Are there ever circumstances in which nations are justified in Essay

Are there ever circumstances in which nations are justified in suspending the laws of war - Essay Example The law also gives a time period that the war should continue. This is considered in the international humanitarian law that insists that the war time conduct should be limited to acceptable volumes. Therefore, the war should only continue to a certain length of time. On the other hand, just war theory deals with issues that are related to why and how wars are fought between countries, states and regions. Some wars are justified as they have a noble cause. This brings the point where countries have to engage in wars that have a solid bearing and they should be fought. In this historic aspect of war, there are traditions that are directly inclined to rules of agreement where they have been applied across many wars across the world. In many times, people use their philosophical conventions to decide on these particular decisions. War does rely on the use of weaponry and strategy, to ensure a country protects its interests. Since time immemorial, people have been fighting in the world w ith different causes implicated to the beginning of the war. With the prevalence in fighting, people have been blaming each other for the fighting (Shanahan, 2005:34). There are many aspects that go beyond historical philosophy, philosophy of the incumbent law and the political history of a place or country that could lead to suspension of laws of war. They deem to protect countries, human race and any group of people (Duffield, 2007:31). They have to consider all other options that would be prominent in securing human life. Many historical figures have had their fair share of reflection on the issue of war and have generated their strong recommendations. This includes philosophical leaders, religious leaders and political bigwigs. There are many circumstances where a country has to suspend laws of war, since there are other interests that should be protected. As a fact, war is openly referred to as a brutal enterprise that is used to solve problems. However, Carl von Clausewitz sta tes that war is a continuity of policies that are implemented in other means. In this statement, he suggests that war is violent ways of ensuring people adhere to the stated rules. The leaders in such countries do not have an option of solving and implementing the policies in a peaceful way, and have to consider forceful implementation (Nathanson, 2010:45). This leads to eruption of war in a country, which could go on for a long period of time. In his word, circumstances that lead to war are about the will to perform what other people are suggesting. Therefore, war only erupts when people refuse to do what is to be done and oppose the will of the implementing leaders. Before engaging in any warfare, countries have to consult the law of war. However, countries evaluate the laws of war and decide to suspend them. These are set criteria that countries should use before engaging in any war. Therefore, countries do make decisions before engaging in any act of war. This is well explained in the jus ad bellum which gives the country the right perspectives before engaging in any war. As such, this is a universal law that has to be consulted before taking any actions that might jeopardise the peaceful coexistence of the world. As a fact, these laws were incepted to ensure that countries only engaged in wars that were justified (Coady, 2007:41). Therefore, this is a law that ensures countries and other parties engage in wars that are justified, and should avoid any

Analyze a story Essay Example | Topics and Well Written Essays - 750 words

Analyze a story - Essay Example Her approach to her subject is quite diverse with respect to the locations and the variety of the crimes done by men to women. The paper seeks to analyze the story or article through the vivid presentation of the facts that the author is trying to say. At the initiation of the story, the author defines the boundaries of her analysis. She observes numerous atrocities occurring in various parts of the world but desists from tackling them with the reason that similar problems with the same magnitudes frequently occur in America. She claims that many people ignore the oppression existing at the very doorsteps of Americans, According to her; Americans suffer under the delusion that women in America have achieved equality. The real perception that she tries to tell her audiences is that they should not be complacent in the fight against inequality with respect to women. Instead of focusing on the problems of the world, Valenti throws a strong challenge to the contemporary Americans to stay focused and boldly face the atrocities beckoning at their door-steps. In addition, she tries to say that there is substantial progress that women movements have achieved in the past. However, she is skeptical about justifying that the prevalence of atrocities has halted. She emphatically says, â€Å"Women are still being raped, trafficked, violated and discriminated against -- not just in the rest of the world, but here in the United States† (Valenti 1). Through giving some of the recent examples of injustices such as the sexual assault of women in Colorado the author aims to open fresh wounds and induce the need for urgency in addressing the matter. The author introduced another dimension of perceiving the vulnerability of women to cases of injustices. She gives examples of instances where close colleagues and work partners have raped women. For instance, women serving in the military in Iraq are likely to become preys to fellow

