Just War Theory Essay -- Just War Armed Conflict Military Essays

Just War Theory Price reduced due to problems with format One of the perennial realities of human existence is war. From the earliest recorded events of human history all the way through to modern times, human communities have engaged in armed conflict as a method of dispute resolution. While war has been a constant part of the human experience, there has also been a tendency within virtually all human civilisations to limit the extent of war and the methods by which warfare may be conducted.(1) In Western civilisation, this limitation on warfare has taken shape as an effort to limit both the determination of when war is appropriate and the means used in battle.(2) Within the Western moral, legal, and political arena, the connected questions of when war is appropriate and what means are acceptable in warfare has been the subject of a great deal of examination. The basic theory which has arisen within Western culture to evaluate the legitimacy of military action is called just war theory.(3) The just war theory has received widespread accept ance both within Western culture and in the international community as a means by which a war may be determined to be justified or not.(4) Just war theory, which has both religious and secular proponents, is perhaps the most universally recognised moral theory by which the use of force may be evaluated. II. A GENERAL OVERVIEW OF JUST WAR THEORY A. BACKGROUND ON JUST WAR THEORY Just war theory has a varied and diverse background.(5) The just war tradition includes the contributions of philosophers and theologians dating back to Roman times. As James Tuner Johnson has pointed out, Just war is an historical tradition formed by experience and reflection, including much that is neither specifically theological (or even religious), nor philosophical. It has been strongly influenced by international law, the traditions of chivalry, and soldierly practices derived from the experience of many battles.(6) Just war theory as a method of evaluating military actions has been recognised historically by thinkers as varied as Cicero, St. Augustine, St. Thomas Aquinas, Grotius, and Daniel Webster. It is a theory which has been used by Christians and non-Christians alike to determine whether or not the decision to go to war and the means used to prosecute that war are just. It is crucial to keep this varied and complex pedigree of t... ...50. Id. 51. See the Nuremberg Charter, art. 6(a)-(c). The charter lists the waging of aggressive war, "violations of the laws or customs of war," and the extermination and enslavement of civilians among its examples of wartime criminal conduct. 52. Rostow at 169-70. 53. United Nations Charter, articles 2(4) and 51. See also Gardam at 403-11; Motala at 3. 54. U.N. Charter art. 51. 55. Motala at 4. 56. Id. 57. Id. 58. Motala at 11. 59. Johnson at 149; Bederman at 29. The tradition of dividing just war theory into two distinct analytical categories has its roots in the work of Grotius, Aquinas, Augustine, and Cicero. 60. Johnson at 149 61. Johnson at 149 62. Johnson at 149. 63. Id. 64. Id. 65. Aquinas, Summa Theologicae, II, II, Q. 40, Art. 1. 66. Johnson at 158 67. Johnson at 158. 68. U.N. Charter art. 51. 69. Johnson at 158. Johnson compares the concept of "right authority" with the modern concept of sovereignty and argues that the just war notion of authority basically mirrors the modern notion of sovereignty. Id. 70. Bederman at 31-32; Aquinas, Summa Theologicae, II, II, Q. 40, Art.1.. 71. Aquinas, Summa Theologicae, II, II, Q. 40, Art. Just War Theory Essay -- Just War Armed Conflict Military Essays Just War Theory Price reduced due to problems with format One of the perennial realities of human existence is war. From the earliest recorded events of human history all the way through to modern times, human communities have engaged in armed conflict as a method of dispute resolution. While war has been a constant part of the human experience, there has also been a tendency within virtually all human civilisations to limit the extent of war and the methods by which warfare may be conducted.(1) In Western civilisation, this limitation on warfare has taken shape as an effort to limit both the determination of when war is appropriate and the means used in battle.(2) Within the Western moral, legal, and political arena, the connected questions of when war is appropriate and what means are acceptable in warfare has been the subject of a great deal of examination. The basic theory which has arisen within Western culture to evaluate the legitimacy of military action is called just war theory.(3) The just war theory has received widespread accept ance both within Western culture and in the international community as a means by which a war may be determined to be justified or not.(4) Just war theory, which has both religious and secular proponents, is perhaps the most universally recognised moral theory by which the use of force may be evaluated. II. A GENERAL OVERVIEW OF JUST WAR THEORY A. BACKGROUND ON JUST WAR THEORY Just war theory has a varied and diverse background.(5) The just war tradition includes the contributions of philosophers and theologians dating back to Roman times. As James Tuner Johnson has pointed out, Just war is an historical tradition formed by experience and reflection, including much that is neither specifically theological (or even religious), nor philosophical. It has been strongly influenced by international law, the traditions of chivalry, and soldierly practices derived from the experience of many battles.(6) Just war theory as a method of evaluating military actions has been recognised historically by thinkers as varied as Cicero, St. Augustine, St. Thomas Aquinas, Grotius, and Daniel Webster. It is a theory which has been used by Christians and non-Christians alike to determine whether or not the decision to go to war and the means used to prosecute that war are just. It is crucial to keep this varied and complex pedigree of t... ...50. Id. 51. See the Nuremberg Charter, art. 6(a)-(c). The charter lists the waging of aggressive war, "violations of the laws or customs of war," and the extermination and enslavement of civilians among its examples of wartime criminal conduct. 52. Rostow at 169-70. 53. United Nations Charter, articles 2(4) and 51. See also Gardam at 403-11; Motala at 3. 54. U.N. Charter art. 51. 55. Motala at 4. 56. Id. 57. Id. 58. Motala at 11. 59. Johnson at 149; Bederman at 29. The tradition of dividing just war theory into two distinct analytical categories has its roots in the work of Grotius, Aquinas, Augustine, and Cicero. 60. Johnson at 149 61. Johnson at 149 62. Johnson at 149. 63. Id. 64. Id. 65. Aquinas, Summa Theologicae, II, II, Q. 40, Art. 1. 66. Johnson at 158 67. Johnson at 158. 68. U.N. Charter art. 51. 69. Johnson at 158. Johnson compares the concept of "right authority" with the modern concept of sovereignty and argues that the just war notion of authority basically mirrors the modern notion of sovereignty. Id. 70. Bederman at 31-32; Aquinas, Summa Theologicae, II, II, Q. 40, Art.1.. 71. Aquinas, Summa Theologicae, II, II, Q. 40, Art.

