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Växla upp- Webinar on environmental taxes
The Swedish Government strives to accomplish a green tax exchange, which means raising environmental taxes in exchange for lowering taxes on income and corporations. The question is how this should be done: which taxes to include, how much to exchange and how to use the tax revenues? Against this backdrop, Thomas Sterner together with 11 other prominent researchers, business profiles and politicians was invited to share his ideas in a new anthology by the green think tank Fores. The anthology was launched during a live stream webinar where the contributors had the opportunity to present and discuss their ideas. You find the publication here and watch the webinar here.
Sweden in transition
Why is the carbon tax the best tool to address the climate crisis? What went wrong in France with the yellow vests? Thomas Sterner recently participated in the podcast "Sweden in Transition" where these questions and various other topics on energy, inequalities and politics were discussed. Listen to the podcast here.
SNS Konjunkturrådsrapport 2020
Along with eight other researchers from different disciplines, Thomas Sterner is part of SNS Konjunkturråd 2020. Together, they have written Konjunkturrådets annual report, SNS Konjunkturrådsrapport 2020: Svensk politik för globalt klimat, where they focus on how Swedish politics should be designed to deal with climate change. The full report can be found here, and you can watch presentation on the report's results in a global perspective here (both in Swedish) .
Is the key to saving the climate less meddling from politicians?
In a recent article for Apolitical, a global learning platform for government, Jessica Coria and Thomas Sterner raise the question if politicians are help or just a hindrance when it comes to saving the climate. Many existing environmental regulations are subject to a great deal of policy uncertainty which reduces the profitability of green investment, where the lack of political commitment to long-term emissions targets is at the heart of the problem. Could real progress be made through a fundamental reform of our political institutions? Read the full article on Apolitical's website.
India in the coming climate G2?
New working paper official together with Jonathan Camuzeaux, Environmental Defense Fund, and Gernot Wagner, New York University. Forthcoming in the National Institute Economic Review next year.
China and the United States are the two largest emitters of greenhouse gases, making them pivotal players in global climate negotiations. Within the coming decade, however, India is set to become the most important counterpart to the United States, as it overtakes China as the country with the most at stake depending on the type of global burden-sharing agreements that reached, thus becoming a member of the "Climate G2." We analyse financial flows that are necessary to equilibrate marginal abatement costs across countries and regions under a wide range of burden-sharing agreements: from pure grandfathering based on current emissions to equal per-capita allocation. Among the four largest players, the United States, the EU-27, China, and India, it is China that would currently be the largest net seller of emissions allowances in all but the grandfathered scenario. The United States would be the largest net buyer. However, India is poised to take China's position by around 2030. That leaves the United States and India as the two major countries with most to gain and lose, depending on the type of climate deal reached.
Full text available here, and to cite:
Camuzeaux, J., T. Sterner, and G. Wagner, "India in the coming climate G2?" Forthcoming in National Institute Economic Review (12 December 2019).
New Honorary Degree
December 9, 2019 Admin Leave a comment
Congratulations to Thomas Sterner who on December 5th was awarded with a Honorary Degree of Doctor of Science by the University College Dublin (UCD). The UCD awards honorary degrees to individuals who have attained outstanding distinction in their fields. In delivering the citation at the conferring ceremony, Professor Peter Clinch at the UCD Faculty of Environmental Policy spoke of Thomas's pioneering work, passion and dedication to the field of environmental economics:
"A few notable academics are able to make substantial and original contributions to knowledge and also to come down to where things are done. And when it concerns the environment and, perhaps, the greatest challenge facing humankind – climate change – getting things done is of paramount importance.
Thomas Sterner is one of those noble few. And, today, UCD awards him with the Doctor of Science degree honoris causa for his outstanding lifetime contribution to our understanding of how economics can protect our environment and, in particular, how to design policies to protect us from the perils of climate change. "
Read the full citation here.
Carbon Taxation: A Tale of Three Countries
November 13, 2019 Admin Leave a comment
New published article in a special issue of Sustainability; "Economics of Environmental Taxes and Green Tax Reforms". The special issue features papers from leading academic figures in the field of economics on the design, implementation and assessment of environmental taxes and green tax reforms. Together with Mark Jaccard and Patrick Criqui, Thomas Sterner contributed with a paper on the tale of carbon taxation in three countries; Canada, France and Sweden. The paper can be found here.
INSEE-CESS International Conference, India
November 8, 2019 Admin Leave a comment
On November 6-8, the Indian Society for Ecological Economics (INSEE) together with the Center for Economic and Social Sciences (CESS) organizes its Tenth Biennial Conference 'Climate Change and Disasters: Challenges, Opportunities and Responses' in Hyderabad, India. The conference invites researchers, students, and policymakers from different disciplines and countries to discuss the likely impacts of climate change in India, as well as evaluate the alternatives and policy options to address the risks posed by climate change and extreme weather events.
Thomas Sterner is invited to give a keynote lecture about climate politics, titled "Dealing with the climate in an efficient, fair and feasible manner: What can we learn from economics?". Read more about the conference here and download the brochure here.
New award- Pro Studio et Scientia
Congratulations! Thomas Sterner is this year's recipient of the "Pro Studio et Scientia – for commitment and science" award. With this award, the School of Business, Economics and Law at the University of Gothenburg honors people who have made extensive and longstanding efforts to support and promote school's activities. Check out the school's press release here.
Ministry of Finance hosts workshop on Carbon Taxation
October 8, 2019 Admin Leave a comment
On October 3-4th, the Swedish Ministry of Finance hosted a workshop on carbon taxation with participants from a large number of finance ministries in countries that have, or are considering implementing a carbon tax. The workshop was held within the framework of the Coalition of Finance Ministers for Climate Action, a new coalition launched in April 2019 aimed at boosting collective action on climate change. The topic of the workshop was to address key questions that arise when considering carbon taxation, and to increase the understanding of how an efficient carbon tax can work in different national contexts. The workshop was inaugurated by Magdalena Andersson, Swedish Minister of Finance who emphasized that the time is ripe for this initiative and that this Swedish initiative has already led to participation in the coalition by more than thirty countries across the World. Find the Ministry of Finance's press release here.
Thomas Sterner contributed with a lecture on the need for complementary policy measures to enhance the impact of carbon taxation. Thomas spoke of how carbon taxes can be efficient tools to reduce emissions, but for the tax to reach its full potential, policymakers need to consider the context in which the tax is implemented and to complement it with additional measures to improve the effectiveness and acceptance. In addition to creating a better understanding of how to design optimal carbon taxes, the workshop also presented an opportunity to spread the word about the initiative on carbon pricing in developing countries taken by Thomas and the EfD. Many of the participants from low and middle-income countries expressed an interest in the EfD's work on carbon taxes, which will be one of the highlights at the EfD's annual meeting in Bogotá in November.


