Torture — The Case for Dirty Harry and against Alan Dershowitz
Author(s): UWE STEINHOFF
Source: Journal of Applied Philosophy, Vol. 23, No. 3, Themed Issue: The Ethics of War
(2006), pp. 337-353
Published by: Wiley
Stable URL: https://www.jstor.org/stable/24355181
Accessed: 10-10-2018 18:29 UTC
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Journal of Applied Philosophy, Vol. 23, No. 3, 2006
Torture — The Case for Dirty Harry and against
Alan Dershowitz
UWE STEINHOFF
abstract Can torture be morally justified? I shall criticise arguments that have been ad
duced against torture and demonstrate that torture can be justified more easily than most
philosophers dealing with the question are prepared to admit. It can be justified not only in
ticking nuclear bomb cases but also in less spectacular ticking bomb cases and even in the so
called Dirty Harry cases. There is no morally relevant difference between self-defensive killing
of a culpable aggressor and torturing someone who is culpable of a deadly threat that can be
averted only by torturing him. Nevertheless, I shall argue that torture should not be institu
tionalised, for example by torture warrants.
What is so bad about torturing people, anyway? People also kill people. Soldiers kill
people, policemen kill people, doctors kill people, executioners kill people and ordinary
people kill people. Some of these killings are justified. So why shouldn't it be justified
in some cases to torture people? After all, being killed seems to be worse than being
tortured. Even most of the tortured people seem to see it this way; otherwise they
would kill themselves in order to escape further torture (yes, some do, but they are
only few). So, if killing is sometimes justified, torture too must sometimes be justified.
Henry Shue thinks that this is a weak argument. Referring in particular to the
legitimate killing of people in war, he states:
Even if one grants that killing someone in combat is doing him or her a
greater harm than torturing him or her . . . , it by no means follows that there
could not b.
The Risk Versus The NeedMay 8, 201851344928.docxoreo10
The Risk Versus The Need
May 8, 2018
51344928
Power and Responsibility: Doing Philosophy with Superheroes
Professor Christopher Robichaud
War is often times defined as a state of conflict, often armed, between states, countries, societies, etc. Because its characterized by extreme aggression, destruction, and mortality, it is often chosen as a last result by many countries, while other countries anticipate war just as one would anticipate going to a football game. While war is usually against two sides who go in prepared for battle, there are many innocent civilians on both sides that are often thrust into war as unwilling participants and even worse, many civilians unfortunately become innocent casualties of war.
In the movie The Avengers, we watched this happen first hand as many civilians unfortunately become innocent casualties of a war they never asked for. Because the Avengers were forced to engage the evil mercenaries in a densely-populated area that was home to many Wakandans, the Avengers, superheroes whose normal primary objective is to protect innocent civilians, now found themselves to be the cause of death of many innocent civilians due to their war with the mercenaries. A peril of war that often leaves many heartbroken.
The doctrine of double effect is often implemented to explain the permissibility of an action that causes a serious harm, such as the deaths of innocent people not directly involved in the conflict or extreme damage to cities, towns etc. According to the principle of double effect, it is permissible to cause a harm as a side effect of bringing about a good result in war even though it would not normally be permissible to cause such a harm or in other words a harm that one would otherwise be obliged to avoid. I believe a great example of the principle of double effect would be "The Avengers" causing the deaths of civilians by engaging those mercenaries in a densely-populated area. The Avengers took a risk as a side effect of pursuing a good end goal of winning the battle against the mercenaries. This principle aims to provide specific guidelines for determining when it is morally permissible to perform an action in pursuit of a good end in full knowledge that the action will also bring about bad results. The principle of double effect requires four conditions be met for the action in question to be considered morally permissible. The action contemplated be in itself either morally good or morally indifferent; Secondly, that the bad result not be directly intended; third, that the good result not be a direct causal result of the bad result; and fourth, that the good result be "proportionate to" the bad result. Many people who support this principle argue that, in situations of "double effect" where all these conditions are met, the action is deemed morally permissible despite the bad result. This is a practice widely adopted by many military forces around the world. The double effect prin ...
THE MORAL REASONS FOR AND AGAINST SUICIDE[Assuming that .docxoreo10
THE MORAL REASONS FOR AND AGAINST
SUICIDE
[Assuming that there is suicide if and only if there
is intentional termination of one's own life,]
persons who say suicide is morally wrong must be
asked which of two positions they are affirming:
Are they saying that every act of suicide is wrong,
everything considered; or are they merely saying
that there is always some moral obligationdoubtless
of serious weight-not to commit suicide, so that
very often suicide is wrong, although it is possible
that there are countervailing considerations which
in particular situations make it right or even a moral
duty? It is quite evident that the first position is
absurd; only the second has a chance of being
defensible.
In order to make clear what is wrong, with the
first view, we may begin with an example. Suppose
an army pilot's singleseater plane goes out of
control over a heavily populated area; he has the
choice of staying in the plane and bringing it down
where it will do little damage but at the cost of
certain death for himself, and of bailing out and
letting the plane fall where it will, very possibly
killing a good many civilians. Suppose he chooses
to do the former, and so, by our definition, commits
suicide. Does anyone want to say that his action is
morally wrong? Even Immanuel Kant, who
opposed suicide in all circumstances, apparently
would not wish to say that it is; he would, in fact,
judge that this act is not one of suicide, for he says,
"It is no suicide to risk one's life against one's
enemies, and even to sacrifice it, in order to
preserve one's duties toward oneself * "1 St.
Thomas Aquinas, in his discussion of suicide, may
seem to take the position that such an act would be
wrong, for he says, "It is altogether unlawful to kill
oneself," admitting as an exception only the case of
being under special command of God. But I believe
St. Thomas would, in fact, have concluded that the
act is
From A Handbook for the Study of Suicide,
edited by Seymour Perlin. Copyright 1975 by
Oxford University Press. Inc. Reprinted by
permission of Oxford University Press, Inc.
right because the basic intention of the pilot was to
save the lives of civilians, and whether an act is
right or wrong is a matter of basic intention.2
In general, we have to admit that there are
things with some moral obligation to avoid which,
on account of other morally relevant considerations,
it is sometimes right or even morally obligatory to
do. There may be some obligation to tell the truth
on every occasion, but surely in many cases the
consequences of telling the truth would be so dire
that one is obligated to lie. The same goes for
promises. There is some moral obligation to do
what one has promised (with a few exceptions); but,
if one can keep a trivial promise only at serious cost
to another person (i.e., keep an appointment only by
failing to give aid to someone injured in an
accident), it is surely obligatory t ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
The Risk Versus The NeedMay 8, 201851344928.docxoreo10
The Risk Versus The Need
May 8, 2018
51344928
Power and Responsibility: Doing Philosophy with Superheroes
Professor Christopher Robichaud
War is often times defined as a state of conflict, often armed, between states, countries, societies, etc. Because its characterized by extreme aggression, destruction, and mortality, it is often chosen as a last result by many countries, while other countries anticipate war just as one would anticipate going to a football game. While war is usually against two sides who go in prepared for battle, there are many innocent civilians on both sides that are often thrust into war as unwilling participants and even worse, many civilians unfortunately become innocent casualties of war.
In the movie The Avengers, we watched this happen first hand as many civilians unfortunately become innocent casualties of a war they never asked for. Because the Avengers were forced to engage the evil mercenaries in a densely-populated area that was home to many Wakandans, the Avengers, superheroes whose normal primary objective is to protect innocent civilians, now found themselves to be the cause of death of many innocent civilians due to their war with the mercenaries. A peril of war that often leaves many heartbroken.
The doctrine of double effect is often implemented to explain the permissibility of an action that causes a serious harm, such as the deaths of innocent people not directly involved in the conflict or extreme damage to cities, towns etc. According to the principle of double effect, it is permissible to cause a harm as a side effect of bringing about a good result in war even though it would not normally be permissible to cause such a harm or in other words a harm that one would otherwise be obliged to avoid. I believe a great example of the principle of double effect would be "The Avengers" causing the deaths of civilians by engaging those mercenaries in a densely-populated area. The Avengers took a risk as a side effect of pursuing a good end goal of winning the battle against the mercenaries. This principle aims to provide specific guidelines for determining when it is morally permissible to perform an action in pursuit of a good end in full knowledge that the action will also bring about bad results. The principle of double effect requires four conditions be met for the action in question to be considered morally permissible. The action contemplated be in itself either morally good or morally indifferent; Secondly, that the bad result not be directly intended; third, that the good result not be a direct causal result of the bad result; and fourth, that the good result be "proportionate to" the bad result. Many people who support this principle argue that, in situations of "double effect" where all these conditions are met, the action is deemed morally permissible despite the bad result. This is a practice widely adopted by many military forces around the world. The double effect prin ...
THE MORAL REASONS FOR AND AGAINST SUICIDE[Assuming that .docxoreo10
THE MORAL REASONS FOR AND AGAINST
SUICIDE
[Assuming that there is suicide if and only if there
is intentional termination of one's own life,]
persons who say suicide is morally wrong must be
asked which of two positions they are affirming:
Are they saying that every act of suicide is wrong,
everything considered; or are they merely saying
that there is always some moral obligationdoubtless
of serious weight-not to commit suicide, so that
very often suicide is wrong, although it is possible
that there are countervailing considerations which
in particular situations make it right or even a moral
duty? It is quite evident that the first position is
absurd; only the second has a chance of being
defensible.
In order to make clear what is wrong, with the
first view, we may begin with an example. Suppose
an army pilot's singleseater plane goes out of
control over a heavily populated area; he has the
choice of staying in the plane and bringing it down
where it will do little damage but at the cost of
certain death for himself, and of bailing out and
letting the plane fall where it will, very possibly
killing a good many civilians. Suppose he chooses
to do the former, and so, by our definition, commits
suicide. Does anyone want to say that his action is
morally wrong? Even Immanuel Kant, who
opposed suicide in all circumstances, apparently
would not wish to say that it is; he would, in fact,
judge that this act is not one of suicide, for he says,
"It is no suicide to risk one's life against one's
enemies, and even to sacrifice it, in order to
preserve one's duties toward oneself * "1 St.
