized—together with students and colleagues—an all-day symposium to promote public education on ancient uses of cannabis and psychedelic plants and their modern political, economic, and therapeutic relevance. Since 1995, Conzelman has been a Volunteer Team Leader with the international grassroots development organization Global Volunteers, coordinating service learning programs in Jamaica, Ecuador, Italy, Tanzania, Ireland, and Cuba; she also served on their Board of Directors (seven years). Currently she is president of the international Board of Directors for the Andean Information Network out of Cochabamba, Bolivia. Carol can be reached at conzelma@colorado.edu _____________________________________________________________ Carol’s book recommendations: War and Drugs by The Role of Military Conflict in the Development of Substance Abuse By Dessa Bergen-Cico https://www.goodreads.com/book/show/10260413-war-and-drugs From Chocolate to Morphine: Everything You Need to Know About Mind-Altering Drugs By Andrew Weil https://www.goodreads.com/book/show/110490.From_Chocolate_to_Morphine?ac=1&from_search=true&qid=1vJUQcV46m&rank=1 Organizations to follow and support: Drug Policy Alliance https://www.drugpolicy.org/ Multidisciplinary Association for Psychedelic Studies https://maps.org/ Erowid https://www.erowid.org/ Transnational Institute https://www.tni.org/en International Drug Policy Consortium https://idpc.net/ Washington Office for Latin America (WOLA) https://www.wola.org/ Institute for Policy Studies https://ips-dc.org/

Podcast: Risky BusinessEpisode: Feature Podcast: Inaction is escalatoryPub date: 2019-08-15This podcast is brought to you by the William and Flora Hewlett Foundation, and it’s the second in a series of podcasts we’re doing that are all about cyber policy. The Foundation funds a lot of interesting people and work in the cybersecurity space. So the idea behind this podcast series is pretty simple: we talk to Hewlett’s grant recipients, or experts in Hewlett’s network, about pressing policy issues and turn those conversations into podcasts. The whole idea is to get some policy perspectives out there among the Risky Business audience, which, funnily enough, includes a lot of policymakers. In this podcast we’re speaking with Katherine Charlet. She currently serves as the director of the Technology and International Affairs Program at the Carnegie Endowment for International Peace. Prior to joining Carnegie, Kate served as the deputy assistant secretary of defence for cyber policy, where she managed the development of US Department of Defence cyber policy and strategy, its development of cyber capabilities, and the expansion of its international relationships. This conversation essentially covers what the state of affairs is when it comes to militaries and their actions in the cyber domain. It was only a few weeks ago that reports claimed the United States government launched a cyber attack against Iranian weapons systems. We’ll hear from Kate about what she thinks that all means, and then we’re going to talk about all sorts of stuff really – the blurring of the line between what warrants a law enforcement response versus a military response, what the path to this situation looked like, so on and so on. But I kicked things off by asking Kate to tell us what this concept of “defending forward” actually means. In the last couple of years we’ve heard that term bandied about by all sorts of people, but everyone seems to have a different definition. Here, Kate shares her more definitive definition.The podcast and artwork embedded on this page are from Patrick Gray, which is the property of its owner and not affiliated with or endorsed by Listen Notes, Inc.