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Contact us today to speak with a Kuna Sales representative and learn how you can trust us to be your produce distributor.


Definition - What does International Standard Recording Code (ISRC) mean?
An International Standard Recording Code (ISRC) is a universal standard of identification of soundtracks and music video recordings. The ISRC was first introduced in 1986 and then was later updated in 2001. This standard allows unique credentials of a sound recording and acknowledges the existence of music videos. Various artists get their work identified by ISRC to avoid theft and reserve copyright.
An International Standard Recording Code is specific for a particular recording to secure copyrights of music composition and lyric contents. It is now common among artists to get their work registered under ISRC to maintain a standard and reserve due rights in case of illegal use of their work. Since the ISRC is particular for composition and lyrics, each new version of a song by the same artist requires a new ISRC number. This uniqueness is maintained within different editions of the same song.
Tablet PCs: Why Don't More Manufacturers Get It Right?


Last Saturday morning was awesome. :) I managed to sleep in and went for a fantastic brunch/lunch at Carpenter and Cook with a friend - a place I'd been dyinggg to visit after reading about it in the Business Times a couple of weeks back! (Yeah, to tell you the truth, my dad had been trying to show me another article but what I got out of that day's papers instead was the knowledge of this great cafe. :D) It's a vintage furniture store started by three very brave and enterprising women (and their supportive families I can imagine) that doubles as a cafe, with home-made sandwiches, tarts and other pastries. It's a unique concept, cosy, curated with one-of-a-kind furniture and vintage bric-a-brac, and comes complete with tasty treats. What's not to like?? So I dragged my friend, Feifan, there for brunch on their official opening day.
Left: Check out their collection of very quaint tea cups. Makes me wish Singapore's weather was cool enough for weekly sessions of tea-sipping outdoors in a garden. But that's so not going to happen anytime soon.
Right: Our pomegranate and oolong tea. :D If I remember correctly. I remember the combination being really good and healthy sounding.
It took ages to decide on what to order because everything looked so delish. After some recommendations from the friendly staff behind the counter, we settled on a quiche and ham brioche for the mains.
Funkiest table number? We spent a while examining it with our hands like curious kids.
My ham brioche was really tasty! :) I like how the sweetness of the brioche bun contrasts well with the saltiness of the bacon. And it's light enough for anyone to have room for dessert after (which is probably THE most important thing to remember).
Ham and mushroom quiche for Feifan.
I wish I could've ordered EVERYTHING for dessert because there were so many choices that all looked SO good. Above, earl grey cream, which was a super light, delicious dessert! I'd never tasted anything like that before and it's almost like an earl grey mousse. Very light, very palatable. Apparently we were lucky since it was the first time the chef was serving it to customers.
How cool is that Singer sewing machine? One of the things I really want to do after I graduate and have more time (that just sounds like an oxymoron to me) (but well, EVENTUALLY... after the initial crappy years) is take up sewing. :) It's a dream of mine to be able to sew a really pretty dress that fits perfectly and has a cool, unique (possibly polka dotted) print that I can wear everywhere that will be admired by all. And when they ask where I got it from, I'll say, I sewed it!! And wait for that look of disbelief. HARRR. It's good to have things to look forward to.
The best part about the day was receiving our tea on the house! :D It was part of their opening day promotion - anyone dressed in 'Vintage Chic' would stand a chance to get free coffee/tea. And actually I thought I'd sort of forgotten about that while ordering (rows and rows of freshly baked pastries does something to your brain) but after we got the receipt, we realized that tea had been on the house. That was probably the best bit. :DDD Looks like we dressed vintage enough!
I can't recommend this place enough for pretty much any meal of the day... breakfast/brunch/lunch/tea, you name it! Except for dinner, unless you don't mind eating something light like sandwiches/brioches/quiches for dinner. That said, maybe they have a separate dinner menu? :) I'd love to go back another time later on in the evening...SOON!
It's a very friendly little independent establishment. The staff are enthusiastic and the one of the owners (and the chef's husband) even came up to chat with us a little. :) Which was nice. It's always so nice to go to a place that's personable and cozy. And they knew how to use a DSLR camera. BIG PLUS. I hope enough people buy the vintage furniture and accessories though, because they were on the expensive side and understandably so, given that they're one of a kind items all the way from the UK. And some of the items that I saw are the sort that are only good for display at home because they don't actually work (think cool clocks/typewriters). Then again, given how great the food is, I have no doubt they'd be able to flourish even as a cafe alone. It's so great to have another cozy, independent cafe to visit.
I would definitely return to the cafe to try the pastries which I've missed. But I think it'll get really crowded soon. Limited seats may be a problem.
That cafe looks SO nice. I'd be there everyday just to peek at the lovely decor.
Me too :D I wish I lived nearer!! But I'm so looking forward to going back again hopefully soooon.


This is the leadership book you have to read: a barn-storming new take on what makes the inner leader.
Using stories and examples from the lives of leaders,(from the sports stadium to the White House to the office of the CEO), Nicholson shows vividly how the capacity of leaders to see what others do not see frames their actions and allows them to transform, build, destroy, or stabilize. Leaders fail through lack of insight – into themselves and into the worlds they inhabit.
The strategic challenge of leadership is to find the right balance between impact and versatility and the successful crafting of an identity that merges the leader and the surrounding culture or 'zeitgeist'.
This book resonates with insights and searching questions on the nature of human leadership. It will be an invaluable guide to managers, consultants and people everywhere.
"Each leader has a story but it is a story in progress, a story that probably could be written in different ways. Behind the story is what Nigel calls the 'I' of Leadership: the consciousness of the leaders, their self management and strategy. The book is not about global leaders and celebrities, it is about all of us because we all experience that 'Moment', the Leadership Moment when we have to act.
Nigel Nicholson is a renowned educator, thinker, writer, and commentator on business. He is Professor of Organizational Behaviour at the London Business School, where he directs executive leadership programmes including High Performance People Skills, and the unique Proteus Programme.