Thomas Aquinas, in his discussion of suicide, may
seem to take the position that such an act would be
wrong, for he says, "It is altogether unlawful to kill
oneself," admitting as an exception only the case of
being under special command of God. But I believe
St. Thomas would, in fact, have concluded that the
act is
From A Handbook for the Study of Suicide,
edited by Seymour Perlin. Copyright 1975 by
Oxford University Press. Inc. Reprinted by
permission of Oxford University Press, Inc.
right because the basic intention of the pilot was to
save the lives of civilians, and whether an act is
right or wrong is a matter of basic intention.2
In general, we have to admit that there are
things with some moral obligation to avoid which,
on account of other morally relevant considerations,
it is sometimes right or even morally obligatory to
do. There may be some obligation to tell the truth
on every occasion, but surely in many cases the
consequences of telling the truth would be so dire
that one is obligated to lie. The same goes for
promises. There is some moral obligation to do
what one has promised (with a few exceptions); but,
if one can keep a trivial promise only at serious cost
to another person (i.e., keep an appointment only by
failing to give aid to someone injured in an
accident), it is surely obligatory t ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
#1) Identify 2020 National Health Goals related to home care d.docxAASTHA76
#1) Identify 2020 National Health Goals related to home care during pregnancy or childhood that nurses can help the nation achieve.
#2) Describe what family centered care is.
#3) Identify common areas or concerns of cultural diversity and apply these to nursing practice.
#4) Formulate 2 nursing diagnoses related to family health and what would be some interventions. How would you evaluate your interventions?
.
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
#1) Identify 2020 National Health Goals related to home care d.docxAASTHA76
#1) Identify 2020 National Health Goals related to home care during pregnancy or childhood that nurses can help the nation achieve.
#2) Describe what family centered care is.
#3) Identify common areas or concerns of cultural diversity and apply these to nursing practice.
#4) Formulate 2 nursing diagnoses related to family health and what would be some interventions. How would you evaluate your interventions?
.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How libraries can support authors with open access requirements for UKRI fund...
Torture — The Case for Dirty Harry and against Alan Dersh.docx
1. Torture — The Case for Dirty Harry and against Alan
Dershowitz
Author(s): UWE STEINHOFF
Source: Journal of Applied Philosophy, Vol. 23, No. 3, Themed
Issue: The Ethics of War
(2006), pp. 337-353
Published by: Wiley
Stable URL: https://www.jstor.org/stable/24355181
Accessed: 10-10-2018 18:29 UTC
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Journal of Applied Philosophy, Vol. 23, No. 3, 2006
Torture — The Case for Dirty Harry and against
Alan Dershowitz
UWE STEINHOFF
abstract Can torture be morally justified? I shall criticise
arguments that have been ad
duced against torture and demonstrate that torture can be
justified more easily than most
philosophers dealing with the question are prepared to admit. It
can be justified not only in
ticking nuclear bomb cases but also in less spectacular ticking
bomb cases and even in the so
called Dirty Harry cases. There is no morally relevant
difference between self-defensive killing
of a culpable aggressor and torturing someone who is culpable
of a deadly threat that can be
averted only by torturing him. Nevertheless, I shall argue that
torture should not be institu
tionalised, for example by torture warrants.
3. What is so bad about torturing people, anyway? People also kill
people. Soldiers kill
people, policemen kill people, doctors kill people, executioners
kill people and ordinary
people kill people. Some of these killings are justified. So why
shouldn't it be justified
in some cases to torture people? After all, being killed seems to
be worse than being
tortured. Even most of the tortured people seem to see it this
way; otherwise they
would kill themselves in order to escape further torture (yes,
some do, but they are
only few). So, if killing is sometimes justified, torture too must
sometimes be justified.
Henry Shue thinks that this is a weak argument. Referring in
particular to the
legitimate killing of people in war, he states:
Even if one grants that killing someone in combat is doing him
or her a
greater harm than torturing him or her . . . , it by no means
follows that there
could not be a justification for the greater harm that was not
applicable to the
lesser harm. Specifically, it would matter if some killing could
satisfy other
moral constraints (besides the constraint of minimizing harm)
which no tor
ture could satisfy.1
The moral constraint he has in mind is the prohibition of
assaults upon the defence
less. However, it can be doubted whether this is a valid
constraint at all. Shue's idea
5. suggesting, is that it
allows for a 'fair fight' by means of protecting the utterly
defenceless from
assault.4
It is true that the fact that the prohibition of assaults upon the
defenceless is not always
obeyed in war does not pose any problem for Shue's argument.
What does pose a pro
blem, however, is that this principle is no jus in hello principle
at all, and it does not, pace
Shue, underlie the principled distinction between combatants
and non-combatants.5
This can be seen quite easily. Suppose an army that possesses
superior artillery
advances upon the enemy trenches. It has two options. It can
shell the enemy trenches
from a safe distance with artillery fire. The enemy would be
entirely defenceless against
such an attack; his weapons do not have the range for fighting
back.6 (This was pretty
much the situation in the first and the second Iraq wars.) Or it
can advance without
shelling the enemy first. Here the enemy would be able to fire
upon the advancing
troops and to inflict heavy casualties. The point now is that
there is simply no article in
the laws of war (and no constraint in just war theory, for that
matter) that would rule
out the first option as such. Of course, if the objectives of the
war could be achieved
without shelling the enemy in its death-trap trenches and
without inflicting higher
casualties on one's own forces, this alternative course of action
would have to be
adopted. But the reason for this is the principle of
6. proportionality.7 An alleged prin
ciple of the immunity of the defenceless plays no role here.
To be sure, I do not deny that there is something fishy about
attacking the defence
less. What is fishy about it might be captured very well in this
passage:
The pilot of a fighter-bomber or the crew of a man-of-war from
which the
Tomahawk rockets are launched are beyond the reach of the
enemy's weap
ons. War has lost all features of the classical duel situation
here and has
approached, to put it cynically, certain forms of pest control.8
Judged from a traditional warrior's code of honour, a code that
emphasises, among
other things, courage, there is nothing honourable in killing off
defenceless enemies
(whether it is therefore already dishonourable is yet another
question). But honour and
morality are not the same, and honour and the laws of war are
not either. In short, the
prohibition of assaults upon the defenceless is neither an
explicit nor an implicit
principle of the laws of war or of just war theory.
Moreover, it is not even clear what should be unfair about
killing the defenceless in
war in the first place. If the rules of war allowed both sides to
kill, for example, defenceless
prisoners of war, where is the unfairness? Both sides are in the
same situation. And if
the laws of war allowed the torture of POWs, the same would
7. be true. Invoking
principles of fairness does not deliver an argument against
either of the two practices.
David Sussman has recently attempted to give another
explanation of why torture,
allegedly, 'bears an especially high burden of justification,
greater in degree and differ
ent in kind from even that of killing'.9 However, he also
cautions that this 'is not to say
that when torture is wrong, it is worse that [sic] wrongful acts
of maiming and killing'
Society for Applied Philosophy, 2006
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2018 18:29:02 UTC
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Torture — The Case for Dirty Harry and against Alan
Dershozvitz 339
or that 'it is more important for us to prevent torture than it is
to prevent murder,
or that torturers should be condemned or punished more
severely than murderers.
The moral differences between torture, killing, and maiming
may not always make a
difference in such third-personal contexts'.10 But why, then,
should torture bear an
'especially high burden of justification'? Does it bear such a
higher burden only in
second-person or first-person contexts? But what is that
supposed to mean? That
8. whereas one does not need a better justification for allowing
others to torture or for not
condemning torturers than for allowing others to kill or for not
condemning killers,
one does need a better justification for torturing (and perhaps
also for risking being
tortured) than for killing? Sussman argues that:
. . . torture forces its victim into the position of colluding
against himself through
his own affects and emotions, so that he experiences himself as
simultaneously
powerless and yet actively complicit in his own violation. So
construed, tor
ture turns out to be not just an extreme form of cruelty, but the
pre-eminent
instance of a kind of forced self-betrayal, more akin to rape
than other kinds of
violence characteristic of warfare or police action."
He elaborates:
What the torturer does is to take his victim's pain, and through
it his victim's
body, and make it begin to express the torturer's will.12
. . . Torture does not merely insult or damage its victim's
agency, but rather
turns such agency against itself, forcing the victim to
experience herself as
helpless yet complicit in her own violation. This is not just an
assault on or
violation of the victim's autonomy but also a perversion of it, a
kind of
systematic mockery of the basic moral relations that an
individual bears both
9. to others and to herself. Perhaps this is why torture seems
qualitatively worse
than other forms of brutality or cruelty.13
But all this can hardly explain the alleged difference between
'third-personal' and other
contexts. In fact, it would seem rather natural to assume that, if
torture isn't worse
than killing from a third-person perspective, it isn't so from a
second- or first-person
perspective either. If Sussman sees this differently, the high
burden of justification, it
appears, would be on him.
Conversely, assume a dictator confronts prisoner A with the
following choice — to
either kill one of ten prisoners or to torture one of them for two
hours (all these
prisoners are innocent and have no special relation to the first
prisoner).14 If A refuses
to choose and to act on his choice, all ten prisoners will be
killed. If he decided to
choose (and it seems plain to me that he is justified in choosing
even though he may
not be obliged to do so), should the prisoner facing the choice
rather kill one prisoner
than torture one of them for two hours? This is to be strongly
doubted. On the other
hand, there can hardly be any doubt that the ten prisoners
would prefer him to opt for
torture if he asked them what to do — to refuse to choose, to
choose to kill or to
choose to torture. He is not permitted to ask them (if he did, all
ten prisoners would be
killed). However, in light of the fact that it is reasonable to
assume that they would
11. ity that his threat is meant seriously lies around x; my options
to defend myself or to
escape are this and that, with this and that probability of
success; if, on the other hand,
I give him the money, this will cost me certainly y money
units, which in turn leads
with probability z to my not being able to pay in time for this
and that thing, which in
turn . . . and therefore I will. . .'. Rather, many people
threatened with deadly violence
will think: 'Oh my God, he wants to shoot me, he wants to
shoot me . . . I'll give him
the money!': thus, the sudden death threat and the perceived
time pressure will in
many if not most cases severely disturb the ability to deliberate
rationally if they do not
completely undermine it. In short, fear may overwhelm one as
pain overwhelms the
victim of torture. There may be differences of degree but no
qualitative ones. Besides,
at least some forms of torture will undermine the ability of
some torture victims to
think rationally less than some forms of death threat would of
some threatened people.