Comparing Political Philosophy Theories Essay Example for Free

Comparing Political Philosophy Theories Essay Respond to the prompt for each of the five ethical theories listed. One section on each chart has been filled in as an example. What is good? (1–2 sentences) Aristotle – Virtue Ethics Mill – Utilitarianism Kant – Deontology Consequentialism Nodding – Care Ethics what would you say is our principal or highest objective by nature? According to Aristotle, it is the attainment of happiness, for it is that alone that we seek for its own sake. Based on Aristotle assertion a woman bearing a child is good. For J.S. Mill, decreasing pain and increasing pleasure is good. However, not all pleasure is the same. Mill argues that intellectual pleasures are superior to bodily pleasures (Mill, Utilitarianism, and Chapter 2).â€Å"Act only on that maxim whereby you can at the same time will that it should become a universal law.† Basically made poor decisions or ethical decision based on rational thinking.The theory that the value and especially the moral value of an action should be judged by the value of its consequences.The ethics of care is a normative ethical theory; that is, a theory about what makes actions right or wrong. What path or rule do you follow to achieve the good? (1–2 sentences) Aristotle – Virtue EthicsMill – UtilitarianismKant – DeontologyConsequentialismNodding – Care EthicsFor Aristotle, virtue is the way to achieve the good. Moral virtue is a state of character and can only be acquired by habit. In other words, we need to practice being morally virtuous in order to be virtuous. Aristotle describes moral virtue as a mean. We act morally, if we do the right thing, at the right time, â€Å"with reference to the right objects, towards the right people, with the right motive and in the right way† (Nicomachean Ethics, Book II, 1 and 6; see also Moore and Bruder, 2011, p. 265).Utilitarianism advocates maximizing utilities and moral evaluations of public policies. It helps explain why some people actions are generally wrong and others are generally right and he influenced ethical decisions.The deontology refers to moral obligation. As we made the decisions that life must understand the one right is important even though everyone is tomorrow wrong always do right regardless.I think by taking in consideration the moral value and the actions the standard display when making decisions. Understanding the consequences to see the decision if not follow out a law of land.It is important to love thy neighbor. It sounds a little clichà © its however basically we should live our life each day by exercise the care ethics system. Assumptions or requirements (2–4 sentences) Aristotle – Virtue EthicsMill – UtilitarianismKant – DeontologyConsequentialismNoddings – Care EthicsAristotle) is basing his theory of nationalistic ethical. This belief was pretty good for us as defined by our natural objective.His requirement was basically reducing pain that will actually increase pleasure. In essence making sound decisions based on bodily pleasures.And Kants theory the deontology base is the study of moral obligation. As we are responsible for our actions and doing what right at all times.The first assumption is that after all is said and done, only the results of our actions remain, therefore, the results are what a moral theory should focus on. The second assumption is that we love others as much as we love ourselves. This assumption means that we will act to promote the overall good, so long as that action â€Å"does not hurt others more† (Haines, 2006).First we must display some level of sensitivity to be able to exemplify d esires spirit. We are responsible up in our brains keep a careful one of the actions is careful and must consider the feeling that so that we dont interfere with you making ethical decision. Provide an example of how this ethical theory might work (5 or more sentences) Aristotle – Virtue EthicsMill – UtilitarianismKant – DeontologyConsequentialismNoddings – Care EthicsVirtue ethics is a theory used to make moral decisions. It does not rely on religion, society or culture; it only depends on the individuals themselves. The main philosopher of Virtue Ethics is Aristotle. His theory was originally introduced in ancient Greek times. Aristotle was a great believer in virtues and the meaning of virtue to him meant being able to fulfill ones functions The utilitarianism works in determining consideration of right conduct should be useful of his consequences. This spectacle theory is basically based off the fat that is largely possible ability of balance pleasure over pain. This action should take a lot of consideration which the way we made the decision about disciplinary action on people or even animals. It was said that the actions of sacrifice and people or animals is wrong. So drawn my friend coworker on the bus and a heated argument with display that ethics.The deontology is the basis of more action duties. The principle of goodwill is what makes people act for duty, and acting for duty given them action of more value. However the action does not take into consideration the consequences thereof. From the consequentialism also known as the idea of the therapist is less and this chapter we discuss the beauty and friendship as well as pleasure that one should aim towards maximizing on. Lovely decision in my life and ethical way to maintain friendship even though that means sometimes being completely honest with a friend. It is very important that we made the decisions that will be conducive to our morals and ethical background. As a result thats the beauty of the virtual ethic.My best friend comes to me asking for advice. She is having problems in her marriage and just found out she is pregnant. Due to the economic downturn, she may lose her job in the coming months. Her relationship with her husband is strained and is having a serious emotional toll on her. She is considering an abortion. I am the carer and she is the cared-for. I do not consider her unborn child because my friend is the one in immediate pain or peril. I recommend counseling. I also try and gently ask question s to see what options she has and what she has thought about. I do not tell her what I think she should do in this case or what I think is right or wrong. I only ask how I can help her.