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Claire Danes Opens Up About Dating Billy Crudup After He Left Pregnant Mary-Louise Parker
Claire Danes often makes headlines today for her performance in the award-winning series Homeland—but more than a decade ago, it was her relationship with actor Billy Crudup that was drawing her lots of attention. Back in 2003, Crudup famously left Mary-Louise Parker, his girlfriend of eight years who was six months pregnant at the time, to be with Danes. In the years since, Claire Danes has rarely spoken out about her time with Crudup, but on Howard Stern's radio show yesterday, she opened up about her relationship with the actor. "That was a scary thing. It was really hard," Danes said about the backlash she faced for dating Crudup, her Stage Beauty costar. Stern pressed her for more details about why she chose to pursue a relationship with Crudup, given the scrutiny she faced. "I was just in love with him and needed to explore that and was 24," Danes said. "[I] didn't quite know what those consequences might be. It's okay. I went through it." Despite public opinion, Crudup and Danes continued to date for three more years, splitting in 2006. Danes went on to date actor Hugh Dancy, whom she married in 2009. They have a son together,
By Lynsey Eidell
Claire Danes often makes headlines today for her performance in the award-winning series Homeland—but more than a decade ago, it was her relationship with actor Billy Crudup that was drawing her lots of attention. Back in 2003, Crudup famously left Mary-Louise Parker, his girlfriend of eight years who was six months pregnant at the time, to be with Danes. In the years since, Claire Danes has rarely spoken out about her time with Crudup, but on Howard Stern's radio show yesterday, she opened up about her relationship with the actor.
"That was a scary thing. It was really hard," Danes said about the backlash she faced for dating Crudup, her Stage Beauty costar. Stern pressed her for more details about why she chose to pursue a relationship with Crudup, given the scrutiny she faced. "I was just in love with him and needed to explore that and was 24," Danes said. "[I] didn't quite know what those consequences might be. It's okay. I went through it."
Despite public opinion, Crudup and Danes continued to date for three more years, splitting in 2006. Danes went on to date actor Hugh Dancy, whom she married in 2009. They have a son together, Cyrus. Crudup is currently single—and Parker has a memoir due out this November titled Dear Mr. You, which details all of the men who have shaped her life to date.
Topicscelebrity couplesclaire danes

redpajama_set_name: RedPajamaCommonCrawl


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SiSAL Journal
Studies in Self-Access Learning
Editors/advisors
Guidelines for reviews and resources
Call for papers: Self-access and the Coronavirus Pandemic
Editorial, June 2010
Some self-access principles
What factors encourage high levels of student participation in a self-access centre?
English Language Writing Centres in Japanese Universities: What do Students Really Need?
An Investigation of Student Use of a Self-Access English-Only Speaking Area
Integrating Self-Access into the Curriculum: Our Experience
A new member of the family: The Sojo International Learning Center
Report on the Japan Association of Self-Access Learning (JASAL) Forum, at the Japan Association for Language Teaching (JALT) 2009 Conference in Shizuoka.
Editorial, September 2010
Principles and Procedures for Self-Access Materials
Self-Access Language Learning in Museums: A Materials Development Project.
Self-Access Centers: Maximizing Learners' Access to Center Resources
Enhancing a Self-Access Website
English for Specific Purposes (ESP) Modules in the Self-Access Learning Center (SALC) for Success in the Global Workplace
Developing Song Worksheets for a SALC
Internet-Based Resources for Developing Listening
Review of the Open Culture Website
Beliefs about Self-Access Learning: Reflections on 15 years of change
Co-constructing Understanding of Self Access through Conversational Narrative
Listening to the Learner: A Qualitative Investigation of Motivation for Embracing or Avoiding the Use of Self-Access Centres
The Effect of Chinese ESL Learners' Beliefs on their Autonomous Learning
Conference announcement
Reading an ESL Writer's Text
Learning to Foster Autonomy: The Role of Teacher Education Materials
Introducing the Skills of Self-assessment and Peer Feedback
Lessons Learned While Managing My First Book Club
Overview of "Splendid Speaking" Website (http://splendid-speaking.com)
Learning Strategy Sheets: Supporting Advisors and Learners
Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation
Learner Involvement at Arabian Gulf University Self-Access Centre
Self-Access Evolution: One University's Journey Toward Learner Control
The L2 Passionate Interactional Imperative (for short "The L2 Pie"): It's Hot or It's Not!
The Importance of Affective Factors in Self-Access Language Learning Courses
Blogging in the Target Language: Review of the "Lang-8" Online Community
ILA Conference Announcement
Emerging Technologies for Autonomous Language Learning
Investigating Language Learning Activity Using a CALL Task in the Self-access Centre
Alternatives for Making Language Learning Games More Appealing for Self-Access Learning
Enhancing Learner Autonomy in an On-line Editing Programme
A Two Year Cross-Section of Student Use of Self-Access eLearning
Pre-university experience of ICT and Self-Access Learning in Japan
Web 2.0 sites for Collaborative Self-Access: The Learning Advisor vs. Google®
Retooling Perspectives on Technology's Role in Language Education
Cell Phones + Self-Access: A Summer Campaign
Mobility in Learning: The Feasibility of Encouraging Language Learning on Smartphones
Introducing 'Prepare for Success', a Web-based Learning Resource to help International Students get Ready for Study in the UK
A Framework for the Evaluation of a Self-Access Language Learning Centre
Fostering Self-directed Learning through Guided Tasks and Learner Reflection
Fostering Learner Autonomy as Agency: An Analysis of Narratives of a Student Staff Member Working at a Self-Access Learning Center
The Growth of an Out-of-Class Learning Community through Autonomous Socialization at a Self-Access Center
Group Workshops: Saving Our Writing Center in Japan
Enhancing User Identification with the Independent Learning Centre at Sung Bin Home for Girls
A Learning Success Story Using Facebook
Developing a Deeper Understanding of Learning Processing During Unguided Complex Learning Tasks: Implications for Language Advising
Evaluating Learner Autonomy: A Dynamic Model with Descriptors
The Degree of Directiveness in Written Advising: A Preliminary Investigation
Translanguaging in Self-Access Language Advising: Informing Language Policy
Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue
The Influence of Learning Beliefs in Peer-advising Sessions: Promoting Independent Language Learning
The Macro-and Micro-Language Learning Counseling: An Autoethnographic Account
JASAL Forum 2011: Growing Trends in Self-Access Learning
Language learning strategy research: Where do we go from here?
Investigating the Information Needs of University Students in Foundational Foreign Language Courses
Advising Practices: A Survey of Self-Access Learner Motivations and Preferences
Supporting the Language and Learning Development of EAL Students in Australian Higher Education
Investigating Students' Ways to Learn English Outside of Class: A Researchers' Narrative
Learning Phrasal Verbs Autonomously
The Impact of Teacher Training for Autonomous Learning
Scaffolding Students' Initial Self-Access Language Centre Experiences
Readiness for Self-Access Language Learning: A Case of Iranian Students
Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre
Video Self-Assessment for Language Learners
The Effects of Applying Betts' Autonomous Learner Model on Iranian Students
Learning Strategies: Prototypical Core and Dimensions of Variation
Alternative Models of Self-regulation and Implications for L2 Strategy Research
Re-placing the Jewel in the Crown of Autonomy: A Revisiting of the 'Self' or 'Selves' in Self-Access
The Metacognitive Strategic Knowledge of Seven Successful Chinese L1 Readers at a North American University: A Qualitative Study
EFL Students' Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning
Exploring the Effects of Self-efficacy on Vocabulary Learning Strategies
Language Counseling Trends: Implications for Beginning Language Learner Strategy Instruction
Leading the Proverbial Thirsty Horse to Water: ESL Learners' Experience with Language Learning Contracts
Self-access Materials: Their Features and their Selection in Students' Literacy Practices
Writing Centers: Who are they for? What are they for?