Thus, Sussman is not able to show that there is a higher burden
of justification on
torture than on killing. Conversely, thought experiments like
those of the ten prisoners
strongly suggest that it is the other way around.
Of course, it is true that emotional reactions to displays of
torture, for example in
movies, are much stronger than those to displays of killing.
And I suspect that much of
the conviction that torture is somehow more terrible than death
12. is sustained by these
immediate emotional reactions. In fact, however, little of moral
relevance follows from
them. After all, the emotional reactions to scenes involving
large amounts of faeces or
cockroaches, for example, are mostly also stronger than to
scenes involving killing, at
least when it is a quick killing. When the killing is prolonged
the reactions are stronger,
but they are then prompted by the displayed suffering —
sometimes simply in the form
of fear — not by the impending death itself. The point is that
we simply cannot
empathise with the dead. There is nothing we can empathise
with. We do not know how it
is to be dead, and there is certainly no possibility to feel dead
(in any non-metaphorical
sense). We do know, however, what it is to feel pain.
Therefore, if we see how pain is
inflicted on another person, we can feel quite literally corn-
passion. There is no such
compassion possible with the dead (we can only feel sorry for
them, but that is a
completely different and far less intense feeling). In other
words, our emotional re
actions to displays of torture or killing respectively are
distorted by certain limits of
empathy. What are not distorted are our emotional reactions to
the prospect of our
own death. Most of us fear it more than torture (that is limited
in time). Whether
killing is worse than torturing, then, should be measured
against the preferences of
people facing the alternatives of torture (over a certain limited
time) and death — most
prefer torture. To measure it against emotional reactions to
13. displays of torture would
by way of extension also mean that it is better to shoot
someone dead than to push him
Society for Applied Philosophy, 2006
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2018 18:29:02 UTC
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Torture — The Case for Dirty Harry and against Alan
Dershowitz 341
into a bathtub filled with cockroaches. But such an implication
obviously reduces the
premise to absurdity.
Thus, it seems the argument in defence of torture given at the
beginning is not such
a weak one after all. We can now slightly rephrase it in the
light of our findings: If it is
permissible to kill a defenceless enemy combatant in order to
avoid own casualties,
why should it not be permissible to torture a defenceless
terrorist in order to avoid own
casualties?
One might try to answer this by saying that the enemy soldiers
in my example may
be defenceless in the situation in which they are shelled or
attacked with missiles, but
that they still pose a threat — they threaten our advancing
troops, which is precisely the
reason why we take them out by artillery or rockets. The
14. detained terrorist, on the
other hand, does not pose a threat any more. For what can he
do?
Sanford Levinson states that 'the defender of torture would
dispute the premise that
the captured prisoner is no longer a threat, at least if the
prisoner possesses important
information about the future conduct of his fellow terrorists'.15
The case of the de
fender of torture can be made much stronger, however, if we
take the infamous ticking
bomb case. The terrorist has somewhere hidden a bomb that
will, if it goes off, kill a
high number of innocents (maybe it is even a nuclear bomb that
would destroy one of
the ten biggest cities in the world). He does not want to say
where it is. Would it not
be justified to torture him in order to make him disclose the
vital information and find
the bomb in time to disable it?
Some might be inclined to argue that withholding vital
information (i.e. an omission)
couldn't reasonably be described as a threat. Perhaps, perhaps
not. However, people
culpably posing a threat and aggressors are not the only
persons that can be legiti
mately killed. For it seems, as Phillip Montague has pointed
out, that, in cases in
which one cannot save oneself from the negative consequences
of another person's acts
in any other way than by diverting or inflicting them on this
person, one is justified in
doing so. Montague states the following conditions for this:
15. (i) individuals Xj . . . Xn are situated so that harm will
unavoidably befall some
but not all of them; (ii) that they are so situated is the fault of
some but not all
members of the group; (iii) the nature of the harm is
independent of the
individuals who are harmed; (iv) Y, who is not necessarily
included in Xj . . . X,
is in a position to determine who will be harmed.16
The inflicting of harm (for example in the form of an attack or
in the form of torture)
on a certain person, thus, is not legitimised here by a present
aggression but by the
person's culpably causing the threat of harm. This cause can lie
in the past. Montague
adduces the example of a doctor who wishes for the death of a
cardiac patient and
therefore swallows the pacemaker the patient needs. The only
chance to get the pace
maker quickly enough to save the patient's life is to perform a
hasty operation on the
doctor, which, however, would be fatal to him. Hence, one
faces here a situation in
which either the innocent patient or the malicious doctor has to
die. However, if one of
the two has to die anyway and one has to decide who it is going
to be, then one clearly
should, says Montague, decide against the person who has
culpably brought about this
situation. That seems to be a pretty reasonable stance, and I
agree with him. The
application to the case of the terrorist who has hidden a bomb
to kill innocents is
obvious.
17. him where the girl is. The
kidnapper talks only about his rights. Harry sees the
kidnapper's leg wound and puts
his foot on it, torturing the kidnapper. The camera retreats. In
the next scene, the girl
is saved.
The Dirty Harry case, it seems to me, is a case of morally
justified torture. But isn't
the kidnapper right? Does not even he have rights? Yes, he has,
but in these circum
stances he does not have the right not to be tortured. Again, the
situation is analogous
to self-defence. The aggressor does not lose all of his rights,
but his right to life weighs
less than the innocent defender's right to life. The aggressor
culpably brings about a
situation where one of the two — he or the defender — will
die. It is only just and fair
that the harm that will befall in this situation upon one of the
two is diverted to the
person who is responsible for the harm — the aggressor. In the
Dirty Harry case, the
kidnapper brings about a situation where a person is tortured or
will continue to be
tortured until death (being slowly suffocated in a small hole is
torture). It is only just
and fair that this harm befalls the person responsible for the
situation — the kidnapper.
Moreover, the choice is made even easier by the fact that being
tortured for a small
period of time is better than being tortured until death. Harry
made the right decision.
Two replies might be made at this point. The first one —
repeated like a litany by
18. certain opponents of torture — is that interrogative torture
simply does not work.
That, however, is simply wrong. Sometimes interrogative
torture does work, and the
torturer gets the information he was looking for.17
Well, one might say, but at least interrogative torture is not
very reliable. Apart from
the fact that even that is not so clear, it would not even help.
Consider the following
case: An innocent person is being attacked by an aggressor,
who fires a deadly weapon
at him (and misses him at first but keeps firing). The attacked
person's only possibility
to save his life is by using the One-Million-Pains-To-One-Kill-
Gun that he happens to
have with him. On average, you have to pull the trigger of this
gun one million times
in order to have one immediately incapacitating projectile come
out of it (it incapaci
tates through the infliction of unbearable pain). All the other
times it fires projectiles
that only ten seconds after hitting a human target cause the
target unbearable pain.
Thus, firing this gun at the aggressor will certainly cause the
aggressor unbearable
pain, but the probability that it will save the life of the
defender is only 1:1,000,000. I
must admit that I cannot even begin to make sense of the
suggestion that, given these
odds, the defender should not use the gun against the aggressor.
Yes, the pain inflicted
by the weapon on the aggressor is extremely unlikely to secure
the survival of the
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Torture — The Case for Dirty Harry and against Alan
Dershowitz 343
defender, but there still is a chance that it will, so why should
the defender forgo this
chance for the benefit of the aggressor? Obviously, there is no
reason (at least none that
I could see). Again, the application to the torture of ticking
bomb terrorists and Dirty
Harry kidnappers is obvious.
What is the second reply? Richard H. Weisberg takes issue with
the example of the
ticking bomb case:
. . . the hypothetical itself lacks the virtues of intelligence,
appropriateness, and
especially sophistication. Here, as in The Brothers Karamazov
— pace Sandy
Levinson — it is the complex rationalizers who wind up being
more naive
than those who speak strictly, directly, and simply against
injustice. 'You can't
know whether a person knows where the bomb is', explains
Cole in a recent
piece in the Nation, 'or even if they're telling the truth. Because
of this, you
wind up sanctioning torture in general'.18
20. To begin with, by allowing torture in the ticking bomb case one
does not necessarily
wind up sanctioning it in general. Killing (of certain people) is
sanctioned in war but
not in general. The actual second reply I was referring to,
however, is that you do not
know whether you have the right person. (That you do not
know whether the person
speaks the truth is simply the first reply. We have already dealt
with it.) But what does
it mean: 'You don't know'? Does it mean you do not know for
certain? If not knowing
for certain whether you have the right person would be
sufficient reason not to harm
that person, we would not only have to abstain from self-
defence but also from punish
ment. You never know for certain!
Take the example of a man who draws a gun in front of a head
of state and aims at
him. The bodyguards simply cannot know (for certain) whether
this person wants to
shoot, they cannot even know whether it is a real gun. Maybe
the 'attacker' is only a
retard with a water pistol. So the bodyguards of the head of
state (whom we want to
assume innocent) should not shoot at such a person who, for all
they can know, seems
to be attacking the person they are to protect? Actually, if
shooting (and probably
killing) him is the only way to make sure that he is not able to
pull the trigger, they
should shoot him.
One might say that this person, even if he does not really want
to shoot and has no
22. 344 Uwe Steinhoff
already killed other people for the same reason. She hides with
the hand grenade she
fortunately has, behind a bush. Suddenly one of the group sees
her, points his finger at
her, shouts 'There she is', and the armed members of the group
raise their guns to
shoot at her. Not all members of the group have guns. Some are
unarmed and shout:
'Kill her, kill her!' Others do not even shout but sneer, foaming
at the mouth (I am not
talking about completely innocent people, who just 'happen' to
be there for no fault of
their own). The only way she can save herself is to throw the
grenade at the mob,
which will kill all of them, including the unarmed ones. Is she
justified in doing so? I
would think so. Being a member of certain groups that
collectively undertake aggres
sive acts or intentionally pose a threat to innocent people
makes one liable to severe
countermeasures. Consequently, a member of a terrorist group
might be liable to
torture in the ticking bomb case, even if he does not know were
the bomb is.