Rationale for concentrating on teaching of reading strategies

Rationale for concentrating on teaching of reading strategies Becoming a teacher is a complex process of change and development not only in terms of behaviour but also in cognition, affect and knowledge (Calderhead, 1990). Moreover, as a language teacher, the importance of keeping your language skills and classroom methods up to date is essential. Thus, attending an in-service training course may hold a significant key to solving a myriad of obstacles facing teachers development (Day, 1999; Craft, 2000; Sugrue, 2001; Hammadou, 2004; Lee, 2007). Why I chose this format for the workshop? Considering that teachers appear to be allergic to theory, especially when it is delivered in the lecture mode (Kouraogo, 1987, p.173), the workshop is designed as a communicative interaction between the trainer and the teachers who are supposed to act as students in a normal classroom environment. As Kouraogo(1987, p.173) maintains teachers consistently ask for practical tips and ready-made usable materials as soon as they return to their classrooms and it is the trainers intended . to show teachers how ineffective teaching may become if learners are not taught explicitly how to use reading strategies to perform better. While subscribing to Hayes opinion that training/development sessions should value participants existing knowledge, it is the role of the teacher trainer to make these theories explicit during the course (Wright, 1990, p. 92). In practice, this means that sessions should give participants an opportunity to talk about their perceptions of the teaching-learning process, and provide guidance in understanding its theoretical underpinning. What am I aiming at in terms of teacher cognition and their instructional practice? The training programme is based on my belief that an awareness, knowledge and understanding of theoretical aspects of language and language learning theory will enhance the chances for the language teacher to adopt a more effective methodology and promote students effective learning . Similarly, Ellis (1986, p.92) emphasizes the idea that the practice of actual teaching can be improved by making teachers aware of the options open to them and the principles by which they can evaluate these alternatives. I assume that in-service teachers experience a certain level of comfort with the teaching strategies they have previously employed often for many years and see no real reason to alter them (Adams and Chen (1981). Therefore in-service training is a good opportunity to help teachers reflect upon their teaching practices and make them aware of their teaching weaknesses and strengths. Upgrading teachers knowledge on the chosen topic as well as assessing and reviewing their own teaching role in the light of changes in research is another aim of the teacher trainer. Why I chose the topic reading strategies? The main arguments in support of my choosing this topic for the training programme are manifold. Firstly, the scarcity of studies on investigating teachers beliefs in the area of second language reading instruction have indicated an unclear picture of teachers belief construct in teaching reading( Chou, 2008, p.192). However, making the teachers aware of their consequent instructional practices may reshape their knowledge about teaching reading and allingn their practice to the research. The second point is a practical one. The effectiveness of teaching reading is closely related to reading- related strategies and strategy-training. As (Singhal, 2001) suggests research in the area have found that strategy training leads to improved reading performance. Her view is reinforced by Wellingham (2007, p.39) who emphasizes that strategy instruction improves comprehension. Therefore, the teachers role is to maximize the students potential reading ability by helping them use reading strategies so as they become fluent and efficient readers. The third point is determined by the context in which I teach and the target audience of the workshop. The question whether teachers develop reading skills in their classroom may be answered negatively if we consider the result of the questionnaire that I administered to my target audience. As a result, discovering the best methods and techniques for achieving fluent reading with adequate comprehension, and identifying what techniques or processes the learners may use becomes a prerequisite of this workshop. Why I chose these activities? Taking into consideration that participants usually bring a wealth of ideas and experience to in-service sessions( Hayes, p.9) and the fact that it is an awareness raising session, the activities have been chosen to with the above mentioned reasons. Student teachers have a rich store of initial knowledge and beliefs about teaching and learning (Nisbett and Ross, 1980), and these beliefs are mainly shaped by their