Suchergebnisse

The UK government is currently proposing the enactment of a "Sanctions Act" upon the UK's withdrawal from the EU in 2019, embodying a right to impose "autonomous sanctions" against other states and non-state actors, on the basis that the UK will no longer be able to benefit from the EU's collective sanctioning competence. The spotlight is again on the nature and purposes of sanctions in international law. The article addresses the legal framework applicable to sanctions by, first of all, showing that the nature of sanctions is different in the international legal order to how it is conceived in domestic legal orders in that sanctions are primarily imposed in response to threats to or breaches of the peace and, in so doing, the analysis will distinguish sanctions from countermeasures and other non-forcible measures. It then proceeds to demonstrate that the values of peace and security that underpin sanctions are essentially normative and should be seen as part of the international legal order and enforceable through sanctions alongside other fundamental norms of international law. Whether viewed as responses to breaches of international law or not, the analysis shows that sanctions are collective measures exclusively within the competence of international organizations. Having established the conceptual and legal frameworks for understanding sanctions, the article considers sanctions imposed against states and non-state actors, and explores whether the move towards targeted sanctions is a form of collective response to violations of international law. The article finishes by considering that, in contrast to countermeasures and other measures of self-help, collective sanctions are inherently lawful, but can only be legally justified as measures adopted out of a necessity to prevent major ruptures to peace and international law.

Exam board: Pearson Edexcel Level: International GCSE (9-1) Subject: History First teaching: September 2017 First exams: Summer 2019 Endorsed for Pearson Edexcel qualifications Follow the tried-and-tested methods of bestselling author Ben Walsh. This book builds the skills required for exam success, helps students to remember all the content and makes History really interesting. The authors have listened to feedback from teachers and students about the challenging aspects of the specification, to ensure that they deliver the support you need. You can rely on this textbook to: > Ensure that History is accessible to all. Straightforward language, manageable chunks of text and plenty of bullet points guide you through the content, which is covered in the amount of depth that students need > Bring historical events, people and developments to life. Ben Walsh is known for selecting memorable sources and extracts that work alongside the narrative to draw out the big concepts within each topic > Focus on what really matters. The features in the book are designed to consolidate students' knowledge of the key points - from 'Focus' boxes and regular 'Knowledge check' questions to end-of-chapter summaries > Break down exam skills into small steps. Activities throughout the chapters and larger 'Focus tasks' teach students how to select, organise and use their knowledge to explain, analyse, evaluate and make judgements > Provide easy-to-follow exam advice. Clear explanations of the exam requirements, analysis of what a good answer might look like and handy tips help students to feel confident and prepared This book covers the following units: Depth studies > Germany: development of dictatorship, 1918-45 > Dictatorship and conflict in the USSR, 1924-53 > A world divided: superpower relations, 1943-72 > A divided union: civil rights in the USA, 1945-74.

"Henry R. Nau's bestselling book, Perspectives on International Relations is admired for its even-handed presentation of realism, liberalism, constructivism, and critical theory-and for expertly applying those perspectives in every chapter. Students focus on the ways the different perspectives shape our understanding of the root causes of historical events and current controversies in world affairs, and learn to think critically about the world's most urgent issues. The new Seventh Edition includes updates on Brexit, the rise of Donald Trump and other populist leaders, and continuing developments for North Korea, Syria, and Russia"--

International student exchange is pursued by Australian schools of social work as a strategy to engage with the internationalisation agenda set by government, universities, and the profession. However, little concrete information about the nature and scope of these activities exists. The study reported here aimed to address this gap. Twenty-seven of the 30 Australian universities that offer social work programs participated in an online survey about international student exchange activities. The results indicate that a majority of schools (n = 23) do engage in such activities, with international field placements the most frequent form of exchange. Exchanges are most likely to be facilitated and managed by social work staff. The findings, and their implications for the development of good practice in international student exchange, are discussed. This research provides a "point-in-time" snapshot of international exchange in Australian social work education and a benchmark for future analyses of this expanding practice in the profession.

Explores challenges facing the international community in relation to human rights abuse & humanitarian intervention in Africa. Debates about humanitarian intervention that occurred between 1945 & 1990 are described. Although the UN Charter sanctions intervention only if the Security Council recognizes a threat to international security, the case for intervention rests on the belief that humanitarian catastrophes demand an exceptional response. It is argued that Africa fails to provide support for the proposition that there is a new norm of humanitarian intervention even though it has been the testing ground for post-Cold War interventions. An overview of the UN operation in Somalia shows that Somalia's political culture is unique & failure in Somalia was not an indication that other African interventions were bound to fail. Nonetheless, the Somalia experience led to the Western denial of genocide in Rwanda. Difficulties surrounding the issue of consent, proposals of pragmatic humanitarianism that focuses on what is politically possible, & contrasts between the international response to natural disasters & those caused by civil conflict are discussed. J. Lindroth

Inhaltliche und methodische Fragen des Zusammenhangs von Friedenspolitik und Völkerverständigung werden am Beispiel der Schulbuchforschung angesprochen. In einem theoretischen Teil wird der Komplex von Politik und Pädagogik reflektiert, während an Beispielen aus der Schulbuchforschung die Kooperation von Politik, Pädagogik und Wissenschaft konkret erörtert wird. Sowohl Staaten als auch Individuen wird nachgewiesen, daß sie ständig ethnische Gebote verletzen; die Politiker und Pädagogen reagieren auf diesen Zustand entweder legitimierend oder kritisch - die konkreten Konsequenzen schlagen sich in der internationalen Schulbuchforschung deutlich nieder. Es gibt Beispiele für Schulbucharbeit, die die Völkerverständigung fördert, aber auch negative Erfahrungen. Es wird betont, daß Politiker keine verbindlichen Wahrheiten für die Pädagogik setzen können, sondern daß internationaler Diskurs auf wissenschaftlicher Basis grundlegend ist für Politik und für politische Pädagogik. (HA)

Written by a leading scholar in the field of nuclear weapons and international relations, this book examines 'the problem of order' arising from the existence of weapons of mass destruction. This central problem of international order has its origins in the nineteenth century, when industrialization and the emergence of new sciences, technologies and administrative capabilities greatly expanded states' abilities to inflict injury, ushering in the era of total war. It became acute in the mid-twentieth century, with the invention of the atomic bomb and the pre-eminent role ascribed to nuclear weapons during the Cold War. It became more complex after the end of the Cold War, as power structures shifted, new insecurities emerged, prior ordering strategies were called into question, and as technologies relevant to weapons of mass destruction became more accessible to non-state actors as well as states. William Walker explores how this problem is conceived by influential actors, how they have tried to fashion solutions in the face of many predicaments, and why those solutions have been deemed effective and ineffective, legitimate and illegitimate, in various times and contexts.