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The good oil boys club
It should have been a day of high excitement. A public auction on July 15th marked the end of a 77-year monopoly on oil exploration and production by Pemex, Mexico`s state-owned oil company, and ushered in a new era of foreign investment in Mexican oil that until a few years ago was considered unimaginable.
The Mexican government had hoped that its firstever auction of shallow-water exploration blocks in the Gulf of Mexico would successfully launch the modernisation of its energy industry. In the run-up to the bidding, Mexico had sought to be as accommodating as its historic dislike for foreign oil companies allowed it to be. Juan Carlos Zepeda, head of the National Hydrocarbons Commission, the regulator, had put a premium on transparency, saying there was “zero room” for favouritism.
When prices of Mexican crude were above $100 a barrel last year (now they are around $50), the government had spoken optimistically of a bonanza. It had predicted that four to six blocks would be sold, based on international norms.
It did not turn out that way. The results fell well short of the government’s hopes and underscore how residual resource nationalism continues to plague the Latin American oil industry. Only two of 14 exploration blocks were awarded, both going to the same Mexican-led trio of energy fi rms. Offi cials blamed the disappointing outcome on the sagging international oil market, but their own insecurity about appearing to sell the country’s oil too cheap may also have been to blame, according to industry experts. On the day of the auction, the fi nance ministry set minimum-bid requirements that some considered onerously high; bids for four blocks were disqualifi ed because they failed to reach the offi cial fl oor.
(Source: http://www.economist.com/news/business/21657827-
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REFERS TO QUESTION
Lessons for Americans, From a Chines Classroom
Observing how Chinese 2- and 3-year-olds navigated a second language, I wondered whether I could have done this for my children.
SHANGHAI — We sat in toddler-size wooden chairs around an orderly circle of Chinese 2-year-olds, busy with circle time. As a parent of three children who collectively spent 15 years in American day care, I am very familiar with circle time.
But I was in this Shanghai classroom as a professor, with college students from many different countries in a class I’m teaching here on children and childhood.
We were observing in a private kindergarten, designed to provide young children — starting at age 2 — with a carefully structured, fully bilingual curriculum, especially important because English language skills are vital for educational success in China.
Visits to Chinese educational institutions allow the college students in my course to get a look at real children and the ways that they learn, while also thinking about Chinese society today. They get windows onto certain slices of this complex country: a high-end private bilingual program that starts with toddlers; a city high school for academically gifted students; a middle school created for the children of the rural migrants who have come by the millions from China’s poorer provinces to work in Shanghai, but whose rights to social benefits are severely limited in the city.
These visits offer the college students insights into many of the social issues facing China, and we spend time in class discussing questions like the huge role that the annual gaokao college entrance exam plays in determining a child’s educational destiny (English is one of the required subjects), the pressures on families that create a culture of cram schools, and the controversies over reserving spots in colleges for kids from rural areas.
But all of those questions have powerful resonances when you think about the issues of childhood education and child development, which have to be addressed in every country. As my college students discuss the different facets of childhood around the world, visiting the Chinese schools also helps them in remembering and thinking about what children look like at different ages, and how they play and interact and learn.
Available in : https://www.nytimes.com/2020/01/20/, accessed on
February 26th, 2020. Adapted