So You Want to Start a Peer Online Writing Center?
Learner as Researcher: Student Concordancing and Error Correction
Announcing the ESL-WOW for Self-Directed Writing Support
JASAL Forum 2012: Making a Difference through Self Access
Editorial: Special Issue on Supporting Self-directed Learning
The Relationship between Learners' Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran
Beyond the Classroom: The Role of Self-Guided Learning in Second Language Listening and Speaking Practice
A Move Towards Autonomy: Individualized Education Plans for Effective Materials Use
Self-Access Language Learning Programme: The Case of the English Language Voluntary Intensive Independent Catch-up Study
General Introduction to the 'Case Studies in Self-Access" Column
Column: A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning
"Beautifying the Beast": Customising Online Instruction in a Writing Course for Jamaican Tertiary-level Students
Enhancing Student Self-Study Attitude and Activity with Motivational Techniques
Development and Use of Moodle for Online Student Support
Needs Analysis: Investigating Students' Self-directed Learning Needs Using Multiple Data Sources
Book review: The Applied Linguistic Individual: Sociocultural Approaches to Identity, Agency and Autonomy. Edited by Phil Benson and Lucy Cooker
Book review: Autonomy in Language Learning: Stories of Practices Edited by Andy Barfield and Natanael Delgado Alvarado
The Management Skills of SALL Managers
Looking Out for English
Accessing the Self in Self-Access Learning: Emotions and Feelings in Language Advising
Davids Still Exist among Goliaths: A Story of Modest Self-Access Centre Establishment and Survival in Times of Economic Decline
An Autoethnographic Study of the Use of Mobile Devices to Support Foreign Language Vocabulary Learning
Giving Speaking Practice in Self-Access Mode a Chance
Foundation-Level Gulf Arab Student Response to Self-Access Learning
Medics on the Move South Africa: Access to Medical Words
Principles: Establishing the Foundation for a Self-access Curriculum
Promoting Independent Language Learning Cross-Campus at the University of Leeds through a Self-Access Area
Editorial: Directions in Self-Access Learning
Framing the Picture: A Preliminary Investigation into Experts' Beliefs about the Roles and Purposes of Self-Access Centres
Using CBT with Anxious Language Learners: The Potential Role of the Learning Advisor
Supporting a Physical Self-Access Center with a Virtual Presence
Considering Peer Support for Self-Access Learning
Piloting and Evaluating a Redesigned Self-Directed Learning Curriculum
Editorial: Understanding and Supporting Self-Access Learners
Establishing Group Autonomy through Self-Access Center Learning Experiences
General Tendencies of English Language Learners in Using an Independent Learning Centre within the Turkish Higher Education Context
Effects of Learning Styles on Self-directed Foreign Language Vocabulary Learning
Moving Online: Changing the Focus of a Writing Center
'Say Again?' An In-house, Online, Self-Access Pronunciation Project for ESOL Students
Introduction to the Column
Evaluating Self-directed Learning Skills in SALC Modules
Ongoing Development: Pathways and Challenges
Striving for Diversity, Accessibility and Quality: Evaluating SiSAL Journal
Editorial, September, 2014
Exploring the Concept of Learner Autonomy in Cross-Cultural Research
The Effect of Computer-Based Self-Access Learning on Weekly Vocabulary Test Scores
Possibilities of Independent Learning in Two Self-Access Facilities of an Iranian University
Learning Styles of Independent Learning Centre Users
Room 101: The Social SAC
"Now Maybe I Feel Like Trying": Engaging Learners Using a Visual Tool
MOOCs in Language Education and Professional Teacher Development: Possibilities and Potential
Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning
The Social Dimensions of Learner Autonomy and Self-Regulated Learning
Self-Regulation: Why is it Important for Promoting Learner Autonomy in the School Context?
Examining the Relationships between Self-Efficacy, Effort Regulation Strategy Use, and English Vocabulary Skills
Self-Regulation within Language Learners' Dialogues
Redesigning an Independent Learning Course Component: Recognizing the Role of Instructor as Guide
Developing Autonomous Self-Regulated Readers in an Extensive Reading Program
Bringing Learner Self-Regulation Practices Forward
Formative Assessment in University English Conversation Classes
Researching Self-regulated Learning and Foreign Language Learning
Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses
Understanding Self-regulated Learning: Thoughts from Attending the Self-Regulated Learning Symposium in Shimonoseki
Researching the New Room 101: "A Safe Haven for Me to Learn"
Dialogue and Advising in Self-Access Learning: Introduction to the Special Issue
Essential Advising to Underpin Effective Language Learning and Teaching
Analysing Advising Dialogue from a Feminist Perspective: Gendered Talk, Powerless Speech or Emotional Labour?
