In the face of fierce opposition to its plan to enshrine far-reaching rights for foreign investors in the EU-US trade deal, the Commission is trying to appease the critics with a ‘reform’ agenda for investor-state arbitration. The reforms are remarkable in line with the big business lobby agenda.
Just over 10 years ago, Educational Review published an article “Reconceiving argument” by Richard Andrews. In the article, Andrews traced some of the changes in the conception of argument that had taken place within educational contexts (primarily within the UK) over the previous few years. An important aim of the authors’ article is to consider whether there is any evidence that the (re)conceptualization of argument discussed in Andrews’ article has permeated educational theory and practice in the last 10 years. Specifically they will consider his invocation of new metaphors to conceive of the argumentation process as more akin to a dialogic exchange in contrast to adversarial combat. They question whether such a framing diminishes the value of conflict and confrontation in the argumentation process.
An introduction to argumentation for UTS:CIC PhD students (with some Learning Analytics examples, but potentially of wider interest to students/researchers)
Ich glaube, dass der Begriff des Urheberrechts-Extremismus ziemlich genau einen der Gründe beschreibt, warum selbst moderate Reformen des Urheberrechts so schwer zu realisieren sind.
H. Wachsmuth, B. Stein, and Y. Ajjour. 15th Conference of the European Chapter of the Association for Computational Linguistics (EACL 2017), page 1116-1126. Association for Computational Linguistics, (April 2017)
C. Haley, J. Moffett, R. Laney, and B. Nuseibeh. Third Symposium on Requirements Engineering for Information Security (SREIS'05) held in conjunction with the 13th International Requirements Engineering Conference (RE'05), Paris, (August 2005)