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Frontiers | The Oxymoron of Carbon Dioxide Removal: Escaping Carbon Lock-In and yet Perpetuating the Fossil Status Quo?
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A Truly Global Community of Environmental Law Scholars | (ACOEL) | American College of Environmental Lawyers
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Victor Kummritz
There is now widespread consensus that participation in global value chains (GVCs) can foster economic development in the Global South (World Bank 2019). Previous Vox columns have shown how, by entering GVCs, supplier firms in developing countries can economically upgrade by making better quality products, improving production processes, and capturing more value-added (Kummritz 2015, Gereffi and Luo 2014). Participation in GVCs can also facilitate knowledge and technology transfers from lead-firms in the global North to suppliers in the global South, who can in turn benefit from improved economic returns (Baldwin and Lopez-Gonzalez 2015, Amendolagine et al. 2018).
However, there is also evidence that suppliers in the Global South are at risk of being ‘locked’ into segments of the value chain characterised by low value-adding potential and shrinking profits (Kaplinsky 2019 and Diao et al. 2021). For instance, Bohn et al. (2021) and Fu (2018) find that much of the
Why Keynes Was Wrong about Unemployment
Large-scale unemployment is another name for a surplus in the labor market. Equilibrium is a state which markets will naturally move toward as buyers and sellers look for mutually advantageous exchanges. Firms can always get some value from additional labor, even under pessimistic forecasts of sale prices and quantities. Workers earning zero wages can improve their situation by accepting a job even if they do not accept the first offer. Therefore, a labor market in surplus will absorb unemployed labor at a lower wage. When a market is in surplus, the direction the price must go toward equilibrium is down.
Abstract
One of the key challenges in work-integrated learning (WIL) courses is how to account for learning that takes place away from campus, where the work space, daily routines and emergent actions within an organisation shape the possibilities for student learning. What do students do on placement to open the possibilities of working and learning in temporary sites of work? Using a practice-based approach, this paper outlines an ethnographic study of learning on placement. The paper draws on Gherardi’s ([2019]. How to Conduct a Practice-Based Study: Problems and Methods. 2nd ed. Cheltnham: Edward Elgar Publishing) work on learning and knowing in practice to demonstrate how students learn to participate in situated practices to accomplish work tasks. It employs a rock-climbing metaphor to illuminate what students do in order to continue on with work when they encounter something surprising, make an error or have a question. The findings suggest student learning relies on the so
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