The Dynamics of Emotional Relationships in Self-Directed Language Learning Counselling
Affect and the Development of Learner Autonomy through Advising
Supporting Learners and Advisors: An Advising Interview Protocol for Intensive Language Programs
Institutional Challenges for a Voluntary-Basis Language Learning Advising Program
Peer Tutoring in Japan: A New Approach for a Unique Educational System
Language Learning Advice at the University of Leeds
Room 101: A Movement towards Social Learning Spaces? A Survey of SAC Managers in UK Higher Education
Review of 'Exploring English: Language and Culture'
JASAL 2014 Forum. Self-Access Conversations: Beyond Classroom Borders
The Self-Access Area Becomes the Language Zone
"I am a SALCer": Influences of Identity on Fear of Making Mistakes in English Interactions
Tapping into the Educational Potential of Facebook: Encouraging Out-of-Class Peer Collaboration in Foreign Language Learning
Effects of CALL on Self-directed FL Vocabulary Learning
Sharing Stories of Practice in Self-Access Facility Design and Management
The Development of CELE-UNAM Mediateca (1996-2015)
Considering Context: The Importance of Specific Institutional and Learner Contexts When Researching the Set Up of a Self-Access Centre
Human Resources as a Primary Consideration for Learning Space Creation
'Significant Others' in Influencing Arab EFL Learners' Learning Strategy Use and Development: A Qualitative Inquiry
Self-Access Learning Centers and the Importance of Being Curious
Call for papers: SiSAL Journal special issue on virtual and other learning spaces
The Crucial Role of Peer-Learning in Language Learning Spaces
Facilitating a Face-to-Face Tandem Language Exchange on a University Campus
Implementing a Student Peer-Mentoring Programme for Self-Access Language Learning
The SAC as a Community of Practice: A Case Study of Peer-Run Conversation Sessions at the Universidad del Caribe
Self-Access and Young Learners: Introduction to the Special Issue
'After Mom Gets Some Books, Then I'll Make a Selection': A 5-Year-Old ELL's Decision-Making in the Book-Related Home Play
About a Boy: A Gamer and L2 English Speaker Coming into Being by Use of Self-Access
L2 Motivation and Young Self-Instructed Learners' Persistence in Learning English: A Causal Analysis
An Example of Classroom Practice Using Flashcards for Young Learners: Preliminary Indications for Promoting Autonomy
Self-Access and Metacognitive Awareness in Young Learners: How Japanese Sixth Graders Learn How to Learn English
Sea Change in Library Use
Book Review: Teaching Young Learners To Think. By Herbert Puchta and Marion Williams
Book Review: Stories and Storyline by Sharon Ahlquist and Réka Lugossy
Supporting Student Staff Through Effective Training
Peer-led Discussion Groups in Foreign Languages: Training International Students to Become Peer-Facilitators
Effective Training for SALC Student Staff: Principles from Experience
Training Student Workers in a Social Learning Space
The Impact of Online Training on Saudi Medical Students' Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy
Considerations in Developing a Peer Mentoring Programme for a Self-Access Centre
Youth and the Disruption of Power: Student-run Conversation Workshops in a Mexican Self-access Centre
Balancing Competing Needs among Stakeholders: Lessons from the Self-access Language Learning Centre (SALL) of the Chinese University of Hong Kong (Shenzhen)
Book review: Assessment and Autonomy in Language Learning Edited by Carol J. Everhard and Linda Murphy
Report on the JASAL 10th Anniversary Conference, 2015
Learning Space-Based Initiatives for Developing Learner Autonomy: Design and Implementation
Autonomous Language Learning in Self-Access Spaces: Moodle in Action.
On the Road to Developing a Learning Advisory Program (LAP)
Implementing a Language Learning Advising Service at a Self-Access Center in Cambodia
Virtual and Other Learning Spaces: Introduction to the Special Issue
Informed Eclecticism in the Design of Self-Access Language Learning Environments
Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course
Exaptating Students' Social Networks as Affinity Spaces for Teaching and Learning
How do Learners Make Use of a Space for Self-Directed Learning? Translating the Past, Understanding the Present, and Strategizing for the Future
Best Practice Ideas for Learner Advising in New Zealand
Learning Spaces and Curricula: Models for Enhancing LLS Usage and Learner Autonomy Development Through Integration
Raising Awareness: Learning Advising as an In-Class Activity
Developing "SotonSmartSkills": A Reflection on Scaffolded Independent Learning Programmes
Integrating Self-Access Center Components into Core English Classes
Self-Access Centres in South Korea: Online Space Values
Advising in Language Learning: Confirmation Requests for Successful Advice-Giving
New Scenarios in Autonomy for Foreign Language Learning: Conference Summary and Reflections
Promoting Engagement with Language Learning Spaces: How to Attract Users and Create a Community of Practice
Increasing Attendance in a Self-Access Language Lounge
Extensive Reading as the First Step to Using the SALC: The Acclimation Period for Developing a Community of Language Learners
Promoting Independent English Language Learning within an Asian Tertiary Institution: The Lingnan Experience
Self-Access in Japan: Introduction
Engendering Autonomy and Motivation through Learner Reflection Tasks
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Jo Mynard and Katherine Thornton, Kanda University of International Studies, Japan
Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41-58.
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In this paper, the researchers analyse written discursive devices that learning advisors (LAs) at their institution use in order to give input to learners on their self-directed work. The researchers analysed written advising approaches by seven LAs throughout an eight-week period and coded the discursive devices according to their degree of directiveness. The results of the research indicate that LAs draw on a range of discursive devices and use varying degrees of directiveness when addressing the needs and learning stage of the students. The results have implications for LA training at the authors' institution.
Keywords: advising, self-directed learning, written feedback, discursive devices
The field of Advising in Language Learning (ALL) is a developing area of applied linguistics and is in the process of establishing its own discourses and practices (Carson & Mynard, forthcoming). This paper has two main aims; (1) to add to the body of knowledge of advising discourse and practice, and (2) to understand more about the nature of written advising practices. Learning advisors (LAs), particularly ones new to the field, often experience difficulties knowing the appropriate approach to take when advising learners and how directive a stance to take during the advising process. A directive stance is one where an advisor or counselor intervenes in an obtrusive way. More research is needed in this area and the present study attempts to understand current practices at the authors' institution in relation to the degree of directiveness adopted by LAs during the written advising process. The findings will provide insights for new and ongoing LA training.
Counselling and advising in language learning
ALL draws on a variety of fields which inform research and practice. The two main areas of professional practice which learning advisors draw upon are language teaching and professional counselling. There are variations in theoretical underpinnings that guide approaches to counselling (Nelson, 2008) and the approach most drawn upon in ALL is person-centred counselling which was established by Carl Rogers. The three underlying goals of this kind of counselling are respect, empathy and genuineness (Egan, 1994; Mozzon-McPherson, forthcoming; Rogers, 1951). Person-centred counsellors aim to develop and maintain effective self-concept (Colledge, 2002), personal fulfilment and self-actualisation. Other schools of counselling are not often referred to in ALL, but there may be merit in drawing on other approaches to counselling, in addition to other kinds of professional advising and coaching (Carson & Mynard, forthcoming).
Degrees of directiveness
Person-centred counselling is generally non-directive and counsellors adopt an unobtrusive role. Other forms of counselling such as cognitive behavioural therapy (CBT) may involve more obtrusive interventions or advice-giving. Although many mainstream schools of counselling are largely non-directive, tensions have existed in specialized counselling fields and an examination of the discourse reveals that counsellors do actually give advice – albeit in subtle ways. For example in the specialist field of HIV counselling, counsellors were found to combine non-directive counselling practices with advice giving (Silverman, 1997). Similarly, in family planning counselling, counsellors were found to be skilfully negotiating issues related to health and family planning with clients (Candlin & Lucas, 1986). The counsellors seemed to instinctively know at what point along a continuum of directiveness to pitch their advice. The practice of alluding to advice without explicitly offering it is another subtle intervention technique in general counselling (Maynard, 1991). Furthermore, Feltham (1995) notes that features such as persuading and influencing in a non-directive way can also be used in counselling sessions.
