Progress in Implementing Capacity-Building Provisions under the Labor Chapter of the Dominican Republic – Central America – United States Free Trade Agreement

[Excerpt] Section 403(a) of the CAFTA-DR Implementation Act includes a reporting requirement on labor issues related to the CAFTA-DR. Specifically, that section requires the President to submit a biennial report to Congress on the progress made by the CAFTA-DR countries in implementing (i) Chapter Sixteen (Labor) of the CAFTA-DR, and (ii) the White Paper. The President delegated this reporting function to the Secretary of Labor, to be carried out in consultation with the United States Trade Representative (USTR). This is the first report in fulfillment of Section 403(a) of the CAFTA-DR Implementation Act. As required, this report includes: A. A description of the progress made by the Labor Cooperation and Capacity Building Mechanism established by Article 16.5 and Annex 16.5 of the CAFTA-DR, and the Labor Affairs Council established by Article 16.4 of the CAFTA-DR, in achieving their stated goals, including a description of the capacity-building projects undertaken, funds received, and results achieved, in each CAFTA-DR country; B. Recommendations on how the United States can facilitate full implementation of the recommendations contained in the White Paper; C. A description of the work done by the CAFTA-DR countries with the International Labor Organization (ILO) to implement the White Paper recommendations and to advance common commitments regarding labor matters; and D. A summary of public comments received on these matters

Progress in Implementing Capacity-Building Provisions under the Labor Chapter of the Dominican Republic – Central America – United States Free Trade Agreement

[Excerpt] Section 403(a) of the CAFTA-DR Implementation Act includes a reporting requirement on labor issues related to the CAFTA-DR. Specifically, that section requires the President to submit a biennial report to Congress on the progress made by the CAFTA-DR countries in implementing (i) Chapter Sixteen (Labor) of the CAFTA-DR, and (ii) the White Paper. The President delegated this reporting function to the Secretary of Labor, to be carried out in consultation with the United States Trade Representative (USTR). This is the first report in fulfillment of Section 403(a) of the CAFTA-DR Implementation Act. As required, this report includes: A. A description of the progress made by the Labor Cooperation and Capacity Building Mechanism established by Article 16.5 and Annex 16.5 of the CAFTA-DR, and the Labor Affairs Council established by Article 16.4 of the CAFTA-DR, in achieving their stated goals, including a description of the capacity-building projects undertaken, funds received, and results achieved, in each CAFTA-DR country; B. Recommendations on how the United States can facilitate full implementation of the recommendations contained in the White Paper; C. A description of the work done by the CAFTA-DR countries with the International Labor Organization (ILO) to implement the White Paper recommendations and to advance common commitments regarding labor matters; and D. A summary of public comments received on these matters

Global Standard-Setting 2.0: How the WTO Spotlights ISO and Impacts the Transnational Standard-Setting Process

Transnational technical standard-setting has grown in prominence in recent years. The World Trade Organization (WTO) requires the use of international standards but adopts a deferential approach towards international standards. However, practice shows that several international standards are promulgated through opaque and exclusionary processes. In line with this observation, in its recent US—Tuna II ruling, the Appellate Body adopted a more critical stance regarding international standards and the processes that lead to their adoption. Against this backdrop, this article focuses on an analysis of the properties and mechanics of international standard-setting processes within the International Organization for Standardization (ISO), discussing procedural and substantive guarantees regarding transparency, openness, deliberation and participation. As the WTO becomes the de facto arbiter of the legitimacy of international standards, much needed institutional reform in international standard-setting is bound to occur. Arguably, this is bringing a paradigm shift in standardization practices and introduces “global standard-setting 2.0.” Such trend is in line with emerging demands for a more inclusive global legal order

The Knowledge Level in Cognitive Architectures: Current Limitations and Possible Developments

In this paper we identify and characterize an analysis of two problematic aspects affecting the representational level of cognitive architectures (CAs), namely: the limited size and the homogeneous typology of the encoded and processed knowledge. We argue that such aspects may constitute not only a technological problem that, in our opinion, should be addressed in order to build articial agents able to exhibit intelligent behaviours in general scenarios, but also an epistemological one, since they limit the plausibility of the comparison of the CAs' knowledge representation and processing mechanisms with those executed by humans in their everyday activities. In the final part of the paper further directions of research will be explored, trying to address current limitations and future challenges

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

On the adequacy of current empirical evaluations of formal models of categorization

Categorization is one of the fundamental building blocks of cognition, and the study of categorization is notable for the extent to which formal modeling has been a central and influential component of research. However, the field has seen a proliferation of noncomplementary models with little consensus on the relative adequacy of these accounts. Progress in assessing the relative adequacy of formal categorization models has, to date, been limited because (a) formal model comparisons are narrow in the number of models and phenomena considered and (b) models do not often clearly define their explanatory scope. Progress is further hampered by the practice of fitting models with arbitrarily variable parameters to each data set independently. Reviewing examples of good practice in the literature, we conclude that model comparisons are most fruitful when relative adequacy is assessed by comparing well-defined models on the basis of the number and proportion of irreversible, ordinal, penetrable successes (principles of minimal flexibility, breadth, good-enough precision, maximal simplicity, and psychological focus)