It helps, by the way, very little to aver at this point that torture
is simply not
compatible with liberalism. David Luban, for example, claims
that torture aims 'to
strip away from its victim all the qualities of human dignity
that liberalism prizes' and
23. that 'torture is a microcosm, raised to the highest level of
intensity, of the tyrannical
political relationships that liberalism hates the most'.20
However, prisons are also 'mi
crocosms' of tyranny; yet, most liberals do not find them
incompatible with liberalism.
Where is the difference? Maybe it lies in the fact that in torture
tyranny is 'raised to the
highest level'. But, first, it is far from clear that one hour of
torture is more tyrannical
than 15 years of prison. Second, even if torture were more
tyrannical than prison, and
liberalism abhorred tyranny, there remained still the fact that
liberalism can accommo
date quite intense forms of tyranny, such as incarceration for
life (or for a decade and
more). Why should it not also be able to accommodate the most
extreme form of
tyranny? 'Because it is the most extreme form' is in itself no
answer to this question.
More importantly, liberalism is not so much about 'dignity' —
which is a quite
elusive concept, anyway (in particular, I deny that the dignity
of the culpable aggressor
is violated by Dirty Harry's action any more than it would be
violated by Dirty Harry's
killing him in self-defence) — but about liberty. It is called
liberalism, not 'dignism'. It
is also not about just anybody's liberty. It is about the liberty
of the innocent. This is
why there is no particular problem in liberalism to kill
aggressors or to deprive them of
their liberty if this is the only way to protect innocent people
from these aggressors.
The core value of the liberal state is the protection of the
24. liberty and the rights of
innocent individuals against aggressors. The state can be such
an aggressor, but the state
can and must also protect against other aggressors. To keep
Dirty Harry in the situa
tion described from torturing the kidnapper, therefore, would
run against the liberal
state's own raison d'etre. The state would help the aggressor,
not the victim; it would
help the aggressor's tyranny over the innocent and therefore
actually abet the relation
ship it hates the most.
Since my description of the core value of liberalism, as I
submit, is at least as
plausible as Luban's (and I think it is historically much more
plausible), the appeal to
liberalism cannot help absolute opponents of torture. To claim
that liberalism 'cor
rectly understood' absolutely prohibits torture simply engages
in an attempt of persua
sive definition and begs the question. Besides, why could
liberalism, 'correctly
understood', not be wrong?
But — speaking about the innocent — what about the risk of
torturing a completely
innocent person, a person that made itself not liable? Yes, that
risk exists, as it does in
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25. Torture — The Case for Dirty Harry and against Alan
Dershowitz 345
the case of punishment. In the latter case, the risk of punishing
innocent persons has to
be weighed against the risk of not at all punishing the non-
innocent and of not at all
deterring potential criminals. In the case of interrogative
torture in the context of a
ticking bomb situation, the risk of torturing an innocent person
has to be weighed
against the risk of letting other innocent persons die in an
explosion. If the weighing
process in the former case can justify punishment, it is unclear
why the weighing
process in the latter case could not sometimes justify torture. If
the odds are high
enough, it does. In fact, the justification in the latter case
might even be easier — easier
at least than justifying capital punishment, for death, as already
noted, is worse than
torture (at least for most people who are confronted with a
decision between their
death and being tortured for a limited time). It might even be
easier than justifying
incarceration for one or two decades, for it is not clear that
many persons would not
prefer some hours or even days of torture to that alternative.
To sum up the discussion so far: A compelling argument for an
absolute moral
prohibition of torture cannot be made. Under certain
circumstances torture can be
justified. Justified, not only excused. I emphasise this because
26. some philosophers claim
that situations of so-called necessity or emergency can only
excuse torture (and some
other extreme measures). But there is nothing in the meaning of
the terms 'necessity' or
'emergency' themselves that could warrant that view. For
example, the German penal
code distinguishes between 'justifying emergency' and
'excusing emergency'. § 34 reads:
Whosoever, in order to avert a not otherwise avoidable present
danger to life,
body, freedom, honour, property, or another legally protected
interest, acts so
as to avert the danger to himself or others, does not act
illegally if, upon
consideration of the conflicting interests, namely of the
threatened legally
protected interests and of the degree of the threatened danger,
the protected
interest substantially outweighs the infringed interest. This,
however, is true
only if the act is an adequate [in the sense of means-end
rationality
('angemessen')] means to avert the danger.21
He does not act illegally, and that means his act is legally
justified. If the protected
interests do not substantially outweigh the infringed interest,
however, he can at best
be excused (§ 35). The moral case is not different. There can be
situations where
torture is an instrumentally adequate and the only means to
avert a certain danger
from certain morally protected interests and where the
protected interests substantially
28. face the choice (maybe posed by some maniac with the ultimate
weapon or by an alien
race, or what have you) between being exterminated or
torturing one particularly bad
man (let us say Idi Amin) for an hour or a day, it is far from
clear why any person in
his right mind — both intellectually and morally — should pray
that humanity said 'no
to torture'.23 And what, by the way, if the choice is between all
human beings (that
includes children) being tortured by the alien race or only one
particularly bad man
being tortured by some humans? Consequences count; they
cannot simply be ignored
for the benefit of some allegedly absolute rule, especially if
they might be catastrophic.
Fiat justitia, pereat mundus is an irrational and immoral
maxim.
To say it again: A compelling argument for an absolute moral
prohibition of torture
cannot be made. But what about the legal prohibition of
torture? If torture can be
morally justified under certain circumstances, should it also be
legalised?
It could seem that torture is already legal under the German
penal code. For if, as I
claimed, the interests which are protected by torturing a
terrorist can substantially
outweigh the infringed interests (most notably of the terrorist),
then torture must be
legal. However, the fact that this outweighing can occur from a
moral perspective does
not yet mean that it can also occur from the legal perspective of
a certain penal code.
29. Each system of laws is in principle free to stipulate an absolute
prohibition of torture.
The German law does this in so far as it accepts certain
international absolute prohibi
tions of torture as binding. That is, according to German law
nothing can (legally)
outweigh the interest of not being tortured (or at least of not
being tortured by state
officials or agents acting on behalf of a state). That torture is
illegal under all circum
stances in a given system of law, however, does not exclude the
possibility that the
practice might under some circumstances be excused by the
law. It seems to me that it
would be reasonable to excuse it under some circumstances.24
I shall, however, say
nothing further on this topic here.
Instead, I shall say something about the proposal to justify
torture before the act (rather
than excusing it ex post). The lawyer Alan Dershowitz made
the infamous suggestion to
introduce legal 'torture warrants', issued by judges.
... it is important to ask the following question: if torture is
being or will be
practiced, is it worse to close our eyes to it and tolerate its use
by low-level law
enforcement officials without accountability, or instead to
bring it to the sur
face by requiring that a warrant of some kind be required as a
precondition to
the infliction of any type of torture under any circumstances?25
And he states:
30. My own belief is that a warrant requirement, if properly
enforced, would
probably reduce the frequency, severity, and duration of
torture. I cannot see
how it could possibly increase it, since a warrant requirement
simply imposes
an additional level of prior review. .. . here are two examples
to demonstrate
why I think there would be less torture with a warrant
requirement than
without one. Recall the case of the alleged national security
wiretap being
placed on the phones of Martin Luther King by the Kennedy
administration
in the early 1960s. This was in the days when the attorney
general could
authorize a national security wiretap without a warrant. Today
no judge would
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Torture — The Case for Dirty Harry and against Alan
Dershowitz 347
issue a warrant in a case as flimsy as that one. When Zaccarias
Moussaui was
detained after trying to learn how to fly an airplane, without
wanting to know
much about landing it, the government did not even seek a
national security
31. wiretap because its lawyers believed that a judge would not
have granted
one.26
A few things must be said concerning this argument. First,
closing one's eyes to the
practice of torture is not the only alternative to the introduction
of torture warrants.
Unfortunately, Dershowitz seems to have difficulties grasping
the difference between
closing one's eyes on the one hand and exposing and
condemning on the other. To
wit, he criticises William Schulz, the executive director of
Amnesty International USA,
who asks whether Dershowitz would also favour brutality
warrants and prisoner rape
warrants. (Dershowitz answers with a 'heuristic yes', whatever
that is supposed to
be.)27 And he quotes himself saying: 'My question back to
Schulz is do you prefer
the current situation in which brutality, testilying and prisoner
rape are rampant,
but we close our eyes to these evils?'28 Who is 'we'? Certainly
not Schulz or Amnesty
International.29
Second, Dershowitz admits that he 'certainly cannot prove . . .
that a formal require
ment of a judicial warrant as prerequisite to nonlethal torture
would decrease the
amount of physical violence directed against suspects'.30 It
seems, however, that
Dershowitz should offer something more than his personal
'belief' and two examples
to back the quite grave proposal to legalise torture. That he
does not displays a
32. lightness about the matter which is out of place. To be sure, he
also adduces John H.
Langbein's historical study of torture,31 and although he
concedes that it 'does not
definitely answer' 'whether there would be less torture if it
were done as part of the
legal system', he thinks that it 'does provide some suggestive
insights'.32 Yet, before
drawing 'suggestive insights' from Langbein's study and from
history, one should get
both straight. Dershowitz does not.33 In fact, Langbein leaves
no doubt that torture
was not part of the judicial system in England. Not only 'law
enforcement officers' but
also the courts (and judges) could not warrant torture. Langbein
even states:
The legal basis, such as it was, for the use of torture in the
eighty-one known
cases appears to have been the notion of sovereign immunity, a
defensive
doctrine that spared the authorities from having to supply
justification for
what they were doing.34
The facts, then, are that torture was never part of the English
judicial system (if it was
ever legal in England at all) whereas it zvas part of the
Continental legal system.
