How big a problem is torture? Are the right things being done to prevent it? What does the UN do, and why does is appear at times to be so impotent in the face of torture? In this vitally important work, Malcolm Evans tells the story of torture prevention under international law, setting out what is really taking place in places of detention around the world. Challenging assumptions about torture's root causes, he calls for what is needed to enable us to be in a better position to bring about change. The author draws on over ten years' experience as the Chair of the United Nations Sub-Committee for Prevention of Torture to give a frank account of the remarkable capacities of this system, what it has achieved in practice, what it has not been able to achieve - and most importantly, why.
This ground-breaking book challenges legal orthodoxy, presenting an original approach to the treatment of islands in international law. It offers a new perspective on how to define islands in international law, questioning how they differ from other maritime features. It focuses on the contextual factors that bear upon the legal treatment of islands, recognising that, in practice, islands have varied and unequal impacts and arguing that greater focus on context is needed to understand legal outcomes, particularly those concerning maritime boundary delimitation.
That process philosophy can be the foundation of the theory and practice of educating human beings is the main argument of this book. The process philosophy of Alfred North Whitehead (1861-1947) is the particular thinking on which this book is based. Readers are shown that Whitehead's process philosophy provides a frame, a conceptual matrix, that addresses their concerns about education and offers direction for their educative acts. Whitehead theorized that all living entities are connected in some way. Relatedness, connectedness, and holism are recurring themes in this exploration of Whitehead's implied philosophy of education. Whitehead never wrote a philosophy of education, but his writings over a period of nearly thirty years reveal a persistent interest and concern with education. His work, ranging from Introduction to Mathematics (1911) to Adventures of Ideas (1938), is drawn on here to construct, not Whitehead's philosophy of education, but, a Whiteheadian philosophy of education. Whitehead and Philosophy of Education brings to scholars and students of education an understanding of Whitehead as an important figure in philosophy, particularly philosophy of education; an acquaintance with process philosophy; a brief treatment of Whitehead's life and an account of events and experiences that influenced his philosophizing; and an exploration of the educationally salient concepts found in Whitehead's formal and informal philosophy with special attention to Whitehead's ideas about creativity, process, rhythm, wisdom, and knowledge. Whitehead writes of phases of the rhythm of education - romance, precision, and generalization. The book is organized with attention to these three phases. Part One-Romance introduces readers to Whitehead the person, and the change of context for educating from a mechanistic world-view to an organismic one. Part Two-Precision examines Whitehead's writings, as they relate to process philosophy and to educating. Part Three-Generalization is an application of the explorations of Parts One and Two, yielding a construction of a Whiteheadian philosophy of education and suggestions for educational practice.
“This comprehensive and complete history charts the story of the East Africans from their formation in 1902 through to the drawdown of the British Empire.” —Soldier Whatever one may think about the rights and wrongs of colonial rule, it is hard to deny that during the first half of the 20th century those African countries, which then came under British administration, enjoyed a period of stability which most now look back upon with a profound sense of loss. Paradoxical though it may seem, one of the bulwarks of that stability was each country’s indigenous army. Trained and officered by the British, these forces became a source of both pride and cohesion in their own country, none more so than the King’s African Rifles, founded in 1902 and probably the best known of the East African forces. In this, the first complete history of the East African forces, Malcolm Page, who himself served in the Somaliland Scouts for a number of years, has had access to much new material while researching the history of each unit from its foundation to the time of independence. Historians in several fields will be grateful to him for having put on record this very important period in the annals of both Great Britain and East Africa while the memories of many who served there were still fresh, and they themselves will perhaps be most grateful of all for this lasting tribute to the men they served and who served them, for in that shared sense of duty lay the true spirit of East African Forces.
How big a problem is torture? Are the right things being done to prevent it? What does the UN do, and why does is appear at times to be so impotent in the face of torture? In this vitally important work, Malcolm Evans tells the story of torture prevention under international law, setting out what is really taking place in places of detention around the world. Challenging assumptions about torture's root causes, he calls for what is needed to enable us to be in a better position to bring about change. The author draws on over ten years' experience as the Chair of the United Nations Sub-Committee for Prevention of Torture to give a frank account of the remarkable capacities of this system, what it has achieved in practice, what it has not been able to achieve - and most importantly, why.
This volume contains two manuals in both English and French on the topic of the wearing of religious symbols in public areas (written by Malcolm Evans) and hate speech (written by Anne Weber). The manuals fall within the scope of the Committee of Experts for the Development of Human Rights, and were prepared under the authority of the Steering Committee for Human Rights, as part of its work on human rights in a multicultural society. They were launched during the conference "Human Rights in culturally diverse societies: Challenges and perspectives" which was organised by the Council of Europe in The Hague, The Netherlands.
ONE OF TIME’S TEN MOST IMPORTANT NONFICTION BOOKS OF THE TWENTIETH CENTURY In the searing pages of this classic autobiography, originally published in 1964, Malcolm X, the Muslim leader, firebrand, and anti-integrationist, tells the extraordinary story of his life and the growth of the Black Muslim movement. His fascinating perspective on the lies and limitations of the American Dream, and the inherent racism in a society that denies its nonwhite citizens the opportunity to dream, gives extraordinary insight into the most urgent issues of our own time. The Autobiography of Malcolm X stands as the definitive statement of a movement and a man whose work was never completed but whose message is timeless. It is essential reading for anyone who wants to understand America. Praise for The Autobiography of Malcolm X “Extraordinary . . . a brilliant, painful, important book.”—The New York Times “This book will have a permanent place in the literature of the Afro-American struggle.”—I. F. Stone
A study of Malcolm X during the four years prior to his death, drawn from his speeches and documenting his changing attitudes, is accompanied by three speeches given at Harvard
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