prior learning experiences (Lortie, 1975). In the present study, student teachers are conceptualised in this way, and thus it aimed to identify sources of their initial beliefs In the first part of the session, participants are briefly introduced to the topic of the Then, they are invited to respond to some given texts and share ideas with their peers. Concept Mapping- Morine-Deshimer (1993), Artiles, Mostert, and Tankersley (1994), and Winitzky and Kauchak (1995). It is the view of Armour-Thomas (1989) that teachers thought processes influence their judgements, decisions and practices. Therefore, attempting to uncover teachers thoughts for elicitation of mental processes in research on teacher thinking are concept mapping. Choosing this method, will enable me to examine participants understanding of the topic and investigate the influences of particular components of a teacher education course on student teachers knowledge (Calderhead,1990). As well as this, it will be useful in revealing gaps, misconceptions, and the degree of sophistication of their conceptualisations. Presentation of the training programme This training programme consists of 6 interrelated theoretical and practical workshops to be attended by EFL/ ESL in-service teachers with a special interest in teaching reading, and who are willing to explore the potential benefits of exploring the reading process in more depth. Acquiring practical and theoretical skills will be taught in interactive and student-centred workshops, focussing on the participants personal input while attending the training session: 1.an introductory session to shed light on the reading process in L1 and L2 including types of reading, different theoretical approaches to teaching reading- 2 hours 2. teaching and using effective reading strategies 2 hours 3. understanding and evaluating reading teaching materials and their aims while focusing on selecting materials to motivate students and to improve their reading skills- 4 hours 4.assessing reading and designing a reading task- 4 hours 5. a practical session which offers each participant the possibility of choosing a certain type of reading and to explore it in more depth in terms of efficient classroom activities or as Clair (1995) ironically emphasizes Give me stuff. Give me a goody bag. You can use this with your fourth grade students who dont speak English. I will use it (p.191). 4 hours 6. evaluation of the workshop and reflective feedback on teachers beliefs- 2 hours Prior to attending the training programme, each teacher answered a questionnaire whose results will be used during the training sessions. In addition, the training programme will be led entirely by one trainer so as any changes in teachers beliefs can be observed and evaluated. At the end of the training programme, each participants will receive an observation sheet containing information about the changes he/she might undergo. Presentation of the workshop about teaching reading strategies The objectives of this two-hour training session are to improve the expertise of in-service EFL teachers in relation to teaching reading strategies and dissipate some of the misunderstandings that hamper effective and efficient classroom practice. Aims of the training session To raise awareness of advantages and disadvantages of different types of reading strategies To help teachers begin to develop competent To highlight the role of reading strategies training in reading comprehension Learning outcomes At the end of this session teachers are expected To distinguish between effective and ineffective reading strategies To select or identify the best reading strategies in order to help the learners gain language knowledge To decide on appropriate ways of encouraging effective reading Workshop outline Task Activity Objective Duration Process Materials Notes Welcome, introduction, session outline To activate learners schemata 5 minutes Powerpoint presentation- 1 slide Exploring experience problem-solving activity To reflect upon the use of reading strategies 5 minutes copies of texts Concept Mapping to examine the structure of student teachers knowledge and to investigate the 20 minutes Participants are asked to brainstorm about reading strategies. After having produced a list of terms (i. e. concepts) they are then asked to arrange them and demonstrate their connections, and on some occasions label what these relationships are. The concept map eventually produced is thought to represent participants understanding of the topic. The doing of the activity and, implicitly the reflection on the process itself hopefully triggered a certain amount of learning. 3-2-1 Strategy 3 things you learned 2 interesting things you discovered 1 question that you still have To review issues from the workshop and to get feedback from the activities 20 minutes Individual response to the task Table format 3-2-1 Awareness raising