Aims of ALL
LAs are usually trained language teachers with experience and knowledge that could be of great benefit to learners who are beginning to plan their own self-directed learning. Whereas the overall aim of ALL is to promote language learner autonomy (Carson & Mynard, forthcoming), the LA has to negotiate the difficult task of deciding when to provide input and suggestions and when to wait for a learner to discover certain connections by themselves. Allowing the learner opportunities for experimentation and reflection may increase the likelihood of a learner assuming a greater degree of control of the learning process.
Supporting self-directed learning
The self-directed learning modules used at the researchers' institution have been described in more detail elsewhere (Mynard, 2010; Noguchi & McCarthy, 2010; Yamaguchi et al, forthcoming) so will not be discussed at length in this paper. The modules are optional, self-directed courses of work offered at the self-access learning centre (for a description of the self-access centre, see Cooker, 2010). There are a variety of module types available to all students at the university, but the current research focuses on a module offered to freshman students in their second semester called "Learning how to Learn" or LHL. At the beginning of the module, learners are assigned an LA who helps them to set goals and to plan and implement an appropriate course of self-study. The modules are referred to as "module packs" and are physical folders containing a learning plan and blank pages for documentation and reflection. The learners may include examples of their work in these packs. Each week, learners undertake self-directed independent work and submit weekly summaries and reflections on their work to their assigned LAs. LAs comment on the students' work and reflections each week during the eight week period and also meet the learners individually twice during that time.
Written advising
The aim of written advising is to promote deeper-level reflection on the language-learning process (Mynard, 2010) and to guide the learner towards following a more effective plan which ultimately results in linguistic gain (for a discussion of the benefits of written advising see Mynard and Navarro (2010) and Thornton & Mynard, (forthcoming)).
In a previous research study which analysed written advising contained in the LHL module packs of thirty learners at the same institution, the results (displayed in Table 1) showed that a range of discursive devices were used by LAs during the eight week period (Mynard, 2010, pp. 616-617). The second part of this study attempted to identify the written discursive devices that the learners felt most benefited their self-directed learning by asking learners to highlight the most beneficial written comments from their learning advisors after the module had finished. Analysis of the results indicated that a range of discursive devices were useful for their learning and no comment type was shown to be more beneficial than others. What appeared to be more important for the learners was that the LAs were targeting their written advising specifically to the learners' needs and self-directed work (see Mynard, 2012 for details of the second part of the study).
Table 1. An analysis of written discursive devices adopted by LAs
As can be seen in Table 1, LAs use a range of discursive devices in response to learners' work. However, the focus of the present research into the degree of directiveness of written advising was inspired by the results of Mynard's (2010) study which indicated that 15% of the discursive devices were categorized as "giving input."
The Present Research
For this study, the researchers drew on the same data set as above, but were interested in a more in-depth analysis of the ways in which LAs actually gave input to learners. As a result, the following research question was created:
How do LAs give directive and non-directive written input to learners on language learning methods, strategies and planning?
Whereas in the previous study, thirty learner module packs were analysed from the eight-week program, for the present study just seven module packs from the previous study were used in order to make the research manageable. One pack from each LA involved in the previous study was selected at random to ensure that each LA was represented in the data analysis, but individual styles are not taken into account. In fact, different approaches to advising may be taken by the same LA at different times depending on the needs of a particular learner. However, the intention of the present study is not to examine differences in advising styles. Rather, the purpose is to conduct a closer analysis of the written discursive devices in order to understand the degree of directiveness the team of LAs adhere to when providing input to learners on planning and implementing an individualized self-directed learning plan.
All of the handwritten comments made by the learning advisors had already been transcribed for the previous research and the seven selected module packs were completely reanalysed for the present research using a piece of qualitative analysis software called HyperRESEARCH. HyperRESEARCH enables items to be easily coded manually on text files by researchers. The software allows researchers to see items grouped by code – either as a list, or in context – in order to aid analysis.
Although discursive devices written for purposes other than giving input were discounted from the data, the authors would like to note here that the comments made by the LAs served a variety of purposes, not just giving input (see Table 1). For example, there were many cases where LAs wrote comments which sought clarification, summarized the work so far, attempted to motivate or encourage the learner or aimed to help the learner think more deeply about the learning process in general.
Only the items in the data which were identified as serving the purpose of "giving input" were chosen for analysis and there were 161 instances of "giving input" altogether in the seven packs. Instances of "giving input" and possible emergent themes were discussed by the two researchers until ten codes were agreed upon. The codes were then classified as either "directive advising" or "less-directive advising" through a process of discussion and detailed examination of the data. Table 2 shows the discursive devices which the researchers classified as directive advising. Table 3 contains the discursive devices coded as less-directive advising.
Table 2. Discursive devices coded as "directive advising"
Code Purpose Example from the data
1. Directive LA notices an important point and tells the learner what to do "You must make sure that when you speak to practice grammar items that you try to use the grammar items you were studying"
2. Strong suggestions LA gives a concrete example of a study material, direction or strategy often using "you should…" "you should think about how you can evaluate your overall progress in this module"
Table 3. Discursive devices coded as "less-directive advising"
3. Prompting further reflection (PFR) LA wants to highlight an important issue and see if the learner can identify a problem, connection, study material or strategy by themselves "Are the sentences you are using for shadowing really useful for your speaking skill?"
4. Conditional language LA provides examples of activities, materials and possible outcomes using conditional language "if…" "If you talked about the same topic with another teacher, you might hear similar vocabulary"
5. Mild suggestions LA uses expressions such as "maybe you could…" and "you might want to…" in order to give suggestions, but transmits the message that the learner should be the one to decide the best course of action. (This kind of alluding technique is similar to that in counselling noted earlier by Feltham (1995).) "I think it's a good idea to review this week"
6. Expert opinion LA explains in general terms why something is effective or not effective. "Learning vocabulary for the sake of learning vocabulary is not very effective"
7. Intuiting LA makes guesses based on available information and reflects the issue back to the learner. "You didn't write clearly in your learning plan but it seems you want to focus on improving your speaking skills and vocabulary skills for now"
8. Restating LA paraphrases what the learner has written about or done in order to highlight it. In written form, this is almost always followed by another discursive device. Together the two devices provide input relevant to the learner. "You mentioned that one of the worksheets was too easy" (followed by "so you might want to challenge yourself with something more difficult")
9. Reinforcing LA paraphrases the learner or describes what he/she has done and provides positive feedback letting the learner know that he/she is on track. "I think that is a good strategy to try to explain the words you learned in your own words."