Extensive (not to say epidemic) use was made of torture on the
Continent but not in
England. Obviously, these facts suggest insights quite different
from the ones Dershowitz
comes up with.
Moreover, it is also funny that Dershowitz thinks that his two
33. examples support his
case. What his examples show (if they show anything) is that
an attorney general who
is authorised to put a wiretap without judicial warrant is more
likely to put a wiretap
than an attorney general who does need a warrant. However,
the question to be
answered is whether torture would be less likely under a
requirement of a judicial
warrant than under a total ban. To suggest a positive answer to
this question by way of
an analogy, Dershowitz would have to compare a legal
arrangement in which the
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348 Uwe Steinhoff
attorney general is prohibited from putting a wiretap with a
legal arrangement where he
is authorised to do so if he has a warrant. Dershowitz does not
do that. It is he who
engages in 'tortured reasoning', to use his term,35 not his
critics.
Finally, why shouldn't state agents who do not get a warrant
torture anyway? They
do not get a warrant today, and some of them torture anyway.
Dershowitz answers
34. that:
. . . the current excuse being offered — we had to do what we
did to get
information — would no longer be available, since there would
be an author
ized method of securing information in extraordinary cases by
the use of
extraordinary means.36
First, people who escape detection are not in need of excuses to
wriggle out of punish
ment in the first place. Besides, the excuse would be available.
It would be: 'Since the
judge didn't give us the warrant — he did not realise the
seriousness of the situation
(or there wasn't enough time) — we just had to torture under
these circumstances
without a warrant in order to get the information and to avoid a
great evil'.
In short, Dershowitz has not offered the slightest bit of
evidence — not even anecdotal
— for his bold claim that the introduction of torture warrants
would reduce torture or
as much as increase accountability. Yet there is very good
evidence to the contrary. Since
Dershowitz invited us to draw suggestive insights from history,
especially on the basis
of Langbein's study, it might be worthwhile to note what
Langbein himself has to say:
Another insight from history is the danger that, once
legitimated, torture
could develop a constituency with a vested interest in
35. perpetuating it.37
And that, to draw the conclusion Dershowitz isn't able to draw,
would hardly help to
reduce torture or to increase accountability.
But why should we try to reduce torture? After all, in the first
part of this paper I have
argued that no compelling argument for an absolute moral
prohibition of torture can
be made; yes, not even for a prohibition in the Dirty Harry
cases. I have also argued
that torture is not worse than death and probably not worse
than a decade of incar
ceration. So since we have legal incarceration, why shouldn't
we have legal torture too?
One very straightforward answer is: because we don't need it.
The ticking bomb case
or the Dirty Harry case is a very rare case. In fact, it is safe to
assume that all the
torture that happened or happens in Abu Ghraib, Afghanistan
and Guantanamo sim
ply has nothing to do with ticking bombs or hostages who are
about to die. The same
holds for the overwhelming majority of all other cases of
torture. Ticking bomb and
Dirty Harry cases are exceptions. An emergency or necessity
paragraph along the lines
of § 35 of the German penal code can deal with such
exceptions, and perhaps not even
that is needed. If the stakes are high enough and no other
option is available, police
officers or other state agents will probably use torture even if
they face prosecution if
caught (that is, incidentally, what Dershowitz himself claims).
37. It does not necessarily follow from this understandable fear of
the slippery
slope that we can never consider the use of nonlethal infliction
of pain, if its
use were to be limited by acceptable principles of morality.
After all, imprison
ing a witness who refuses to testify after being given immunity
is designed to
be punitive — that is painful. Such imprisonment can, on
occasion, produce
more pain and greater risk of death than nonlethal torture.39
It does indeed not follow that we can never consider the use of
non-lethal infliction of
pain, but it does follow that institutionalising torture — for
example with torture war
rants — is a bad idea. In particular, the analogy with the
practice of coercing witnesses
through imprisonment into testifying is misleading. The
practice is designed to be
punitive, yes, but that is not the same as being designed to be
painful. Not every
aversive treatment causes pain. It is important not to blur the
distinctions. Further, the
very fact that imprisonment produces only on occasion more
pain and greater risk of
death than non-lethal torture (although I suppose that non-
lethal imprisonment would
carry no risk of death) shows that it is not designed to produce
pain and death. After
all, being released can, on occasion, also produce more pain
and greater risk of death
than non-lethal torture. But how is that supposed to support the
case for torture or for
38. torture warrants? Thus, by using imprisonment as a method of
punishment we are not
already on the slippery slope.
Even if legalising torture puts us on a slippery slope, couldn't
we stop the slide
downwards? Dershowitz proposes a 'principled break':
For example, if nonlethal torture were legally limited to
convicted terrorists
who had knowledge of future massive terrorist acts, were given
immunity,
and still refused to provide the information, there might still be
objections to
the use of torture, but they would have to go beyond the
slippery slope
40
argument.
Actually, one argument that could be made here is that a
convicted terrorist will
hardly be a ticking bomb terrorist, unless, of course, he has set
the time fuse on a few
months or even years in the future or his conviction was made
without due process.
Giving up due process, however, does not look very much like
a 'principled break', at
least if the principle is supposed to be compatible with the rule
of law. That notwith
standing, it has to be admitted that 'massive terrorist acts' will
have to be planned long
enough in advance so that a convicted terrorist might have
knowledge of them. Conse
quently, torturing him might be a means to thwart the attacks.
40. namely, beyond the emergency and to crimes or offences of
lesser seriousness. In the
UK, for example, emergency anti-terrorist measures, such as
limitations on the right
to silence, admissibility of confession evidence and extended
periods of pre-judicial
detention, have infiltrated ordinary criminal law and
procedure.41 Once advertised as
being targeted only against terrorists, they can now befall any
citizen who gets involved
in criminal procedure.
It is to be expected, then, that the legalisation of torture for
certain specific circum
stances will, just like other so-called security laws, come with
an inherent 'metastatic
tendency'42 that in time extends it beyond those circumstances.
Apart from this dan
gerous tendency of 'security laws' in general there is, in
addition, something very
special about torture. Jeremy Waldron has argued that the
prohibition of torture is
archetypical of the idea:
. . . that even where law has to operate forcefully, there will
not be the connec
tion that has existed in other times or places between law and
brutality. People
may fear and be deterred by legal sanctions . . . they may even
on occasion be
forced ... to do things or go places against their will. But even
when this
happens, they will not be herded like cattle or broken like
horses; they will not
be beaten like dumb animals or treated as bodies to be
manipulated. Instead,
41. there will be an enduring connection between the spirit of law
and respect for
human dignity — respect for human dignity even in extremis,
where law is at
its most forceful and its subjects at their most vulnerable.43
That the prohibition of torture is a legal archetype means that it
has 'a significance
stemming from the fact that it sums up or makes vivid to us the
point, purpose,
principle, or policy of a whole area of law'.44 For example,
Waldron shows that decisive
court rulings against lesser forms of police brutality — lesser,
that is, than torture —
were made with reference to torture. The similarities with
torture were invoked to
reject those other brutalities. This, of course, would not be
possible if torture itself
became regularised and justified by law, for the similarity with
a regular legal practice
could hardly count against some other practice. As Waldron
puts it:
The idea is that our confidence that what lies at the bottom of
the slope
(torture) is wrong informs and supports our confidence that the
lesser evils
that lie above torture are wrong too.45
Thus, by undermining the archetype of the prohibition of
torture one also undermines
the prohibition of lesser forms of brutality. The whole set of
injunctions against brutal
ity would unravel and the character of the legal system would
be corrupted.46
42. What is so frightening about such a brutalisation of the legal
system is that it is also
the brutalisation of its enforcer — which, in modern societies,
is ultimately the state. It
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Torture — The Case for Dirty Harry and against Alan
Dershowitz 351
is one thing to grant to an individual in a certain situation the
moral justification to
torture another individual; it is a completely different thing to
allow the state to legally
institutionalise torture in certain circumstances. Dirty Harry
has to justify himself not
only morally but also legally. He might face legal charges, and
that might make him
think twice before he tortures someone. This, in fact, ensures
that the slope of the
moral permission of torture in certain cases does not become
too slippery to be accept
able. Dirty Harry takes his decision as an individual, not as an
agent of the state. The
state is not behind him. But if law enforcers can resort to
torture knowing in advance
that the state is behind them, the worst has to be expected — on
a large and inevitably
growing scale. Here it is worth noting that the argument that
43. the prohibition of torture
is an archetype and the argument that the legal introduction of
torture would have a
metastatic tendency reinforce each other. The further the
practice of torture extends,
the more it will undermine the archetypical character of the
prohibition; the more that
happens, the further the practice will extend. It is not only a
slippery slope but also a
slope that on its way down gets exponentially steeper. One of
the functions of the rule
of law is to keep the power of the state under control. But this
doesn't work with any
law. It doesn't work with a brutal or brutalised one. Torture
warrants are indeed a
'stunningly bad idea'.47
Uwe Steinhoff, Department of Politics & International
Relations, University of Oxford
Manor Road, Oxford, OX1 3UQ, UK. [email protected]
NOTES
1 H. Shue, 'Torture' in S. Levinson (ed.) Torture: A Collection
(Oxford: Oxford University Press, 2004),
pp. 49-60, at p. 49.
2 Ibid.
3 Ibid., pp. 5Of.
4 Ibid., p. 51.
5 Henry Shue has meanwhile in conversation distanced himself
somewhat from drawing a parallel between
the prohibition of torture and jus in bello requirements.
44. 6 David Rodin claims that, contrary to torture victims, soldiers
in trenches are not entirely defenceless, for
they could surrender, retreat or dig into deeper trenches; and,
had they been better prepared, they would
have found more protective shelter or been equipped with
longer-range guns (personal communication).
