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Preliminary Materials /L. Perna -- Chapter I. The Evolution Of The Concept Of Non-Internationa Armed Conflicts In Early Times /L. Perna -- Chapter II. From The Lieber Code Of The Drafting Of Common Article 3 Of The Geneva Conventions: The Rise Of International Law Concern /L. Perna -- Chapter III. The Evolution In The Elements Shaping The Treaty /L. Perna -- Chapter IV. 1949-1980: Protocol II Additional To The Geneva Conventions Of 1949 And The Conventional Weapons Convention /L. Perna -- Chapter V. 1980-The Present: A Dramatic Increase In The Number Of Treaty Law Rules Applicable In Non-International Armed Conflicts /L. Perna -- Chapter VI. Reaching An Agreement To Criminalizing The Violations Of The Rules Of Law Applicable In Non-International Armed Conflicts: The Statute Of The International Criminal Court (Icc) /L. Perna -- Conclusions /L. Perna -- Index /L. Perna.

Nation-states vary tremendously in terms of their historical, demographic, economic, political, and cultural characteristics and contexts. And they differ in terms of their current levels of educational attainment and the characteristics of their educational systems. Despite the differences, higher education policymakers, college and university leaders, and educational researchers in many nations are asking similar questions about higher education. Among the most important questions are: How can a nation increase its overall level of higher education attainment? And, how can a nation close persisting gaps in attainment that persist across demographic groups? I have developed further appreciation for the insights that may be gleaned from comparative research through a multi-year "state review project". Despite the countless differences, many nations are grappling with the questions: How can a nation increase its overall level of higher education attainment? And, how can a nation close persisting gaps in attainment across demographic groups? This paper seeks to inform understanding of these questions by providing an overview of related data and research on higher education in the United States. This paper suggests the utility of drawing comparisons not just between the United States and other nations, but also between individual U.S. states and other nations.

Nation-states vary tremendously in terms of their historical, demographic, economic, political, and cultural characteristics and contexts. And they differ in terms of their current levels of educational attainment and the characteristics of their educational systems. Despite the differences, higher education policymakers, college and university leaders, and educational researchers in many nations are asking similar questions about higher education. Among the most important questions are: How can a nation increase its overall level of higher education attainment? And, how can a nation close persisting gaps in attainment that persist across demographic groups? I have developed further appreciation for the insights that may be gleaned from comparative research through a multi-year "state review project". Despite the countless differences, many nations are grappling with the questions: How can a nation increase its overall level of higher education attainment? And, how can a nation close persisting gaps in attainment across demographic groups? This paper seeks to inform understanding of these questions by providing an overview of related data and research on higher education in the United States. This paper suggests the utility of drawing comparisons not just between the United States and other nations, but also between individual U.S. states and other nations.

The number of 18 to 24-year-olds enrolled in college increases each year as greater emphasis continues to be placed on higher education. To pay for college, many students take out loans. In 2012, two-thirds of the seniors graduating with a bachelors degree from a public, four-year institution had taken out loans up from the 62% with loans in 2008 and the 46% in 1993. Americans seem to take it for granted that college students can and should use loans to pay at least some of the costs of higher education and loans do seem to work for students who borrow a reasonable amount, complete their degree programs, and obtain the high-paying jobs. This report suggests how federal policymakers should address the student debt crisis. ; Scholars Strategy Network

This article proposes a conceptual model for understanding the acquisition and use of information about college prices and financial aid. The model situates the process of acquiring and using information within several layers of context. Potential roles of four nested layers of context are discussed: habitus; the school and community context; the higher education context; and the broader social, economic, and policy context. Consideration of the model in light of available research suggests several potential explanations for differences across groups in the acquisition and use of information about college costs and financial aid.

High rates of academic remediation among college students suggest that many states have still not aligned high school and college curricular standards and assessments to ensure college readiness. One structure created by many states that is designed to improve this alignment is the P–20 Council. To understand why the lack of alignment persists despite the creation of this, and other, structures, this article draws on data collected through case studies of P–20 councils in ten states to explore these councils' origins, implementation, and outcomes. Analyses pay particular attention to the ways that state leaders contribute to these stages of the policy process. The analyses also point to situational characteristics that have limited the effects of P–20 councils on P–20 policy reform.

This article introduces a collection of empirical work that examines the role of state policy in promoting students' progression into and through higher education. We provide an overview of U.S. state policy innovations that have occurred in recent years and we identify both the challenges and opportunities associated with studying public policy and higher education attainment in the states. The article concludes by outlining the perspectives of the articles included in this collection and provides a synopsis of each.