10. Reorienting LA paraphrases the learner or describes what he/she has done, but the message is clear that the learner should choose another approach. [1]No occurrences in the present data set. General example: "So, you decided to work on your pronunciation skills this week. Don't forget that your goal is listening"
During the initial coding stage, the "expert opinion" code was assumed to be a directive device. However, on closer examination of entire segments of text, this code was found to be a more subtle intervention device similar to the one described by Maynard (1991). The LA makes a general comment about good cognitive strategies or ways to organise self-directed work, but the learner can choose whether or not to adopt it.
Before examining some of the discourse more closely in context, it is useful to see some broad trends. Figure 1 shows the number of times that the LAs (collectively) adopted the written typologies described in tables 2 and 3 in the eight-week period, although there was variation between the individual LAs regarding the extent to which they used the various discursive devices for giving input.
Figure 1: The total number of times LAs adopted the different written discursive devices
The following section will provide snapshot details of the three most heavily used devices followed by a more in-depth look at the data by presenting actual extracts and their respective codes.
Prompting further reflection (PFR)
Prompting further reflection (PFR) was the most frequently used device for giving input to learners. Figure 2 shows the number of times in which the individual LAs used PFR by asking questions with the specific purpose of giving indirect input throughout the eight-week period.
Figure 2. The total number of times each LA used PFR for giving written input
All but one of the LAs used PFR as a discursive device in order to give input. The extracts presented later in the paper give examples of how PFR is used in context.
All of the LAs gave an "expert opinion" at least once in the eight-week period and this is shown in Figure 3.
Figure 3. The total number of times each LA gave an expert opinion as a device for giving input
Extracts 4 and 5 presented later in the paper show how expert opinions were introduced as a non-directive discursive device in context.
All but one LA used at least one directive as a way of giving input to a learner as can be seen in Figure 4.
Figure 4. The total number of times each LA used a directive as a device for giving input
Extract 5 written by LA 1 examined later in the paper shows an example of a directive being used in context.
Analysis of the discourse
By examining whole segments of comments written by LAs in context, the researchers were able to see how an LA responded to a learner's self-directed work by drawing on a range of discursive devices. The following example extracts were chosen because they show a variety of the discursive devices being used concurrently.
Extract 1 (LA 2)
Extract 1 is from a longer written segment by LA 2. The learner was working on improving English conversation skills and had described how she had recorded her conversation with a partner in order to later notice problematic areas in her speaking skills during the conversation. The student had noticed that the conversation was one-sided. From her side there was a lot of silence or one-word responses to the interlocutor. In the module pack, the learner wrote about her idea to prepare topics in advance for the next time.
In Extract 1, the LA writes a series of questions in order to prompt further reflection (lines 1 to 5). The LA then finishes the thread by providing some reinforcement and encouragement to the learner to reassure her that she is doing well (lines 6 and 7).
This extract is the written response by the LA to the learner who had written detailed notes about her study plan, but her study approach did not involvetrying to use the new words in her speaking practice (which was her goal).
The LA begins with some encouraging words and writes a reinforcing comment on something that the learner did particularly well (lines 1 and 2). The LA intuits that the learner is learning a lot of new words each week. The assumption here is that the LA thinks that the learner may be learning too many new words, but uses an indirect way of expressing this and asks a question to encourage the learner to reflect on whether the words are useful (line 3). The LA follows up by intuiting that the learner may need to shift the balance from studying new language to actually using the new words (line 5). The LA then asks a question in order to encourage the learner to reflect on how the words could be used (lines 6-7).
The following extract is from an LA on a learner's first week of self-directed work. The learner's work was rather unstructured and he had only just begun to locate and experiment with using different strategies and resources.
This extract begins with an encouraging comment from the LA (line 1). Next, the LA asks a series of questions (lines 2-6). The implication behind these questions are that the LA thinks that the learner may not be choosing appropriate vocabulary, is not using appropriate resources and is giving no indication that he is attempting to keep records or review the new words. However, instead of pointing out these deficiencies, the LA asks questions to encourage the learner to come to these conclusions for himself. The LA then refers to an activity that the learner has done well (line 7). Finally, the LA follows this up with a question in order to encourage the learner to think more deeply about the activity (line 8).
In this extract, the learner wrote very detailed notes and seems to be a fairly aware, independent learner who is on the right track with her self-directed learning. The learner is focussing on improving listening skills.
As this learner appears to be managing her self-directed learning well, the LA does not need to provide much input. The main purpose of the discursive devices used in this extract is to encourage the learner and reassure her that she is on track. However, there was one aspect of the learner's work that the LA highlighted (lines 4-6). The LA does not give suggestions about what the student could do to increase listening opportunities, but instead attempts to elicit ideas from the learner. The use of two "expert opinions" (lines 8 and 10) highlight to the learner the importance of confidence-building and vocabulary-building.
This extract shows a more directive approach in action with a learner who appeared to need more direction from the LA. The learner is not balancing her learning activities well. Her goal is to improve her speaking skills by focusing on grammar, but she appears to be focusing exclusively on grammar study and not at all on her speaking skills.
This extract was taken from week 3 of the learner's self-directed work. In the previous two weeks, the LA has used a range of less directive discursive devices, but as the learner continues to lack focus, the LA becomes more directive in this instance. The LA begins (as usual) with encouragement (line 1), then asks a question about whether the learner is using the grammar that she had studied and whether it had been effective (lines 2 and 3). Presumably, the LA suspects that the learner has not been practicing speaking at all, but instead of confronting the learner, the LA chooses to ask questions that prompt further reflection. The LA then makes a general statement about good practice for self-directed learning (lines 4-5) but follows up with a request for the learner to explicitly state how well she is balancing her learning activities the following week. Presumably, the LA hopes that by focusing on the balance, the learner will then be able to make her own connections about effective learning. The LA asks several other questions (lines 8-11) and finishes by apologizing for the questions and encouraging the learner for the following week.
Clearly, there are several limitations associated with this study. Firstly, it is a small study involving just seven learning advisors providing comments on work over an eight-week period in one particular context so broader applications may be limited. Secondly, although the authors have attempted to provide background to the learners' work and progress, the data only shows the advisors' part in the ongoing dialogue. Advising is reported to be a process of co-construction of knowledge (Karlsson, 2008) and a process of negotiation and interaction (Mozzon-McPherson, 2001). Analysis should ideally take into account both participants' contributions to the dialogue. Further analysis is planned which takes these dialogic implications into account. Thirdly, the researchers are only making assumptions about the LAs' intentions for the written advising approaches and there would have been benefits to interviewing the LAs (which was not practical for the present research). Finally, the extracts have been presented in isolation without access to information on the previous and on the further development of the self-directed learning program. Further analysis is planned and the researchers intend to track one learner and one advisor throughout the module and self-directed learning process in order to investigate the co-constructed relationship of this kind of advising. Despite these limitations, the data has provided some indications of the ways in which LAs provide input to learners in written form which will be useful for training learning advisors and discussion on written advising practices.