Valentine M. Moghadam (Northeastern University, Boston) Modernization and economic development in both Iran and Tunisia have led to the growth of an educated female middle class with aspirations for greater participation and rights, but women’s economic and political empowerment varies significantly, and the capacity of women’s rights organizations for the achievement of legal and policy reforms has been far more limited in Iran than in Tunisia. Utilizing a sociology-of-development perspective that draws on world-system, world polity, and feminist conceptual frameworks, the presentation examines and contrasts the evolution of development, social transformation, and gender relations in the two countries to show how the different outcomes result from (a) the nature of the development strategies in place and the role of the respective countries in the world-economy, (b) the different political systems, and (c) the different gender regimes. Speaker Biography: Valentine M. Moghadam is Professor of Sociology and International Affairs at Northeastern University, Boston, and former Director (Jan. 2012-July 2017) of the International Affairs Program. Previously she was a professor of sociology and director of women’s studies at Purdue University and Illinois State University; a section chief at UNESCO in Paris, where she led policy-oriented research on gender equality and development in the Social and Human Sciences Sector; and a senior researcher at the United Nations University’s WIDER Institute in Helsinki, Finland, where she coordinated the research program on women and development. Born in Tehran, Iran, Professor Moghadam received her higher education in Canada and the U.S. Her areas of research include globalization, transnational social movements and networks, economic citizenship, and gender, development, and democratization in the Middle East and North Africa. She is the author of many journal articles and books, including Modernizing Women: Gender and Social Change in the Middle East (1993, 2003, 2013), the award-winning Globalizing Women: Transnational Feminist Networks (2005), and Globalization and Social Movements: Islamism, Feminism, and the Global Justice Movement (2009, 2013). She has edited or co-edited eight books, including Social Policy in the Middle East: Economic, Political, and Gender Dynamics (2006, with Massoud Karshenas) and Empowering Women after the Arab Spring (2016, with Marwa Shalaby). Most recently, she was a Co-PI in the SOAS-based, ESRC-funded project, Women’s Employment and Dynamics of Inequality in the Middle East, North Africa, and South Asia, and a research participant in the project in the Rice University-based, Carnegie Corporation-funded project, Building Inclusive and Pluralistic Systems Post-Arab Spring. Speakers: Valentine M. Moghadam (Northeastern University, Boston), Hannah Bargawi (SOAS) Released by: SOAS Economics Podcasts

Jen talks to Carnegie experts Jarrett Blanc, Kate Charlet, and Karim Sadjadpour about the most important events of 2018 and what to look for in the year ahead. Jarrett Blanc is a senior fellow in the Geoeconomics and Strategy Program at the Carnegie Endowment for International Peace. He is an expert on sanctions, as well as Afghanistan. Katherine Charlet is the inaugural director of Carnegie's Technology and International Affairs Program. She works primarily on the security and international implications of evolving technologies, with a focus on cybersecurity and cyber conflict, biotechnology, and artificial intelligence. Karim Sadjadpour is a senior fellow at Carnegie, where he focuses on Iran and U.S. foreign policy toward the Middle East. We want to hear from you! Write to us at diplopod@ceip.org, or call us at 202-939-2247. Leave us a voicemail and we might use your question on a future episode. You can also talk to us on Twitter using #DiploPod. And follow Jen on Twitter.

Rebecca Hersman, Director of the Project of Nuclear Issues at CSIS; Katherine Charlet, Director Technology and International Affairs Program at Carnegie Endowment for International Peace; Dr. Lindsay Cohn, Associate Professor at the U.S. Naval War College; and Dr. Rupal Mehta, Assistant Professor at the University of Nebraska-Lincoln discuss the opportunities and challenges of current and future warfare tools and technology.  

Rebecca Hersman, Director of the Project of Nuclear Issues at CSIS; Katherine Charlet, Director Technology and International Affairs Program at Carnegie Endowment for International Peace; Dr. Lindsay Cohn, Associate Professor at the U.S. Naval War College; and Dr. Rupal Mehta, Assistant Professor at the University of Nebraska-Lincoln discuss the opportunities and challenges of current and future warfare tools and technology.  

Rebecca Hersman, Director of the Project of Nuclear Issues at CSIS; Katherine Charlet, Director Technology and International Affairs Program at Carnegie Endowment for International Peace; Dr. Lindsay Cohn, Associate Professor at the U.S. Naval War College; and Dr. Rupal Mehta, Assistant Professor at the University of Nebraska-Lincoln discuss the opportunities and challenges of current and future warfare tools and technology.  

