When regions like Canada, the US and the EU have disagreed over the legitimacy of risk perceptions they have placed science at the centre of international trade conflict. By looking across cases disputed and informally resolved, David Hornsby offers to deepen understanding of factors involved in risk based trade conflict.

When regions like Canada, the US and the EU have disagreed over the legitimacy of risk perceptions they have placed science at the centre of international trade conflict. By looking across cases disputed and informally resolved, David Hornsby offers to deepen understanding of factors involved in risk based trade conflict.

The present working paper is part of a larger project that is underway to characterize the politics of risk based transatlantic trade conflict. In particular, attention is given to the role of science in the process for trade dispute emergence. This working paper suggests that the role of epistemic communities and scientific evidence played an important role in this context of trade conflict and seeks to chart when, where and how science was influential. As such, the contribution lies in systematically in discussing the interplay between political and economic interests and scientific ideas as a means to attempt to understand how all of these variables matter in risk based trade disputes emergence. The formal trade dispute over Hormone-fed beef offers an instance where the US and Canada formally challenged European risk regulations. The succeeding section charts the evolution of this case up to the point of launching a formal WTO dispute, with particular emphasis on the interests present and the role of science used to justify the regulations, the forums used and the influence of epistemic communities to try and bring about a resolution. Whilst, these formal disputes have been the centre of much scholarship, there has been little consideration given to the role of science.

This volume brings together 19 original chapters, plus four substantive introductions, which collectively provide a unique examination of the issues of science, technology, and art in international relations. The overarching theme of the book links global politics with human interventions in the world: We cannot disconnect how humans act on the world through science, technology, and artistic endeavors from the engagements and practices that together constitute IR. There is science, technology, and even artistry in the conduct of war—and in the conduct of peace as well. Scholars and students of international relations are beginning to explore these connections, and the authors of the chapters in this volume from around the world are at the forefront.

The future of higher education is in question as universities struggle to remain relevant to the present and future needs of society. The context in which learning occurs is rapidly changing and those engaged and interested in the place and position of university education need to figure out to adapt. This book embodies a vision for higher education where graduate attributes and proficiencies are at the core of the academic project, where degree programs move beyond disciplinary content and where students are encouraged to be Citizen Scholars. Through a series of cross-disciplinary and contextual cases, the contributors to this book articulate how this vision can be achieved in our pedagogical environments, future proofing higher education.

"The idea of multilateralism is not something that can be forced on states, nor does it come naturally to them." —Tom Keating Seeking Order in Anarchy offers insights into both the theoretical foundations and the real-world outcomes of multilateralism in world affairs. Recognizing that Tom Keating’s theories, though rooted in Canadian foreign policy, have a broader application in international relations, Robert W. Murray has assembled an array of theoretical interpretations of multilateralism, as well as case studies examining its practical effects. Drawing from the insights of fourteen noted scholars and featuring an essay from Tom Keating himself, this volume examines the conditions that encourage states to adopt multilateral strategies, and the consequences of doing so in the context of increasingly complex global politics. Seeking Order in Anarchy is an important book for scholars, graduate students, policy makers, and anyone interested in how multilateralism functions in today’s world. Contributors: Francis Kofi Abiew, Edward Ansah Akuffo, Greg J. Anderson, David R. Black, Duane Bratt, Antonio Franceschet, Paul Gecelovsky, David J. Hornsby, Tom Keating, Christopher J. Kukucha, John McCoy, Robert W. Murray, Shaun Narine, Kim Richard Nossal, Matthew S. Weinert

This book reinvigorates the philosophical treatment of the nature, purpose, and meaning of thought in today’s universities. The wider discussion about higher education has moved from a philosophical discourse to a discourse on social welfare and service, economics, and political agendas. This book reconnects philosophy with the central academic concepts of thought, reason, and critique and their associated academic practices of thinking and reasoning. Thought in this context should not be considered as a merely mental or cognitive construction, still less a cloistered college, but a fully developed individual and social engagement of critical reflection and discussion with the current pressing disciplinary, political, and philosophical issues. The editors hold that the element of thought, and the ability to think in a deep and groundbreaking way is, still, the essence of the university. But what does it mean to think in the university today? And in what ways is thought related not only to the epistemological and ontological issues of philosophical debate, but also to the social and political dimensions of our globalised age? In many countries, the state is imposing limitations on universities, dismissing or threatening academics who speak out critically. With this volume, the editors ask questions such as: What is the value of thought? What is the university’s proper relationship to thought? To give the notion of thought a thorough philosophical treatment, the book is divided into in three parts. The focus moves from an epistemological perspective in Part I, to a focus on existence and values in higher education in Part II, and then to a societal-oriented focus on the university in Part III. All three parts, in their own ways, debate the notion of thought in higher education and the university as a thinking form of being.