Honor and Dueling :: European Europe History

Honor and Dueling A duel was a prearranged combat with lethal weapons between two people, usually taking place under formal arrangements. Each side had a witness, called seconds. The usual cause of a duel is an insult given by one person to the other or over a question of honor. The challenged person has the right to set the place, time, and weapons. Duels have generally been fought early in the morning in secluded places. (Encarta "Duel") Dueling to avenge one's honor has never been legal, dueling has been marked by laws opposing it. The practice became popular in Europe after the famous challenge between King Charles V of Spain and Francis I of France. When war was declared on Spain in 1528 by Francis, he annulled the treaty between the two countries, Francis was challenged to a duel after being accused of ungentlemanly conduct by the Spanish ruler. The duel never did take place because making arrangements was to difficult, but this incident influenced the manners of Europeans so that gentlemen everywhere thought they were entitled to avenge slights on their honor by having similar challenges. (Encarta "Duel") Duels involving honor were so prevalent in France that Charles IX issued an ordinance in 1566 that was death to anyone participating in a duel. This became a model for later edicts against dueling. Dueling however did survive longer than monarchy in France. Dueling became a technique for resolving political disputes. (Britannica "Duel) The duel was intensely popular in England, during Restoration. Legislation during the 17th century had little effect on suppressing the practice. The English Common Law declares that killing in a duel to be held as murder, but juries rarely convicted in cases of dueling until the custom had ceased to be popular during the reign of Queen Victoria. (Encarta "Duel") The earliest form of dueling was the judicial duel or trial by battle. The judicial duel was established because solemn affirmation, or swearing of oaths, in legal arguments had led to extensive perjury and the ordeal has too much of a chance of being manipulated by the priests. If one man declares before a judge that his opponent was guilty of a crime and the accused said that his accuser is lying, the judge would order the two to meet in a duel. The judge then stipulated the conditions as to the place, time, and weapons. The combatants had to guarantee their participation by throwing down a gauntlet and his opponent accepted by picking it up.

Caviar Essays -- essays research papers

Caviar Settlers of America discovered sturgeon to be the most prolific fish of the North American continent. In the beginning of 19th century, the United States was the major producer of caviar in the world and produced 90% of the world's caviar. The American caviar industry got started when Henry Schacht, a German immigrant, opened a business catching sturgeon on the Delaware River. He treated his caviar with German salt and exported a great deal of it to Europe. At around the same time, sturgeon was fished from the Columbia River on the west coast. At one time, caviar was so common in America. It was served in saloons to encourage thirsty drinkers. Hudson River sturgeons were so plentiful that the flesh was referred to as "Albany beef." A nickel could get you a serving of the best caviar available in New York, and many of the most lavish establishments, including the Waldorf Astoria, offered free-flowing caviar as an amuse-bouche opening to an elegant meal. Caviar was also a common food in California during the gold rush days. Recently, the United States has made a strong comeback in caviar production. The U.S. Goverment says that the roe of sturgeon may be called simply "Caviar," whereas the roe of other fish can be called "Caviar" only if the name of the fish comes first. The following is a descriptive list of caviars made from American fresh water fish: American Sturgeon - Sturgeon resemble a prehistoric creature, but they are actually t...

Australia at the Turn of the Century

Weekends provided free time for some working peoples to relax and be entertained, though some families still had to work on weekends for the extra money. The upper and middle classes possessed a more comfortable life style due to their wealth. Because of their wealth, not all their time was devoted to work, therefore leaving more time for leisure activities. Sports that were mostly restricted to upper and middle classes or those who could afford them were Tennis, Golf, Rowing, Hunting and Car racing. Owning motor cars was very rare, and only the very wealthiest of families had them. Families who did have cars would travel to the country side or the beach for picnics. Garden parties, theatre and black and white motion pictures were also popular. Church was, and still is an important part of Sunday mornings. Once high speed paper press was brought in, more and more books were being published and mass produced, this lead to improved literacy skills. Back then, streets were dusty, dirty and noisy – crowded with people and horses. To cross the street, you had to walk through mud, dirt and horse manure. From the 19th century, life expectancy rose from 54, to now, 78. Up until 1980’s when bathrooms were installed, people had a ‘dunny’ or ‘privy,’ which consisted of a can with a seat resting on top. Because waste was not collected or taken away for weeks at a time, diseases were picked up and passed on more easily. When the flushing toilet came in, it was obviously the most hygienic choice, but not everyone could afford the upgrade. People often died from diseases that are easily prevented or treated today. In the 19th century, electricity was invented, but again, not everyone could afford it in their home. Also the first telephone was introduced to Sydney in 1880. Up until 1906 it was illegal to swim at the beach between 6am and 8pm. In the 1860’s it was fashionable for woman to have a small waist and lots of bunched up material in the skirt of their dress. Under their dresses, woman would wear garments known as ‘crinolines’ and ‘corsets.’ Crinolines were used to make the skirt become like a bell shape. Poor families did not have nice dresses and clothes, they had rags, and the poorest of families didn’t even have shoes for their children.