However, had the torture victim been better prepared she might
have escaped or killed herself in order not
to become a torture victim in the first place. But if she indeed
has become a torture victim, she is
defenceless under the torture, as are the soldiers in the trenches
who are not lucky (or good) enough to
have suitable weapons. As to the first point, the torture victim
can surrender too and disclose the
information. Such surrender might not always be accepted, but
likewise the surrender of soldiers in
trenches is not always seen by artillerists miles away or hidden
behind a cloud of smoke. Finally, to suggest
that trench soldiers subjected to heavy artillery fire should in
that situation be able to dig into deeper
trenches seems to be as unrealistic as to suggest that a torture
victim should protect herself by yoga or
meditation techniques.
7 Jeff McMahan thinks that the relevant principle here is not
proportionality but minimal force. (Personal
communication) I disagree, but the disagreement may simply be
a semantic one, namely one about what
'proportionality' means within the context of jus in bello. Be
that as it may, the important point for the
purposes of the present discussion is that an alleged principle
of the immunity of the defenceless plays no
role here.
8 H. Miinkler, Die neuen Kriege (Reinbek bei Hamburg:
Rowohlt, 2003), p. 234, my translation.
46. 19 Jeff McMahan agrees that this person cannot complain under
the circumstances but thinks that this still
does not make him liable to be tortured, the reason being that
'torturing him serves no purpose under the
circumstances'. (Personal communication) However, if he
cannot complain, he cannot be being wronged
(for then he obviously could complain); and I think that the
only possible reason why someone is not
wronged by an attack (for example in the form of torture) is
that he is liable to the attack. In fact, this
seems to be pretty much the meaning of 'liable to attack'.
Besides, if someone unjustly shoots at me and
I shoot back, hitting him in the shoulder, and he continues
shooting and kills me, then my counterattack
has served no purpose under the circumstances (if it had, I
would not be dead). That makes my counter
attack hardly unjust or the attacker not liable to be shot at
(otherwise every unsuccessful defender would
also be an unjust defender, which is absurd).
20 D. Luban, (2005) 'Liberalism and the unpleasant question of
torture', http://ethics.stanford.edu/
newsletter/_old/december/Liberalism%20and%20the%20Unplea
sant%20Question%20Question%20of%
20Torture.doc, accessed on 2 October 2005, electronic
resource. A comparable argument is put forward
by K. Seth, 'Too close to the rack and the screw: constitutional
constraints on torture in the war on
terror', University of Pennsylvania Journal of Constitutional
Law 6 (2003-2004): 278-325.
21 The translation is mine.
22 A. Dorfman, 'The tyranny of terror: is torture inevitable in
47. our century and beyond?' in Levinson (2004)
op. cit., pp. 3-18, at p. 17.
23 Torturing this person would, of course, be a case of self-
preservation and not of self- or other-defence (or
something close to it) as in the Dirty Harry case.
24 That seems to be the position of Shue op. cit., pp. 58f., and
R. A. Posner, R. A. 'Torture, terrorism, and
interrogation' in Levinson (2004) op. cit., pp. 291-298, at pp.
297f.; and it is the position of O. Gross, O.
'The prohibition on torture and the limits of the law' in
Levinson (2004) op. cit., pp. 229-253, esp. at pp.
231 and 239-250.
25 A. Dershowitz, 'Tortured reasoning' in Levinson (2004) op.
cit., pp. 257-280, at p. 257. He emphasises
that that was his question and not the 'old, abstract' one 'over
whether torture can ever be justified', and
he complains about 'misleading' descriptions of his proposals.
Ibid., p. 266. Maybe the next time he
addresses the former question instead of the latter he could
help to avoid 'misleading' descriptions of his
intentions by not using titles like 'Should the Ticking Bomb
Terrorist Be Tortured?' See A. Dershowitz,
Why Terrorism Works: Understanding the Threats, Responding
to the Challenge (New Haven, CT: Yale
University Press, 2002) p. 131.
26 Dershowitz (2004) op. cit., pp. 270f.
27 Ibid., pp. 266f.
28 Ibid., p. 267. ' "Testilying" is a term coined by New York
City police to describe systematic perjury
regarding the circumstances that led to a search, seizure, or
interrogation'. Ibid., p. 278, n. 13.
50. Table of ContentsJournal of Applied Philosophy, Vol. 23, No. 3
(2006) pp. i-ii, 241-385Front MatterEditorial Note [pp. ii-ii]The
Ethics of War: State of the Art [pp. 241-246]Luck, Evidence
and War [pp. 247-257]Defending the Common Life: National-
Defence After Rodin [pp. 259-275]Humanitarian Intervention:
Closing the Gap Between Theory and Practice [pp. 277-
291]Iraq: A Morally Justified Resort to War [pp. 293-310]Moral
Tragedies, Supreme Emergencies and National-Defence [pp.
311-322]Assassination and Targeted Killing: Law Enforcement,
Execution or Self-Defence? [pp. 323-
335]þÿ�þ�ÿ���T���o���r���t���u���r���e���
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���D���i���r���t���y���
���H���a���r���r���y��� ���a���n���d���
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�z��� ���[���p���p���.���
���3���3���7���-���3���5���3���]Torture,
Terrorism and the State: a Refutation of the Ticking-Bomb
Argument [pp. 355-373]Book SymposiumOld War in New
Battles [pp. 375-379]Defending the Indefensible? [pp. 379-
382]A Reply to My Critics [pp. 382-385]Back Matter
Excerpts from Memo to the United States Department of
Defense on Military Interrogation of Alien Unlawful
Combatants
Held Outside the United States
John Woo, Deputy Assistant Attorney General
1. The September 11, 2001 attacks triggered the Nation's right
51. under domestic and international law to use force in self-
defense.
In response, the Government has engaged in a broad effort at
home and abroad to counter terrorism. Pursuant to his
authorities as Commander in Chief, the President in October,
2001, ordered the Armed Forces to attack al Qaeda personnel
and assets in Afghanistan, and the Taliban militia that harbored
them~ Although the, breadth of that campaign has lessened, it
is still ongoing. Congress has provided its support for the use of
forces against those linked to the September 11 attacks, and
has recognized the President's constitutional power to use force
to prevent and deter future attacks both within and outside the
United States.
2. Leaders of al Qaeda and the Taliban, with access to active
terrorist cells and other resources, remain at large. It has been
reported that ·they have regrouped and are communicating with
their members. Given the ongoing threat of 'al Qaeda attacks,
the capture and interrogation of al Qaeda operatives is
imperative to our national security and defense. Because of the
asymmetric nature of terrorist operations, information is
perhaps the most critical weapon for defeating al Qaeda~ Al
Qaeda
.is not a nation-state, and has no single country or geographic
area as its base of operations. It has no fixed, large-scale
military or civilian infrastructure. It deploys personnel,
material, and finances covertly and attacks without warning
using
unconventional weapons and methods.
3. The decision to deploy military force in the defense of U. S.
interests is expressly placed under Presidential authority by the
52. Vesting Clause, U.S. Const. art. I, § 1, cl. 1, and by the
Commander-in-Chief Clause, id., § 2, cl.1.6 The Framers
understood
the Commander-in-Chief Clause to grant the President the
fullest range of power recognized at the time of the ratification
as
belonging to the military commander. ill addition, the structure
of the Constitution demonstrates that any power traditionally
understood as pertaining to the executive-which includes the
conduct of warfare and the defense of the nation-unless
expressly assigned to Congress, is vested in the President.
Article IT, Section I makes this clear by stating that the
"executive
Power shall be vested in a President of the United States of
America." That sweeping grant vests in the President the
"executive power" and contrasts with the specific enumeration
of the powers-those "herein"-granted to Congress in Article I.
.Our reading of the constitutional text and structure are
confirmed by historical practice, in which Presidents have
ordered the
use of military force more than 100 times ·without
congressional authorization, and by the functional consideration
that
national security decisions require a unity in purpose and
energy that characterizes the Presidency alone.
4. One of the core functions of the Commander in Chief is that
of capturing, detaining, and interrogating members of the
enemy. It is well settled that the President may seize and detain
enemy combatants, at least for the duration of the conflict,
and the laws of war make clear that prisoners may be
interrogated for information concerning the enemy, its strength,
and its
plans.. Numerous Presidents have ordered the capture,
53. detention, and questioning of enemy combatants during virtually
every
major conflict in the Nation's history, including recent conflicts
such as the Gulf, Vietnam, and Korean wars. Recognizing
this authority, Congress has never attempted to restrict or
interfere with the President's authority on this score.
5. A…constitutional provision that might be thought relevant to
interrogations is the Eighth Amendment. The Eighth·
Amendment, however, applies solely to those persons upon
whom criminal sanctions have been imposed. As the Supreme
Court has explained, the Cruel and Unusual Punishments Clause
"was designed to protect those convicted of crimes." The
Eighth Amendment thus has no application to those individuals
who have not been punished as part of a criminal proceeding,
irrespective of the fact that they have been detained by the
government. The Eighth Amendment therefore cannot extend to
the detention of wartime detainees, who have been captured
pursuant to the President's power as' Commander in Chief.
6. The doctrine of self-defense permits the use of force to
prevent harm to another person. As Lafave and Scott explain,
"one is
justified in using reasonable force in defense of another person,
even a stranger, when he reasonably believes that the other
is in immediate danger of unlawful bodily harm from his
adversary and that the use of such force is necessary to avoid
this
danger." Id. at 663-64; Ultimately, even deadly force is
permissible, but "only when the attack of the adversary upon the
other person reasonably appears to the defender to be a deadly
attack."
54. 7. First, self-defense requires that the use of force be necessary
to avoid the danger of unlawful bodily harm. Id. at 649. A
defender may justifiably use deadly force if he reasonably
believes. that the other person is about to inflict unlawful death
or
serious bodily harm upon another, and that it is necessary to use
such force to prevent it. Id. at 652. Looked at from the
opposite perspective, the defender may not use force when the
force would be as equally effective at a later time and the
defender suffers no harm or risk by waiting.
8. There can be little doubt that the nation's right to self-
defense has been triggered under our law. The Constitution
announces
that one of its purposes is "to provide for the common defense."
U.S. Canst., Preamble.' Article I, § 8 declares that Congress
is to exercise its powers to "provide for the common Defence."
9. If, however, other options permit the defender to retreat
safely from a confrontation without having to resort to
deadly force, the use of force may not be necessary in the first
place.