Studying: Then and Now

Studying: Then and Now One June day, I staggered into a high school classroom to take my final exam in United States History IV. I had made my usual desperate effort to cram the night before, with the usual dismal results—I had gotten only to page 75 of a 400-page textbook. My study habits in high school, obviously, were a mess, but in college, I've made an attempt to reform my note-taking, studying, and test-taking skills. The first thing I tried to improve in college was note-taking. I took notes in high school classes but I often lost interest as compared to my note- taking at college.Note taking in high school classes often began with doodling, drawing Martians, or seeing what my signature would look like if I married the guy in the second row. Now, however, I try not to let my mind wander, and I pull my thoughts back into focus when they begin to go fuzzy. In high school, my notes often looked like something written in Arabic. In college, I've learned to use a semi-print writing style that makes my notes understandable. When I would look over my high school notes, I couldn't understand them.There would be a word like â€Å"Reconstruction,† then a big blank, then the word â€Å"important. † Weeks later, I had no idea what reconstruction was or why it was important. I've since learned to write down connecting ideas, even if I have to take the time to do it after class. Taking notes is one thing I've really learned to do better since high school days. Another area that I needed to concentrate on was my method of studying. Ordinary studying during the term is another area in which I've made changes. In high school, I let reading assignments go.I told myself that I'd have no trouble catching up on 200 pages during a 15-minute ride to school. College courses have taught me to keep pace with the work. Otherwise, I feel as though I'm sinking into a quicksand of unread material. When I finally read the high school assignment, my eyes would run over the words, but my brain would be plotting how to get the car for Saturday night. Now, I use several techniques that force me to really concentrate on my reading. I also changed the way of study for taking testsIn addition to learning how to cope with daily work, I've also learned to handle study sessions for big tests. My all-night study sessions in high school were experiments in self-torture. Around 2:00 A. M. , my mind, like a soaked sponge, simply stopped absorbing things. Now, I space out exam study sessions over several days. That way, the night before can be devoted to an overall review rather than raw memorizing. Most important, though, I've changed my attitude toward tests. In high school, I thought tests were mysterious things with completely unpredictable questions.Now, I ask instructors about the kinds of questions that will be on the exam, and I try to â€Å"psych out† the areas or facts instructors are likely to ask about. These practices really work, and f or me they've taken much of the fear and mystery out of tests. Since I've reformed, note-taking and studying are not as tough as they once were, and I am beginning to reap the benefits. As time goes on, my college test sheets are going to look much different from the red-marked tests of my high school days. Outline Introduction:Thesis Statement: My study habits in high-school, obviously were a mess, but in college, I’ve made an attempt to reform my note-taking, studying and test-taking skills. Topic sentence 1: I took notes in high school classes but I often lost interest as compared to my note- taking at college 1. Interest 2. Note writing 3. Connection Topic Sentence 2: Ordinary studying during the term is another area in which I've made changes. 1. Pace 2. Concentration Topic Sentence 3: In addition to learning how to cope with daily work, I've also learned to handle study sessions for big tests. 1. Spacing 2. Attitude Conclusion

Samsungs Key Features Of Their Operations Management

INTRODUCTION This essay attempts to identify and analyse Samsung’s key features in their operations management. Operations Management is defined as the process where resources, flowing within a defined system (Kumar Suresh 2009), are combined and transformed in a controlled manner to add value. These incorporate elements such as products, processes, technology, and equipment or quality control systems (Garrido, Martà ­n-Peà ±a Garcà ­a-Muià ±a 2007, p. 2119). In addressing these elements the essay wishes to capture, which of these influence Samsung’s abilities successfully to obtain their competitive priorities (Garrido, Martà ­n-Peà ±a Garcà ­a-Muià ±a 2007, p. 2120) and process strategies. Add more to the introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. KEY PRODUCT STREAMS Samsung products range from mobile devices, TV, audio and video, home appliances, cameras, PC and peripherals and print solutions (Samsung 2014). This essay will predominantly look closely at Samsung’s mobile phones market. 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