Civil society in trade policy-making in Latin America: the case of the environmental movement

In recent years, and particularly perhaps since the ‘battle of Seattle’ in 1999, the issue of civil society participation in trade policy has attracted increasing policy and academic attention. Much of this attention has been drawn to the question of institutional access and channels of participation and representation within the WTO. The challenge is one that has faced other global institutions such as the World Bank and IMF for a number of years (O’Brien et al 2000). Improving the transparency of and access to decision-making in the context of up-scaling civil society participation is not exclusively a global challenge, however. There has been a great deal of activity at the regional level around trade negotiations and increasingly in Latin America with the FTAA (Free Trade Area of the Americas) following in the wake of NAFTA (North American Free Trade Agreement) and Mercosur (Mercado Común del Sur). Few institutional reforms have been brought about without significant pressure from civil society, however. Some challenges are common to all movements attempting to participate and make their voice heard in the sensitive and traditionally closed arena of trade negotiations. But others are unique, and reflect distinct regional political histories, previous experiences of mobilisation and prevailing social and material realities. Given this, it becomes important to understand what can be learned from the experience of a globally significant region like Latin America about the possibilities and limitations of civil society participation in trade policy. By comparing the documented experiences of NAFTA with analysis of Mercosur and the evolving FTAA negotiations, in terms of the participation of the environmental movements, important insights may be gained about: who is participating in trade policy, how and with what effect and, equally importantly, who is not participating and what are the implications of this? The analysis will therefore attempt to identify key factors which shape these dynamics. These include; * key strategic issues within the movements and among groups themselves (diversity of strategies, politics of coalition-building, patterns of influence and engagement/non-engagement) * the organisation of institutional access (rights, representation, process, decision-making) * key economic and political regional dynamics which affect each of the above (differences between and within individual countries regarding key issues and attitudes towards participation) By comparing across different sets of trade negotiations and institutional arrangements it will be possible to identify what the key drivers and shapers of change appear to be. In other words, the extent to which these appear to derive from the nature of the institution or process itself, the strategies of the movement engaging with it, or more likely still, some combination of both these elements. The challenge is to account for diverse forms of engagement and non-engagement and, more importantly, to derive lessons from them about the possibility of constructing more effective, sustainable and transparent mechanisms of participation and representation in trade policy based on experiences to date in Latin America

No Spontaneous CP Violation at Finite Temperature in the MSSM?

In order to generate the baryon asymmetry of the Universe sufficiently strong CP violation is needed. It was therefore proposed that at finite temperature there might be spontaneous (transitional) CP violation within the bubble walls at the electroweak phase transition in supersymmetric models. We investigate this question in the MSSM.Comment: 5 pages, 1 figure. To appear in the Proceedings of Strong and Electroweak Matter 2000 (SEWM2000), Marseille

Valid knowledge: The economy and the academy

The future of Western universities as public institutions is the subject of extensive continuing debate, underpinned by the issue of what constitutes valid knowledge. Where in the past only prepositional knowledge codified by academics was considered valid, in the new economy enabled by information and communications technology, the procedural knowledge of expertise has become a key commodity, and the acquisition of this expertise is increasingly seen as a priority by intending university students. Universities have traditionally proved adaptable to changing circumstances, but there is little evidence to date of their success in accommodating to the scale and unprecedented pace of change of the Knowledge Economy or to the new vocationally-oriented demands of their course clients. And in addition to these external factors, internal ones are now at work. Recent developments in eLearning have enabled the infiltration of commercial providers who are cherry-picking the most lucrative subject areas. The prospect is of a fracturing higher education system, with the less adaptable universities consigned to a shrinking public-funded sector supporting less vocationally saleable courses, and the more enterprising universities developing commercial partnerships in eLearning and knowledge transfer. This paper analyses pressures upon universities, their attempts to adapt to changing circumstances, and the institutional transformations which may result. It is concluded that a diversity of partnerships will emerge for the capture and transfer of knowledge, combining expertise from the economy with the conceptual frameworks of the academy

The "discussion - case study approach" in introduction to philosophy of education courses

These selections, taken from B. Ed. students' reflective commentary at the end of a 10 week introductory course in philosophy of education, capture the popular expectations, stereotyped impressions or feelings that pre-service education students normally hold about foundations courses especially philosophy of education: scepticism, intimidation, boredom, uselessness, fear and practical irrelevance. A grim though very real picture! The delicate task of teaching introductory foundations courses becomes more difficult and also tragic when one learns, as stated in a couple of the above selections, that most students come with a strong and long background of "traditional teaching" in which complacency, uncriticallness, and the urge to acquire the right answer, which the teacher possesses, to get the highest grade, are implanted explicitly via the formal curriculum or implicitly via teaching styles. These qualities are essentially incompatible with a foundations perspective, and, some believe, even with the very notion of education.peer-reviewe

Estimating the potential impacts of open access to research findings

Advances in information and communication technologies are disrupting traditional models of scholarly publishing, radically changing our capacity to reproduce, distribute, control, and publish information. The key question is whether there are new opportunities and new models for scholarly publishing that would better serve researchers and better communicate and disseminate research findings. Identifying access and efficiency limitations under the subscription publishing model, this paper explores the potential impacts of enhanced access to research outputs using a modified Solow-Swan model, which introduces ‘accessibility’ and ‘efficiency’ parameters into calculating returns to R&D. Indicative impact ranges are presented for Government, Higher Education and Australian Research Council R&D expenditures. We conclude that there may be substantial benefits to be gained from more open access to research findings