10. Second, self-defense requires that the defendant's belief in
the necessity of using force be reasonable. Ifa defendant
honestly
55. but unreasonably believed force was necessary, he will not be
able to make out a successful claim of self-defense. Id. at 654.
Conversely, if a defendant reasonably believed· an attack was to
occur, but the facts subsequently showed no attack was
threatened, he may still raise self-defense. As Lafave and Scott
explain, "one may be justified in shooting to death an
adversary who, having threatened to kill him, reaches for his
pocket as if for a gun, though it later appears that h~ had no gun
and that he was only reaching for his handkerchief." Id. Some
authorities: such as the Model Penal Code, even eliminate the
reasonability element, and require only that the defender
honestly believed-regardless of its unreasonableness-that the
use of
force was necessary.
11. As we have made clear in other opinions involving the war
against al Qaeda, the Nation's right to self-defense has been
triggered by the events of September 11. If a government
defendant were to harm an enemy combatant during an
interrogation in a manner that might arguably violate a criminal
prohibition, he would be doing so in order to prevent further
attacks on the United States by the al Qaeda terrorist network.
In that case, we believe that he' could argue that the executive
branch's constitutional authority to protect the nation from
attack justified his actions. This national and international
version
of the right to self-defense could supplement and bolster the
government defendant's individual right.
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I've pondered for years what to say about the Bush
administration's use of torture in the years
after 9/11. So far I've remained quiet about the issue because
I'm so uneasy about it -- not just
about what the United States has done, but also about the
reactions of nearly everyone who
has commented on it. On one side, the right mocks
mocks
mocks
mocks
mocks those concerned with our actions in that
insufferably smug, proudly parochial tone that has marked
nearly all conservative commentary
about foreign affairs for the past seven years. As far as the right
is concerned, we haven't
tortured anyone, even though the definition of torture accepted
by liberal-democratic nations
around the globe (including the United States until the day
before yesterday) clearly tells us
that we did.
Meanwhile, on the other side, critics
critics
critics
critics
57. critics (often but not always on the left) work
work
work
work
work themselves into an
indignant rage. I share much of their disgust as well as the
conviction
conviction
conviction
conviction
conviction that torture rarely works
as a means of procuring information. At the same time, I find
much of their fury -- like their
tendency to describe senior members of the Bush administration
as war criminals -- much too
easy. The United States did not engage in torture because the
Vice-President's office and the
Justice Department under Bush were populated by sadistic
would-be totalitarians. On the
contrary, we engaged in torture for reasons deeply rooted in the
troubling nature of politics
itself.
In thinking through the complicated issues surrounding torture,
I've looked for guidance to
none other than Leo Strauss. My own views about Strauss and
his influence in the United
States are ambivalent, as you can see here
58. here
here
here
here. But I think he's at his strongest in discussing what
he called the "permanent problems" of politics. This is
especially true of pages 156-164 of
Natural Right and History
Natural Right and History
Natural Right and History
Natural Right and History
Natural Right and History, where he examines the complexities
involved in thinking about
political life in moral terms.
Thinking About Torture
By DAMON LINKER
April 20, 2009
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Strauss begins by noting that Aristotle (in Book 5 of the
Nicomachean Ethics) asserts, with little
59. explanation, that natural right is changeable -- in other words,
that standards of what is right
and wrong vary from time to time and place to place. According
to Strauss, this claim follows
not from historical relativism but rather from the multi-faceted
and ambiguous character of
political morality itself. Simply put, political morality
sometimes means commutative and
distributive justice (what the parts of the political community
deserve or are owed according to
commonly accepted standards of fairness), while at other times
political morality means the
common good (what is required for the political community as a
whole to survive and thrive).
Under normal circumstances, the two parts of political morality
cohere enough that the
tensions between them rarely show themselves. But in extreme
situations -- situations in
which (in Strauss's words) "the very existence or independence
of a society is at stake" -- there
may be "conflicts between what the self-preservation of society
requires and the requirements
of commutative and distributive justice. In such situations, and
only in such situations, it can
justly be said that the public safety is the highest law."
This, in Strauss's view, is what Aristotle meant when he
asserted that natural right is
changeable. Under normal circumstances, the common rules of
political morality tell us that
torture is simply wrong. (The example of torture is mine;
Strauss focuses on espionage.) But in
a sufficiently extreme situation -- when faced with an "an
absolutely unscrupulous and savage
enemy" -- torture may become not merely a permissible evil but
60. a positive good that is
necessary to fulfill the highest law of political morality (which
is the defense of the common
good).
At this point, Strauss attempts to distinguish Aristotle's subtle
and supple understanding of the
mutability of political morality from the similar but morally
distinct views of such writers as
Machiavelli and Carl Schmitt. These latter authors take their
bearings "by the extreme
situations in which the demands of justice are reduced to the
requirements of necessity." They
also seem to "derive no small enjoyment from contemplating
these deviations" and are
unconcerned "with the punctilious investigation of whether any
particular deviation is really
necessary or not." (This pretty much exactly describes the way
the question of torture is
handled by several writers at NRO's The Corner
The Corner
The Corner
The Corner
The Corner and by Abe Greenwald
Abe Greenwald
Abe Greenwald
Abe Greenwald
Abe Greenwald at Commentary's
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Contentions blog.) An Aristotelian statesman, by contrast,
"takes his bearings by the normal
situation and by what is normally right, and he reluctantly
deviates from what is normally
right only in order to save the cause of justice and humanity
itself."
But the need for statesmen to make a decision about when to
deviate from what is normally
right creates a massive problem for decent politics in dark
times. As Strauss writes,
In the end, the statesman needs to rely on his judgment -- on
what Aristotle called practical
wisdom (phronesis) and President Bush (and Stephen Colbert
Stephen Colbert
Stephen Colbert
Stephen Colbert
Stephen Colbert) called his "gut" -- in making the
decision about whether and when and for how long and in what
ways to deviate from what is
normally right in order to "preserve the mere existence or
independence of society" against its
mortal enemies.
62. We all know what President Bush and his advisors decided. In
the wake of 9/11, they (along
with writers such as Charles Krauthammer
Charles Krauthammer
Charles Krauthammer
Charles Krauthammer
Charles Krauthammer) judged militant Islam to be an existential
threat to
the United States. And an existential threat is perhaps the
clearest example of a case in which
normal justice has to give way to the preservation of the
common good at all costs. If we were
truly confronting an existential threat -- a perpetual undetected
ticking time bomb
ticking time bomb
ticking time bomb
ticking time bomb
ticking time bomb -- then it
would have been immoral for those responsible for defending
the common good of the United
States not to torture a high-ranking al-Qaeda operative such as
Abu Zubaydah in order to
extract every last bit of information from him. (Even if torture
rarely works, the fact that it
sometimes does would be quite enough to justify its use in a
genuinely dire situation.)
63. Judging the justice of the Bush administration's policies on
torture thus requires answering a
single (extremely difficult) question: Was the administration
right to believe that militant Islam
posed (and perhaps still poses) an existential threat to the
United States? If the answer is yes,
then its policies may very well have been justified and even
demanded by the circumstances. If
the answer is no, then its leading officials may well have been
guilty of bending or breaking the
law for no good reason -- most likely out of a combination of
ignorance, fear, and paranoia.
There is no principle which defines clearly in what type of cases
the public safety, and in
what type of cases the precise rules of justice, have priority. For
it is not possible to define
precisely what constitutes an extreme situation in
contradistinction to a normal situation.
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So what's the answer? In the months following 9/11, I certainly
thought another spectacular
attack was imminent and seriously pondered the possibility of a
nuclear detonation in New
York City (where I worked, about two miles from Ground Zero)
or Washington -- an event that
would not only kill hundreds of thousands if not millions in an
instant but also wipe out
trillions of dollars of wealth and spark panic in cities around the
64. world. Urban civilization itself
seemed under threat.
Seven-and-a-half years later, such fears seem delusional, no
doubt in large part because there
have been no more attacks on the United States. Is that because
the Bush administration's
much-derided policies thwarted attacks that would have
otherwise been carried out? Or is it
because the threat was never as great as the administration
feared it was? The truth is that I
have no idea. And neither does anyone else writing on the topic.
President Obama probably
knows somewhat more, because he receives classified
intelligence briefings. But we all know
how unreliable those can be.
Ultimately, the retrospective view is the only one that can settle
the question of whether a
statesman's decision to contravene normal justice was truly
moral (i.e., necessary to defend the
common good). Someday, when our conflict with militant Islam
is over, historians with access
to information on both sides -- in Washington, but also in the
Middle East and the borderlands
between Afghanistan and Pakistan -- may be able to reach
something approaching a definitive
answer. But until then, we will have to settle for partial
information and uncertainty about the
Bush administration's actions -- just as we must resign
ourselves to living with uncertainty
about whether the Obama administration is right to reverse the
more aggressive approach of
his predecessor.
(Disclaimer: In drawing on Leo Strauss's ideas in this post, I do
65. not at all mean to contribute to
the inane debate about Strauss's influence Bush administration
policy. In my view, Strauss
provides an insightful analysis of the nature of political life in
general. If his analysis helps us
to make sense of recent events, then that confirms the worth of
the analysis. It doesn't tell us
that the analysis produced or inspired the events, at least
without quite a bit of additional
evidence of influence.)
QUESTION 40
War
We next have to consider war (bellum). And on this topic there
are four questions: (1) Is any sort
of war permitted (licitum)? (2) Are clerics permitted to engage
in war? (3) Are those engaging in war
permitted to use insidious tactics (uti insidiis)? (4) Is it
permissible to engage in war on feast days?
Article 1
Is engaging in war always a sin?
It seems that engaging in war is always a sin (bellare semper sit
peccatum):
Objection 1: A punishment is inflicted only for a sin. But a
punishment for those who wage war
is made known by our Lord—this according to Matthew 26:52
(“Everyone who takes up the sword will
66. perish by the sword”). Therefore, every war is impermissible.
Objection 2: Whatever is contrary to a divine precept is a sin.
