A Natural Right to Die

Author: Raymond Whiting
Publisher: Greenwood Publishing Group
ISBN: 9780313314742
Format: PDF, ePub, Docs
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Demonstrates how U.S. attitudes and practices concerning euthanasia have been influenced by the historical development of rights within the western world.

International Criminal Law

Author: Edwin Bikundo
Publisher: Routledge
ISBN: 1317114221
Format: PDF, Docs
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This book analyses the relationship between law and violence, the utility of law over violence and whether legality as an approach has an inherent disability in addressing mass violence as a crime. The study is located within international law and assesses whether prosecuting political violence would necessarily entail an abuse of the legal process. The intention is to encourage definition of criminal aggression via legal processes laid down by the International Criminal Court, rather than giving favour to political action under the United Nations Charter. Issues discussed in the book include the controversies over the location of the crime of aggression in either law or politics, taking a legal approach to the problems outlined. Using examples from Libya, the Ivory Coast, and Kenya, the work will be of interest to those working in the areas of international criminal justice, international law, legal theory, and international relations.

Evolution Vs Creationism

Author: Eugenie Carol Scott
Publisher: Greenwood Publishing Group
ISBN: 9780313321221
Format: PDF, ePub
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Provides an introduction to the current debate, offering a history of the controversey, the scientific evidence for evolution, a review of the legal implications of the debate, and a survey of various religious points of view concerning the theological issues involved in the debate.

Educational Research the Ethics and Aesthetics of Statistics

Author: Paul Smeyers
Publisher: Springer Science & Business Media
ISBN: 9789048198733
Format: PDF
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Statistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use carries with it a number of presuppositions: that reality can be satisfactorily represented and that it can be controlled or the risks managed. The papers in this book interpret the ethics and aesthetics of statistics in terms of representation, visualisation and accessibility, focus on the appeal of ‘simplicity’, of technical languages, numbers, diagrams and pictures, and pay attention to their connection with action plans. The book explores what has made educational researchers dependent on statistics, and deals with their use in areas such as the prevalence of maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion. There is discussion of how the quest for more and better statistics finds its voice in policy initiatives that become slogans, and how public opinion polls are used to rationalise political decision-making. Can a more limited and modest use be made of statistics which does not deflect attention away from education’s core business and which does not destroy the local practical knowledge that on which good education is based? ‘Smeyers and Depaepe continue to bring together a significant international group of educational philosophers and historians on topics of importance to researchers. This fifth volume in their series takes up the ‘gold standard’ use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology. Use of statistics remains but herein under new, insightful conceptualizations.’ Lynda Stone, Philosophy of Education, University of North Carolina at Chapel Hill, USA ‘Once again, Depaepe and Smeyers succeeded in bringing together distinguished international and cross-disciplinary scholars exploring very timely and critical issues in current educational research. This is a groundbreaking book on a theme that can’t be ignored by educational researchers and those interested in a better understanding of the culture of science and science as culture. Moreover, the present book instigates to study history of educational research, a limited but developing field, and invites reflection to those who are sometimes too reliant on number crunching as a mode of interpretation and rather credulous in the acceptance of institutional records. Frank Simon, Faculty of Psychology and Educational Sciences, Ghent University, Belgium