In this episode, we discuss China’s growing influence and involvement in Central Asia as it seeks to implement its ambitious Belt and Road Initiative. Professor Theresa Sabonis-Helf joins us to speak about the various development projects currently taking place in the region and how Chinese involvement in the region has affected Chinese-Russian relations, the role of the United States, and the priorities and points of contention for each of these larger powers in the region. Dr. Theresa Sabonis-Helf is a professor of National Security Strategy at the National War College and an Adjunct Associate Professor for the Science, Technology and International Affairs Program of the Georgetown University School of Foreign Service. Dr. Sabonis-Helf advises governments on climate change policies, post-Soviet energy and environmental issues, regional energy trade, and the politics of electricity. The views expressed here are those of Dr. Sabonis-Helf alone. They in no way represent the policies or positions of the U.S. National Defense University, the Department of Defense, or any other organization of the U.S. government.

Carnegie Visiting Senior Fellow and former White House chief of staff Denis McDonough joined Tom Carver for a wide-ranging conversation, including reflections on his time as White House chief of staff during U.S. President Barack Obama, his views on the future of U.S. leadership in the world, and his thoughts on addressing the skills gap in the U.S. workforce, particularly in the face of rapidly advancing technological innovation. Denis McDonough is a visiting senior fellow in Carnegie's Technology and International Affairs Program. Previously, he served as White House chief of staff for President Obama's second term, managing the four thousand member White House staff, as well as cabinet secretaries and agency leaders. - http://carnegieendowment.org/experts/1329

My guest this week is Jonathan Cristol, a fellow at the World Policy Institute in New York City and a senior fellow at Bard College’s Center for Civic Engagement in Annandale, New York. Dr. Cristol is a noted expert in Middle Eastern politics and international security. At World Policy Institute he researches, writes about, and speaks on issues pertaining to international security, Middle East politics, and United States foreign policy in the Middle East and East Asia. His writing appears regularly in publications including CNN Opinion and World Policy Journal. Dr. Cristol appears frequently in television, radio, print, and podcast media including: Channel News Asia; CNN; i24 English; al Jazeera English; and Reuters; among many others. He meets regularly with government officials from all over the world, and organizes and hosts a wide variety of public, semi-public, and private events focusing on all aspects of international security. Dr. Cristol is the host of the World Policy Security Series and co-host of “[jargon redacted]: Seriously Irreverent Conversations on Policy.” Dr. Cristol is an assistant professor of international affairs and director of the Globalization and International Affairs Program at Bard College. At Bard, his courses include: “The United States and the Modern Middle East”; “The History of International Institutions”; “Advanced International Relations Theory”; “Non-State Actors in World Politics”; and “The Nature of Power,” an innovative course that met in regular joint sessions with cadets from the United States Military Academy at West Point. He is a former academic director of the State Department’s “Study of the United States Institute- United States Foreign Policy” program, run jointly by Bard College and the State Department’s Bureau of Educational and Cultural Affairs. Dr. Cristol maintains a wide network of contacts within the New York City based nonprofit, diplomatic, and policy communities, and is a regular participant in discussions at: the Carnegie Council for Ethics in International Affairs, where for many years he was a “New Leader”; Council on Foreign Relations, as part of the Council’s educational outreach program; and many other foreign affairs organizations and groups. He is on the “Young Patron’s Council” of “Off-the-Record,” the longest running women’s foreign policy lecture series in the United States. Dr. Cristol serves as an instructor and subject-matter expert on Middle East affairs for a Maryland-based defense contractor; and is available for consulting and special projects through Dūcō, a global security, technology, and policy consultancy. A full transcript of this episode can be found here: http://alonben-meir.com/audio/issues-episode-22-jonathan-cristol/

For more than half a century, the United States has shouldered a disproportionate share of global security burdens. As China rises and Russia reasserts its place in the world, can America control its destiny? Hear from Thomas N. Nichols, Anne-Marie Slaughter, Elmira Bayrasli, Walter Russell Mead, and James Ketterer. This program is part of the Shades of Red and Blue series, presented by The Ethics Centre, and co-sponsored by Carnegie Council for Ethics in International Affairs and Bard Globalization and International Affairs Program.

