Recently Published: Data Sovereignty, North Korea’s Growing Nuclear Arsenal, Nuclear Power as an Energy Source, and More

International Trade Professor and Students Present Paper on Data Sovereignty 

Robert A. Rogowsky, professor of international trade, and joint MPA/MA in International Policy and Development students Stephanie Teeuwen and Katarina Zomer presented a coauthored paper at the GigaNet Symposium at the Internet Governance Forum in November 2022. The paper, titled “Trade Diplomacy Implications of Data Sovereignty and Data Localization” addressed the issue that several countries—mainly Japan, the U.S., China, and India—and the EU have different policies for how they handle data, which could, among other risks, expose citizens’ private information. The paper suggests a regulatory framework to ensure consistent handling of data across borders.

Nonproliferation Researcher Analyzes UN Voting Records to Clarify North Korea Nuclear Issue 

Hyuk Kim MANPTS ’14, a research associate at the James Martin Center for Nonproliferation Studies, had an article published on the Global Asia website in December. In “What UN Voting Reveals about North Korean Nuclear Issues,” Kim analyzes the voting records of countries in the United Nations General Assembly to show how far apart the U.S. and North Korea stand on the politics of nuclear power. The article explores the obstacles behind the international communities’ decades-long effort to solve the North Korean nuclear issue.

Nonproliferation Professor’s Book Examines the Impetus behind North Korea’s Growing Nuclear Arsenal

Sig Hecker, a distinguished professor of practice at the James Martin Center for Nonproliferation Studies, published Hinge Points: An Inside Look at North Korea’s Nuclear Program in January. The book, as well as a companion website, documents Hecker’s seven trips to North Korea between 2004 and 2010 and his research into ways to reduce the danger posed by Pyongyang’s rapidly advancing nuclear weapons program.

Professor Publishes Article on Teaching Interpretation During COVID-19

Professor Leire Carbonell Aguero recently wrote an article titled “Teaching English-Spanish Simultaneous and Consecutive Interpretation During COVID-19.” It was published in a special issue of the journal InContext: Studies in Translation and Interculturalism under the theme “Teaching and Practice of Distant Interpreting in the Pandemic Era.” Carbonell talked about the piece in a YouTube video.

Researchers Publish Case Study on Expanding International Access to Nuclear Power as an Energy Source

Anthony K. Stott and Ingrid Kirsten, senior research associates with the Vienna Center for Disarmament and Nonproliferation, have authored a case study on expanding access to peaceful uses of nuclear power. Many countries today are interested in or are already embarking on developing nuclear power as an affordable, reliable, and sustainable energy source. The study, which was intended as a resource for these countries, analyzes key aspects of how Ghana implemented its nuclear energy program. 

Two Alumni Analyze Student Engagement with Native Versus Non-native English Speakers

TESOL graduates Ramon Mislang and Adam Garnica coauthored an article that appeared in JASAL Journal. In “Student Perceptions of Interactions with Non-Native English Student Interns at a Japanese University’s Multipurpose English Center,” Mislang MATESOL ’13 and Garnica MATESOL ’14 analyzed how students in a casual educational setting participated differently in conversations with native English-speaking instructors versus non-native English-speaking student interns. Their findings may help educational institutions choose how to best staff English conversation lounge areas.

Institute Grad Evaluates Improved Language Learning Through Goal Setting

Ramon Mislang MATESOL ’13, with coauthor Diane Raluy, also published an article in SiSAL Journal: “Developing Learner Autonomy and Goal-Setting Through Logbooks.” Studies show that, in the wake of the educational disruptions caused by COVID, students of English as a foreign language often struggle with “setting academic goals, being proactive with seeking help from peers, and connecting learning moments with future decisions.” In the article, the authors share the results of a study they conducted, in which students adopted a goal-setting system that included the use of online logbooks. These logbooks allowed students to get teacher and peer feedback even in autonomous learning settings.