Conclusions and Discussion
Through the analysis of written advising, the authors have attempted to show how a team of LAs give advice in written form to learners on their self-directed work. Although this study has its limitations, some interesting observations can be drawn. Firstly, in the analysed corpus there were no obvious fixed patterns of written advising. LAs appeared to either favour different discursive devices, or were responding to what they thought would most benefit the learner at the particular stage that he/she was at with his/her self-directed learning. The second observation was that the LAs appeared to negotiate the more directive-less directive continuum much as the counsellors did in Candlin and Lucas' (1986) study. The discursive devices were generally non-directive, but became more directive when a learner appeared not to benefit from the more subtle interventions introduced in previous weeks.
What appears to be indicated by this small study and the previous research into how written advising influenced self-directed learning (Mynard, 2012) is that (1) it is appropriate for LAs to use more directive and less directive discursive devices according to the needs and levels of awareness the students have at a particular time and (2) LAs appear to be instinctively targeting their written advising to the learners' needs and levels of awareness of the learning process.
Conducting research on written advising has a number of benefits for the advising team. Firstly, the findings are reassuring for the LAs as they indicate that LAs are responding to students' needs. Secondly, the team of LAs are able to broaden their awareness and skills of written advising through the examination of the kinds of discursive devices that other LAs use. Thirdly, this kind of information is useful for training new advisors who are often insecure about the comments they are writing and whether or not they are actually helpful for the learners.
Notes on the contributors
Jo Mynard is the Director of the Self-Access Learning Centre and Assistant Director of the English Language Institute at Kanda University of International Studies in Japan. She holds an M.Phil. in Applied Linguistics from Trinity College, Dublin and an Ed.D. in TEFL from the University of Exeter (UK).
Katherine Thornton is a Learning Advisor and Academic Coordinator of the Self-Access Learning Centre at Kanda University of International Studies in Japan, and also serves as President of the Japan Association of Self Access Learning. She holds an MA in TESOL from the University of Leeds (UK).
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The authors would like to express their gratitude to Christopher Candlin for his ongoing advice on the discourse of advising in language learning, to Maria Giovanna Tassinari Pfeiffer and the two anonymous reviewers for their detailed comments on an earlier draft of this paper, to Moira Hobbs for facilitating the blind review process on behalf of the authors (who are also the editors of this special issue), and to Kentoku Yamamoto for his perceptive comments and excellent proofreading.
[1] Although no occurrences of this code were found in the present data set, the authors have included it here for two reasons: (1) it occurred in an noticeable number of packs not included in the data set (2) it emphasizes the contrastive role of the preceding discursive device, i.e. "Reinforcing" provides feedback to the learners that they are following an effective course of action; "Reorienting" provides feedback which suggests that a learner is not following an effective course of action.
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The tour begins with a stop at the Corinth Canal, which separates the mainland from the "island of Pelops" - Peloponnese. It's the place where the myths of Hercules come to mind, as in ancient Argos the demi-god began his heroic journey. Then we will visit Mycenae - the city that gave the name of the Mycenaean civilization. After that we'll see the first capital of the independent Greece - city of Nafplion, where the famous Greek billionaire Onassis loved to walk over picturesque waterfront.
Nearby there is the ancient Epidaurus, famous for its ancient amphitheater with exceptional acoustics. Until now, theatrical performances of ancient Greek playwrights take place on this stage.


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Carmel Institute hosts 'Partners in Orbit' symposium
Ambassador John Beyrle
ImageLink photo.com
Event honors U.S.-Russia cooperation in space
ImageLink photo.comAmbassador John Beyrle
ImageLink photo.comCol. Cady Coleman, Ambassador Sergey Kislyak
The Carmel Institute of Russian Culture and History hosted its 5th Symposium on April 19, 2016 entitled "Partners in Orbit," highlighting the partnership between the United States, Russia and the International Space Station.
Over six hundred students and scholars, representing thirty-two universities from nine states and over a dozen countries attended this memorable symposium celebrating cooperation between the two nations.
Participants on the symposium panel included Ambassador of the Russian Federation to the United States Sergey I. Kislyak, Administrator of the National Aeronautics and Space Administration Charles F. Bolden, Deputy Director of General Roscosmos Sergei V. Saveliev, former U.S. Ambassador to Russia John Beyrle, Deputy Director of the Central Engineering Research Institute Sergey Krikalev and Dr. Anton Fedyashin, Director of the Carmel Institute of Russian Culture and History.
Russian Ambassador to the United States Sergey Kislak reminded the audience of the lessons learned from this partnership in space when he said "The kind of cooperation that we have on the International Space Station is exactly the model we need to strive for in building serious and long-term positive relations between our two countries. One of the interesting features of the ISS project is that both Russia and the United States have been able to isolate it from the crises and disagreements that we had on a number of issues that do exist between our two countries. Instead, we chose our ability to be wise and look into the future. For me, the lessons from the cooperation in the Space Station were just about that - our mutual ability to finally be wise."
Washingtonu2019s National Air and Space Museum gets a Gagarin bust
Deputy Director, General Roscosmos, Sergei V. Saveliev remarked, "If we look into the past of humankind, we will see that there have been several universal themes going throughout human history. One of them is this constant desire to go to the frontier of the known world, to study it, and then to go forward to the unknown. Of course, human space flights have seen some breakthroughs and setbacks, some rivalry and some friendship, but what was universal is the idea of cooperation, which was the driving factor of many endeavors."
Sergey Krikalev, Deputy Director of the Central Engineering Research Institute, also lauded the U.S-Russian partnership when he said, "It is just amazing that the race to space, which was done in the midst of the darkest years of the Cold War, had not escalated into ultimate, devastating conflict. Maybe it is the nature of space, as the first human in space, soviet cosmonaut Yuriy Gagarin, has noted, that "there's no boundary visible from here".
Said the evening's moderator and panelist Dr. Anton Fedyashin, "In celebrating US-Russian cooperation in space, we hope that hearing from our accomplished speakers will not only inspire students from across the world to excel in their studies, but also foster international cooperation that benefits mankind as a whole."
Susan E. Carmel closed the evening with a specific focus on the students and scholars in the audience when she said, "Speaking to the students, Susan Carmel said" I hope that you will recall this evening with a feeling of unlimited potential for the future, as it relates to space as well as to future cooperation between nations. Nations are made up of land, industry, and many things but most importantly, nations are people, and it is mutual respect, understanding and cooperation between people that makes this world a better and more peaceful place."
u.s.-russia relations News