For more than half a century, the United States has shouldered a disproportionate share of global security burdens. As China rises and Russia reasserts its place in the world, can America control its destiny? Hear from Thomas N. Nichols, Anne-Marie Slaughter, Elmira Bayrasli, Walter Russell Mead, and James Ketterer. This program is part of the Shades of Red and Blue series, presented by The Ethics Centre, and co-sponsored by Carnegie Council for Ethics in International Affairs and Bard Globalization and International Affairs Program.

Happy Earth Day! Subscribe to the #WomeninDiplomacy podcast to keep up with our Environmental Diplomacy series! “You can never be paid enough to do something you don’t enjoy.” http://media.blubrry.com/womenindiplomacy/content.blubrry.com/womenindiplomacy/Jodi.m4a JODI BAILEY is Manager of the International Affairs Program at Yosemite National Park. Featured photo: “Here I am with Engilbert Panil, a park ranger from Kinabalu Park... Read More

“There’s nothing holding you back except what’s in your mind” Sometimes you speak with someone that has so much positive energy that it’s bound to rub off on you. Despite a massive headache during this conversation, I came away feeling energized after speaking with Sara-Jane Smallwood. Sara-Jane is one of those people that had a clear goal from a young age and pursued that goal and was able to realize that goal: returning home to work for her tribe. She did so in a big way, working on a very high-profile program that eventually resulted in a visit from President Obama to Choctaw Nation. Official Bio Sara-Jane Smallwood is the Director of Public Policy and Promise Zone Coordinator for the Choctaw Nation of Oklahoma. Her Choctaw heritage and passion for public policy are intertwined. She comes from a long line of farmers and ranchers who make their living from the land, and she grew up near Sardis Lake and the Choctaw Capitol in Tvshka Homma. These experiences taught her the importance of the Choctaw Nation’s culture, natural resources, and leadership. Sara-Jane is currently a student at Oklahoma State University pursuing a PhD in Environmental Policy. She received her Master of Public Affairs with emphasis in local governance and environmental policy from Indiana University’s School of Public and Environmental Affairs in 2012. She received a Bachelor of Science in Agricultural Communications and American Indian Studies at Oklahoma State University in 2008, and was named an Outstanding Senior as one of the university’s top graduates. In 2007, she was chosen as a Scholar by the Morris K. Udall and the Stewart L. Udall Foundation and as a Fellow by the Public Policy and International Affairs Program, where she was part of the Princeton University summer fellowship. Sara-Jane was previously employed by the U.S. Department of Justice Environment and Natural Resources Division. Sara-Jane serves as an Oklahoma Champion for Early Opportunities with the Potts Family Foundation, board member of the Oklahoma Academy for State Goals, and serves on the Board of Trustees for the Eastern Oklahoma State College Foundation. In her free time, SJ can be spotted cruising southeastern Oklahoma in her cobalt blue Mini Cooper.

In We Gotta Get Out of This Place, Doug Bradley and Craig Werner place popular music at the heart of the American experience in Vietnam. They explore how and why U.S. troops turned to music as a way of connecting to each other and the world back home and of coping with the complexities of the war they had been sent to fight. They also demonstrate that music was important for every group of Vietnam veterans—black and white, Latino and Native American, men and women, officers and “grunts.” Co sponsored by: AMRC, CU Boulder Student Veterans Association, CU Veteran Services, The Center of the American West, the Conference on World Affairs, the International Affairs Program, the CU History Department.

Feb. 18, 2014. Musicians, policy experts, and music industry professionals discuss current issues facing musicians while traveling: ivory regulations, carry-on instrument policies and artist visas. Speaker Biography: Nurit Bar-Josef is concertmaster of the National Symphony Orchestra. Speaker Biography: Dave Berg is senior vice president & general counsel of Airlines for America. Speaker Biography: Craig Hoover is chief of the Wildlife Trade and Conservation Branch, Division of Management Authority, International Affairs Program. Speaker Biography: Najean Lee is director of Government Affairs & Education Advocacy of the League of American Orchestras. Speaker Biography: Molly Teas serves on the Board of Directors of Art Works for Change and is an education specialist at the World Bank. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=6717