Greening the WTO's Disputes Settlement Understanding: Opportunities and Risks

It is reasonable to ask whether the WTO’s rules may hamper the ability of national and sub-national governments to be genuine pacesetters in environmental law making. Environmentalists consider that the WTO’s disputes panels may encourage governments to converge to the relevant international standard for a particular risk regulation because such uniformity is likely to reduce the incidence of trade disputes. Proposals that go beyond environmental advocacy and greater transparency in the WTO’s disputes settlement process—changes such as a weakening of the sound science requirement and incorporating stronger forms of the precautionary principle into WTO agreements on biosecurity laws—reduce due process safeguards against disguised regulatory protectionism in New Zealand’s agricultural export markets.World Trade Organization, trade disputes, environment, conservation, New Zealand

Three Steps Towards More Effective Development Assistance

There are three steps New Zealand can take to make its bilateral development assistance more effective in reducing poverty. These steps are ‘easy’ because they are unilateral: they improve the effectiveness of development assistance without requiring changes in the politics or policies of developing countries. By far the most important of these three steps is to focus New Zealand’s bilateral aid on those poor countries that are democracies pursing policies of market-led growth. One of the major findings of recent research is that development aid only reinforces what is already there. New Zealand should accept the developing countries as it finds them and pick and choose so that it helps those already helping themselves.aid effectiveness, autocracy, democracy, development, New Zealand

Global Connectedness and Bilateral Economic Linkages - Which Countries?

Access to off-shore markets, technology, and ideas are important to greater productivity and higher living standards in New Zealand. Global connectedness requires deep and rich links with other countries. However, as a small country, we only have the resources to focus on a handful of countries. Are there a key set of countries with which New Zealand should be seeking to form deeper bilateral economic relationships? This paper reviews the benefits from deeper external bilateral economic engagements using the insights from the new literature on economic growth, which place great importance on trade; international integration, human capital, and local and cross-border knowledge spillovers from research and development (R&D) and foreign direct investment (FDI). This paper will then use insights from the new literature on economic growth to develop criteria for selecting countries as partners for deeper bilateral economic linkages across six global connectedness dimensions: FDI, R&D links, trade in goods, inbound tourism, education exports, and people linkages. To account for the growing role of a number of economies in global trade, the partner selection criteria will identify two groupings of target countries. The first grouping is focus countries: those countries that are of immediate interest for deeper bilateral linkages. The second country grouping is horizon countries: countries that are likely to grow in their importance to New Zealand over the next 10 to 20 years. The key message of this paper is a greater bilateral economic focus by New Zealand on the major economies along the Asia-Pacific Rim (and the UK). When external initiatives come before decision-makers, they should be seen through a lens that places greater confidence in proposals for deeper relationships with the Asia-Pacific Rim countries (or the UK), and greater scrutiny of proposals that emphasise other regions and countries.economic growth; trade; economic integration; migration; technology diffusion; New Zealand

Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report

This UK report focuses on the identification of dyslexia among students and the possible intervention approaches that can be made by teachers and parents. The report recommends professional development courses for teachers to enable them to select and implement appropriate literacy programs. The report also recommends that all teachers have the opportunity to develop core skills in literacy intervention; that selected teachers at each school should have further specialised knowledge; and that local experts with highly advanced literacy knowledge and skills are available to be accessed by others in the region

HSR high lift research program: Status and plans

The viewgraphs for a report on the status and plans for High Speed Research (HSR) programs are provided. Benefits of improved high lift performance are listed. The objectives, approach, and experimental results are outlined. Future experimental tests and additional research opportunities are listed. The use of computational fluid dynamics (CFD) in high lift research is also outlined

The environmental dependence of neutral hydrogen content in spiral galaxies

We present a study of the relationship between the deficiency of neutral hydrogen and the local three-dimensional number density of spiral galaxies in the Arecibo catalog of global HI measurements (Springob et al. 2005). We find that the dependence on density of the HI content is weak at low densities, but increases sharply at high densities where interactions between galaxies and the intra-cluster medium become important. This behavior is reminiscent of the morphology-density relation (Dressler 1980) in that the effect manifests itself only at cluster-type densities, and indeed when we plot both the HI deficiency-density and morphology-density relations, we see that the densities at which they "turn up" are similar. This suggests that the physical mechanisms responsible for the increase in early types in clusters are also responsible for the decrease in HI content.Comment: To appear in AIP Conference Proceedings, "The Evolution of Galaxies through the Neutral Hydrogen Window", Feb 1-3 2008, Arecibo, Puerto Rico, eds. R. Minchin & E. Momjian. 3 pages, 2 figure

Japan’s English medium instruction initiatives and the globalization of higher education

This article analyses a recent initiative of Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) which aims to internationalize higher education in Japan. The large-investment project “Top Global University Project” (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global human resources. The TGUP identifies thirty-seven universities: thirteen as “top global universities” intended to compete in the top 100 university world rankings, and twenty-four “global traction universities” intended to lead the internationalization of higher education in Japan. Despite the substantial funding behind this initiative, little research has been conducted to evaluate the potential impact of this policy on language planning in higher education in Japan. This paper addresses this gap in its exploration of the TGUP, including key changes from previous internationalization policies. It then presents an analysis of publicly available documents regarding the policy, collected from all thirty-seven of the participant universities. Only documents in English were used for analysis, as these were released for international readership. Findings indicate a positive departure from older policy trends, and the emergence of flexible, unique forms of English language education in Japan’s universities

English language teaching and English-medium instruction

The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail

English language teaching and English-medium instruction

The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail