The impact of WTO in India

The impact of WTO in India Impact of WTO on India India is a founder member of the General Agreement on Tariffs and Trade (GATT) 1947 and its successor, the World Trade Organization (WTO), which came into effect in 1995 after the conclusion of the Uruguay Round (UR) of Multilateral Trade Negotiations. Indias participation in an increasingly rule based system in the governance of international trade is to ensure more stability and predictability, which ultimately would lead to more trade and prosperity for itself and the 134 other nations which now comprise the WTO. India also automatically avails of MFN and national treatment for its exports to all WTO Members. Ministerial Conferences of WTO The first Ministerial Conference held in 1996 in Singapore saw the commencement of pressures to enlarge the agenda of WTO. Pressures were generated to introduce new Agreements on Investment, Competition Policy, Transparency in Government Procurement and Trade Facilitation. The concept of Core Labor Standards was also sought to be introduced. India and the developing countries, who were already under the burden of fulfilling the commitments undertaken through the Uruguay Round Agreements, and who also perceived many of the new issues to be non-trade issues, resisted the introduction of these new subjects into WTO. They were partly successful. The Singapore Ministerial Conference (SMC) set up open ended Work Program to study the relationship between Trade and Investment; Trade and Competition Policy; to conduct a study on Transparency in Government Procurement practices; and do analytical work on simplification of trade procedures (Trade Facilitation). Most importantly the SMC clearly declared on the Trade- Labor linkage as follows: We reject the use of labor standards for protectionist purposes, and agree that the comparative advantage of countries, particularly low-wage developing countries, must in no way be put into question. In this regard we note that the WTO and ILO Secretariat will continue their existing collaboration. The Second Ministerial Conference of WTO, held at Geneva in May 1998, established a process to prepare for the Third Ministerial Conference and to submit recommendations regarding the WTOs future work program, which would enable Members to take decisions at the Third Ministerial Conference at Seattle. The Geneva Ministerial Conference (GMC) Declaration had identified the following issues for the General Councils work, paragraphs 9(a) to 9(b) of the Declaration: Issues, including those brought forward by Members, relating to implementation of existing agreements and decisions; The negotiations already mandated at Marrakesh (Agriculture and Services) and to ensure that such negotiations begin on schedule; Mandated reviews already provided for under other existing agreements and decisions taken at Marrakesh; Recommendations concerning other possible future work on the basis of the work program initiated at Singapore Ministerial Conference consisting of: Trade and Investment; Trade and Competition Policy; Transparency in Government Procurement; Trade Facilitation. Recommendations on the follow-up to the High-Level Meeting on Least-Developed countries; Recommendations arising from consideration of other matters proposed and agreed to by Members concerning their multilateral trade relations. The 3rd Ministerial Conference held in Seattle during 30th November-3rd December, 1999 was being looked up by many, specially in the developing countries, as a launching pad for a comprehensive round of negotiations. In the preparatory process in the General Council of the WTO (September 1998 to September 1999), new issues which were proposed for the negotiating agenda by some Members under paragraph 9(d) are as follows: Industrial Tariffs Global Electronic Commerce Trade and Labour Standards Trade and Environment Coherence in the interaction of WTO and other international organizations. Outcome of the Seattle Ministerial Conference of WTO The Indian delegation to the Third Ministerial Conference of the WTO was led by the Union Minister of Commerce Industry, Mr. Murasoli Maran. The delegation also included Members of Parliament, senior officials from different Ministries and representatives from the apex Chambers of commerce and industry. The Seattle Conference attracted wide attention because of proposals by some countries to press for the launching of a comprehensive round of negotiations covering subjects as wide ranging as labour issues, coherence in global economic architecture, agriculture etc. Even before the commencement of the Conference there were widespread protests and demonstrations in Seattle by a number of anti-WTO groups ranging from environmental activists to labour unions. The inaugural session which was to be held in the forenoon of 30th November, 1999 had to be abandoned because of disturbances. The plenary which was to start in the afternoon on the same day had to be held under heavy police protection. The Chairmen of various Working Groups tried to narrow down the differences in their respective groups with a view to arriving at a consensus in the draft Ministerial text that had been transmitted from the Geneva preparatory process. However, in view of the wide divergence of views, no group could present draft texts for inclusion in the Ministerial declaration acceptable to all the members. As there was no prospect of reaching a conclusion on a large number of issues, it was decided after consultation among key members that it would not be practicable to adopt any Ministerial declaration. The Chairperson of the Conference made only a brief statement on 3rd December followed by brief reports by the Chairmen of the various groups. The Chairperson observed that divergences of opinion remained that would take time to be narrowed down. It was therefore, decided to suspend the work of the Seattle Ministerial Conference. While the above constituted the overall outcome, the deliberations and consultations which took place on several of the important issues are briefly outlined below subject-wise (these positions are indicative and not definitive since a number of delegations, including ourselves, made it clear that nothing was agreed until everything was agreed). Implementation issues : A good deal of discussions took place on this subject in Seattle, further to the extensive consultations held in Geneva earlier. The Working Group Chairman (Canada) came up with a final proposal (similar to what was mooted by the Secretariat) that meant a few immediate decisions at Seattle and establishment of a special mechanism to examine and make recommendations within one year, and in any case by the Fourth Ministerial Session, on other implementation issues. The Chairmans text also proposed negotiations in respect of Anti-Dumping and Subsidies Agreements. While India and most other countries were prepared to go along with the Chairmans text, the US had reservations and was opposed to any negotiations on anti-dumping and subsidies and could, at the most, agree to a few (not all) of the issues raised by the Committee on Anti-Dumping and Subsidies respectively. No consensus could, therefore, emerge. Agriculture : Mandated negotiations have to commence on 1.1.2000 on Agriculture. In the run-up to Seattle,however, the Cairns Group of countries supported by US sought to secure a more rigorous negotiating mandate that would speed up elimination/ reduction of their export/domestic subsidies. EC, Japan, Norway etc., resisted this to the very end. While EC appeared to display some flexibility on this issue, Japan put up stiff opposition on further inroads into elimination of domestic subsidies.As for India, our concerns relating to food security were adequately reflected. Services: No substantive negotiation took place in Seattle as there was hardly any divergence of views on the draft text which adequately takes into account Indias concerns. Investment and Competition Policy: India, Malaysia, Hong Kong, China and Pakistan proposed the continuation of the study process launched at Singapore. EC and others stubbornly argued that they wanted negotiations to be launched right away. Given this, the talks broke off but a bridge proposal which aimed at carrying forward the study process to prepare for negotiations to be launched by the Fourth Ministerial Conference began to take shape. While India, Malaysia, Hong Kong, China and Pakistan continued to oppose even the bridge proposal, a number of other developing countries (including countries such as Zimbabwe, Sri Lanka and Egypt) showed inclination to agree to launch negotiations or to agree to the compromise proposal. Market Access for non-agricultural items: There was virtually no opposition for the launching of negotiations in this area except that a number of developing countries including ourselves pointed out the priority that we attached to the implementation issues and made it clear that agreeing to any text on this issue depended on progress in other areas. The text which evolved during the Green Room consultations left open the modalities to be followed for the tariff reduction exercise although the APEC countries wanted a specific reference to their Accelerated Tariff Liberalisation (ATL) initiative. EU wanted a common tariff reduction method to be adopted for all countries while certain others preferred a formula approach to be the main methodology. While our concerns were largely met in the draft text, the US insisted on avoiding any reference to peak-tariffs saying it was a politically sensitive issue. Several developing countries, including us, however, firmly opposed the substitutio n of peak tariffs by any other phraseology. This matter still needs to be resolved. Transparency in Government Procurement: There were broadly three proposals on this subject at the Seattle Ministerial. First, that the Working Group should continue its work until the fourth Ministerial session. India and number of developing countries supported this proposal. Second, that the Seattle Ministerial should mandate commencement of negotiations based on the elements that had formed the basis of discussion in the Working Group with the objective of concluding an Agreement at the latest by the Fourth Ministerial session. A number of developed and developing countries such as Brazil and South Africa supported this proposal. Third, that the Ministers adopt at Seattle an Agreement on Transparency in Government Procurement based on the formulation proposed by the United States and the European Communities. After further discussions in the open-ended Seattle Working Group on Singapore issues and other issues, its Chairman gave his understanding that there was virtual consensus a mong Members present on the second proposal. He noted that India was the only Member present that stated that it could not join such a consensus and urged India to reconsider its position. India had stated that it could only support further work in the Working Group aimed at arriving at a consensus on the elements of a Transparency agreement. Trade and Environment: Developed countries, particularly EU, were very keen on negotiations on environment related issues to accommodate concerns of their civil society. They wanted environmental considerations integrated throughout the negotiations in the new Round (mainstreaming) which will also dilute the focussed mandate of the Committee on Trade and Environment (CTE ) to that extent. USA was further keen that Members right to set high environmental standards was not undermined by trade rules. US and CAIRNS Group countries also called for the removal of environmentally damaging subsidies such as agricultural subsidies and fishery subsidies that contributed to over capacity. Developing countries sought adjustments in the TRIPS Agreement for preservation of biological diversity and reward for traditional knowledge. The proposal to mainstream environment and dilute the role of CTE and the US proposal regarding environmental standards were opposed by some developing countries includi ng India while there was considerable support for removal of environment- related subsidies. The TRIPS related proposals were supported by some, but there was no consensus. Intellectual Property: Many members were willing to complete the negotiations on the establishment of a multilateral system of notification and registration of geographical indications for wines and possibly spirits, while there was an emerging consensus for an early decision on the ongoing discussions on inclusion of other products for the higher level of protection as has been provided to wines under Art 23 of TRIPS. Other work programmes proposed to be launched at Seattle included a proposal to make recommendations to the Fourth Ministerial Conference on the scope for protection for traditional knowledge and folkfore under the TRIPS Agreement, and review of Article 71.1, including enhancing the Agreement to respond to its objectives and principles as well as new developments elsewhere, and of Article 27.3(b) relating to life forms and plant varieties. Other issues: There were a few other issues which were less controversial. Subjects belonging to this category included E-commerce and trade facilitation. A proposal to set up a working group on transfer of Technology, supported by India also found wide support but was opposed by USA, while EC and some others preferred discussions on this issue within the Committee on Trade and Development. On the other hand, the proposed Working Group on Bio-technology, pursued by USA was hardly discussed because of strong opposition from many members, including India. Regarding transparency in the functioning of WTO, US and EU were keen for some kind of mechanism whereby civil society could participate in the WTO functioning, inter alia, through amicus curiae briefs in the trade dispute settlement mechanism. But this was sharply opposed by India and many other developing countries. Conclusion : Thus WTO has been playing a very important role in Indias foreign trade. And India will be much more benefited if the present DOHA round gets completed. Pascal Lamy has projected that it will be completed in the year of 2012.

Cons of Merit Pay

What is merit based pay and does it improve education? Merit base pay is based on your performance, it provides bonuses for workers who perform their jobs effectively, according to measurable criteria. In merit pay an effective way to bolster student achievement and create more effective teachers? While the federal push fur teachers merit pay has only just now found its footing, Louisiana schools started implanting merit pay programs as early as 2003, under TAP, the Teacher Advancement Program.TAP falls under the umbrella of the National Institute for Excellence in Teachers (NIET), which is committed to ensuring that highly skilled, strongly motivated teachers are competitively in American’s classroom (Mick NP). Merit pays should not be the system of use in schools. The purpose of this paper is to persuade the State Superintendent not to have this merit pay. I will be listing some of the Cons to this topic and discussing them. Some points I will be touching on are , teachers c an’t control students lives, and they cant give out grades to students they don’t earn, and the fact that all students learn at a different pace.Although popular in public opinion polls, merit pay- also called performance pay- faces stiff opposition from teacher organizations when linked to student test scores (Wiley NP). While outside of school teachers can’t control their students lives. Teachers are in the school to teach the students, and to make sure they have them ready to advance to the next level. A teacher is not the only influences on students achievement, family background, home life, prior teachers, and students mobility also are influences on students studies. Student performance is influenced by a lot of things out of teacher’s control.There is a strong connection between poverty and low test scores among students. Teachers cannot control many of these external factors that would lower a students performance. So how can they be properly eval uated when so many things are out of their hands? The results of unpleasant, and non cooperation with the students, is why there is lower grades and more students not passing the classes. Teachers cannot force a student to work, a lot of students that go to school, are there to learn, which causes distractions to the students who are there to learn.If a student isn’t there to learn, this makes it very difficult for the teacher to teach them, which is totally unfair to the teacher. Students that come from broken up families sometime have a hard time adjusting to living with one parent for a period, and then staying with the other parent for awhile. Families today are so much busier with both parents working that they do not care like they should about their child’s education. More kids are left alone, due to parents being gone which leaves them unsupervised, allowing the kids more freedom and keeping them from doing their studies.Parents are to tired by the time they ge t home that they neglect to make sure the studies are completed. In today’s society, it takes two parents incomes to make a living, which is making homework a problem in the households. So much is crammed into one days studies, teachers send a lot of extra work home with students, which some kids don’t have the help they need to get this work done. Some studies today that kids are doing, need the help of a teacher, and when sent home, on one is able to help.It isn’t fair for a teacher to have to try and make a student learn that doesn’t want to be there. Grades are mandatory at school. Teachers have to give out grades because it helps to see what level a student is at, so they can see what they need help on and if they are ready for advancement. If grades weren’t given out, many students wouldn’t do their studies, or focus on learning, , and it would make it difficult to know if a student is ready for advancement. Teachers should use the sam e grading scale so all students are graded equally.Rewards shouldn’t be given out for high scores, or for schools with the best improvement. This would favor teachers in wealthy neighborhoods whose students came to school with excellent skills. Some schools scores are already to high to show any improvement. Grades are sometimes given out to students that have been dishonest and cheated to get a better grade. Some students think that some kids get a better grade because they are teachers pet, or because he or she plays sports and they need them on the team, so they get a grade they don’t deserve.Grades really help the students and organize teachers to realize what the individuals have completed and not completed. Money that is giving for test results, will worsen the problems of teachers cheating, erasing answers on tests. It will also avoid consequences of The NO Child Left Behind Act (NCLB). Giving grades out, make sure the teachers are teaching all of the lessons, a nd not skipping through, so all students are getting the whole lesson. Individual students all have to work at different paces, but sometimes this doesn’t happen. No one will want to teach challenging kids.When you reward teachers for student achievement nobody will want to teach who live in challenging communities and have a hard time succeeding (Solomon NP). Teachers of honor students have a much easier time teaching their classes, these students work at their own pace and don’t need much assistant from a teacher making this teachers job a lot easier. Test score would be a lot higher. A teacher in a class that may have special educational students, or students that are just a little slower, or have problems learning, make this teachers job a lot harder.These students all need extra help from their teachers, which takes a lot away from a teacher trying to teach their studies each day. This can sometimes cause a teacher to fall behind. When students are struggling, tea chers shouldn’t get penalized for wanting to take the extra time needed in helping this student understand the studies they are doing, the teachers should have helpers that can cone in and help take some of the stress of the teachers. These students are more than likely nit going to pass the necessary test required for them to take.Many people believe that merit pay will motivate teachers and give the incentive to work harder and teach better. Others think it will cause competition among teachers rather than fostering the cooperative needed for school improvement. Sharing is an important part of the teaching profession. Teachers mentor each other, discuss teaching strategies, share lesson plans, collaborate on how to deal with difficult students and parents, and provide a support system for each other. Teachers competing for merit pay could negatively influence that sense of sharing and collaboration. (Kaplin NP).In a merit pay system, it wouldn’t be fair if two teache r are both doing what they should be doing and one class scores really high and the other cores much lower and both teachers did everything they could to make sure the students were ready for tests. As you can see, I have talked about several cons such as, why teachers can’t control their students, why teachers give out grades, and also how all individual students work at a different pace. As we went through and noticed the cons, a big factor that comes up and is part of all of them is some students do not care, and if they don’t care, they are not going to try.Students that don’t care can cause distraction in the class which can keep other students from learning. Students have to try their best and care about their education, or it’s not going to get them anywhere in life. Parents need to make their children really understand the importance of a good education and how they need this to make their life a lot better. If a student neglects to get the studie s they need, they will realize somebody how important it was to stay in school, and do their best. Sometimes it’s too late to do anything about it.Merit Pay for teachers have it’s pro’s and con’s. It says it is questionable whether Merit pay has anything to do with students success, but it is always a positive thing when teachers are receiving more pay and in a society that does not value teachers as professionals. Opponents to Merit Pay argue that a better solution to the current educational crisis is to pay all teachers more. Rather than design and regulate a messy Merit Pay program, why not pay teachers what they are already worth (Lewis NP)?

The Issue Of Sustainability Of The Apparel Industry Essay

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The global apparel industry has a large amount of social and environmental problems and the apparel industry is a dirty business that relies on water intensive methods and toxic chemicals within its factories. Fashion and textiles is known to be one of the most polluting industries in the world, following oil. Millions of gallons of wastewater from mills each year contain harsh chemicals. The clothing industry has a huge environmental impact, some of which include: industrial water pollution, production of fiber responsible for pesticide and insecticide. Another example is that it takes 700 gallons of water to produce enough cotton forShow MoreRelatedHow Does Nike Improve The Quality And Reduce Carbon Emissions?1345 Words   |  6 Pages In the modern world, energy use, GHG emissions, water use, chemistry and non-renewable resource depletion, and also socioeconomic issues become the most significan t environmental issues. 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Content And Character An Essential And Perennial View Of...

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My philosophy aligns most closely to that of essentialist and perennialist classrooms due to their beliefs on education, incorporation of technology in the classroom, variety of instructional methods, and consistent success (Braley, Layman, White, 2003). The following discussion will help outline my essential and perennial inspired philosophy of education. WORLDVIEW AND PHILOSOPHY OF LIFE Humans are sinful by nature, and they must learn to be good. Adam and Eve brought sin upon humanity in the Garden of Eden, and now we must seek redemption through Jesus Christ (1 Corinthians 15:22, ESV). As Christians, we must aim to do all things with the goal ofShow MoreRelatedCurriculum Development: Process10055 Words   |  41 PagesGrossman and Lloyd F. Scott. Although their book is oriented to the elementary level, this model for curriculum development may be adapted to the secondary and tertiary levels. 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