But to engage in war is contrary to
a divine precept; for Matthew 5:39 says, “I say to you, do not
resist evil,” and Romans 12:19 says, “Do
not defend yourselves, dearly beloved, but leave room for the
wrath [of God].” Therefore, engaging in
war is always a sin.
Objection 3: Nothing except a sin is contrary to an act of
virtue. But war is contrary to peace.
Therefore, war is always a sin.
Objection 4: As is clear in the case of training in the sciences, a
training exercise for what is
permitted is itself permitted (exercitium ad rem licitam est
licitum). But the training exercises for wars
that take place in tournaments are prohibited by the Church,
since those who die in training of this sort
are denied a Church burial. Therefore, war seems to be a sin
absolutely speaking.
But contrary to this: In his sermon De Puero Centurionis
Augustine says, “If the Christian way
of life faulted war altogether, then in the Gospel those seeking
advice about salvation would have been
told to abandon their weapons and remove themselves altogether
from the military. Instead, they are
told, ‘Do violence to no one, and be satisfied with your pay’
(Luke 3:14). He was not forbidding military
service to those whom he told that their pay should suffice.”
I respond: In order for a war to be just, three things are
required.
First, the authority of the ruler by whose command the war is to
67. be waged. For it does not belong to
a private person to start a war, because he can pursue his own
claim (ius suum) in the tribunal of a
superior; again, and similarly, it does not belong to a private
person to convene a multitude, which has to
be done in the case of a war. Since the care of the republic is
committed to the rulers, it belongs to them
to safeguard the republic that is subject to them, whether it be a
city or a kingdom or a province. So just
as the rulers are permitted to defend the republic by the material
sword against internal disturbances
when they punish malefactors—this according to Romans 13:4
(“Not without cause does he carry the
sword; for he is God’s minister, an avenger of God’s anger
against those who do evil”)—so, too, it
belongs to them to protect the republic from external enemies
with the sword of war. Hence, in Psalm
81:4 the rulers are told, “Rescue the poor man, and liberate the
needy man from the hand of the sinner.”
This why Augustine says in Contra Faustum, “The natural order,
as accommodated to peace among
mortal men, demands that the authority to undertake war and the
planning for war should lie with the
rulers.”
Second, a just cause is required, so that, namely, those who are
brought under attack deserve the
attack because of some fault. Hence, in Quaestiones in
Heptateuch Augustine says, “Just wars are
normally defined as wars that avenge injuries, where the nation
or city to be punished is one that has
either neglected to make amends for what was done unjustly by
its subjects or refused to restore what
was lost through injury.”
68. Part 2-2, Question 40 286
Third, it is required that those who engage in the war have an
upright intention (ut sit intentio
bellantium recta)—more specifically, one by which they intend
to promote the good and to avoid evil.
Hence, in De Verbis Domini Augustine says, “In the eyes of the
true worshipers of God, those wars are
peaceful which are waged not out of disordered desire or out of
cruelty, but with a zeal for peace, so that
evil men might be restrained and good men might be lifted up.”
Now it can happen that even if the
authority of the one declaring the war is legitimate and the
cause is just, the war is nonetheless rendered
impermissible because of a depraved intention. For in Contra
Faustum Augustine says, “A disordered
desire to do harm, a cruel thirst for vengeance, a restless and
implacable mind, a savage spirit of
rebellion, a lust for domination, and other such things: these are
the sorts of things that are rightly
condemned in war.”
Reply to objection 1: As Augustine says in Contra Manicheos
2, “He who ‘takes up the sword’ is
the one who arms himself to spill someone’s blood without any
higher or legitimate authority either
ordering him to do it or permitting him to do it.” By contrast,
when someone who uses the sword (a) on
the authority of a ruler or judge (in the case of a private person)
or (b) out of a zeal for justice and, as it
were, by God’s authority (in the case of a public person), he is
not ‘taking up’ the sword himself but is
using the sword that has been commissioned to him by someone
else. Hence, he ought not to be
69. punished.
Still, it is not the case that even those who use the sword with
sin are always killed by the sword.
However, they do always perish by their very sword, since,
unless they repent, they are punished
eternally for the sin of the sword.
Reply to objection 2: As Augustine says in De Sermone Domini
in Monte, the precepts are always
to be preserved in preparing one’s mind, so that, namely, a man
is always prepared not to resist or not to
defend himself, if this is required. But he must sometimes act
otherwise for the sake of the common
good and even for sake of the good of those with whom he is
fighting. Hence, in Epistola ad
Marcellinum Augustine says, “Many things have to be done
against the will of those whom we have to
punish with a certain benign harshness. For one from whom the
license of wickedness is snatched away
is being conquered to his own advantage, since nothing is more
unhappy than the ‘happiness’ of sinners,
which nourishes a punishable impunity and strengthens a bad
will like an internal enemy.”
Reply to objection 3: Those who wage just wars intend peace.
And so those wars are opposed
only to the sort of bad peace that, as Matthew 10:34 points out,
our Lord did not come to bring into the
world. Hence, in Ad Bonifacium Augustine says, “It is not the
case that peace is sought in order that war
might be waged; rather, war is waged in order that peace might
be acquired. Therefore, be peaceful
when engaging in war, in order that, by subduing those whom
you are fighting against, you might lead
them the benefits of peace.”
70. Reply to objection 4: Not all training exercises for war that
men engage in are prohibited, but just
those exercises that are disordered and dangerous and result in
killing and plundering. Now as is clear
from Jerome in one of his letters, among the ancients there were
training exercises for war without
dangers of the sort in question, and so they were called
‘preparations for arms’ or ‘wars without blood’.
Article 2
Are clerics and bishops permitted to fight in a war?
It seems that clerics and bishops are permitted to fight in a war
(clericis et episcopis liceat
pugnare):
Objection 1: As has been explained (a. 1), wars are just and
permitted to the extent that they
safeguard the poor and the whole republic from being injured by
enemies. But this seems to pertain to
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prelates most of all; for in one of his homilies Gregory says,
“The wolf comes upon the sheep when any
unjust and rapacious man oppresses any of the faithful and the
humble. But he who was thought to be a
shepherd, and was not, leaves the sheep and flees, because when
he fears danger for himself from the
wolf, he does not undertake to resist its injustice.” Therefore, it
is permissible for prelates and clerics to
fight.
71. Objection 2: In Decreta 23, q. 8 Pope Leo writes, “When
adverse news was coming more and
more frequently from the side of the Saracens, some said that
the Saracens would come to the port of
Rome secretly and covertly. For this reason, we ordered our
people to congregate and told them to go
down to the seashore.” Therefore, it is permissible for bishops
to go into war.
Objection 3: It seems that a man’s doing something is the same
in nature as his consenting to
someone else’s doing it—this according to Romans 1:32 (“Not
only are those who do these things worthy
of death, but also those who consent to their doing them”). And
someone who induces others to do
something consents most of all. But it is permissible for
bishops and clerics to induce others to engage in
war; for Decreta 23, q. 8 says, “At the urging and supplication
of Adrian, the bishop of Rome, Charles
went to war against the Lombards.” Therefore, it is likewise
permissible for them to fight.
Objection 4: What is upright and meritorious in its own right is
permissible for prelates and
clerics. But to engage in war is sometimes both upright and
meritorious; for Decreta 23, q. 8 says, “If a
man has died for the truth of the Faith, or to save his country, or
in the defense of Christians, He will
receive from God a heavenly reward.” Therefore, it is
permissible for bishops and clerics to engage in
war.
But contrary to this: In Matthew 26:52 Peter, who is standing
in for bishops and clerics, is told,
“Put your sword back into its sheath.” Therefore, they are not
72. permitted to fight.
I respond: Many things are necessary for the good of a human
society. Now as is clear from the
Philosopher in his Politics, diverse roles are better and more
expeditiously played by diverse individuals
rather than by one individual. And certain roles are in such
tension (sunt adeo sibi repugnantia) with one
another that they cannot be appropriately played
simultaneously. And so lesser things are forbidden to
those who are entrusted with greater things; for instance,
according to human laws, soldiers, who are
entrusted with the exercise of war, are forbidden to engage in
commerce.
Now the exercise of war is especially in tension with the roles
that are assigned to bishops and
clerics, and this for two reasons.
The first, and more general, reason is that the exercise of war is
accompanied by a very high degree
of disquiet, and so it greatly impedes the mind from
contemplating divine things and praising God and
praying for the people, all of which belong to the role of a
cleric. And so just as commerce is forbidden
to clerics because it ties one’s mind up too much, so too is the
exercise of war—this according to
2 Timothy 2:4 (“No man who is fighting for God ties himself up
in secular matters”).
Second, this is so for a special reason. For all the orders of
clerics are ordered toward the ministry
of the altar, in which Christ’s passion is represented under the
sacrament—this according to
1 Corinthians 11:26 (“As often as you eat this Bread and drink
this Cup, you proclaim the death of the
73. Lord, until He comes”). And so it does not befit clerics to kill
or to spill blood; instead, it befits them to
be prepared for the pouring out of their own blood for the sake
of Christ, in order that they might imitate
in deed what they do by their ministry. And for this reason it
has been decreed that those who spill
blood, even without sin, are irregular. But no one who is
assigned an office is permitted to do what
renders him unfit for his office. Hence, clerics are not at all
permitted to engage in war, which is ordered
toward the spilling of blood.
Reply to objection 1: Prelates must resist not only the wolves
who kill their flock spiritually, but
also pillagers and tyrants who harm them corporeally. However,
they do this by using spiritual weapons
and not by using material weapons in their own person—this
according to the Apostle in 2 Corinthians
10:4 (“The weapons of our warfare are not bodily, but
spiritual”). The spiritual weapons in question are,
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for instance, beneficial admonitions, devout prayers, and the
sentence of excommunication against those
who are obstinate.
Reply to objection 2: Prelates, along with clerics by the
authority of their superior, are able to be
involved in wars—not that they might fight with their own
hands, but in order that they might, by their
exhortations, absolutions, and other types of spiritual help, give
spiritual assistance to those fighting a
just war (iuste pugnantibus)—just as in the Old Law it was
74. mandated that the priests should sound the
sacred trumpets in battle (Numbers 10:9). It was for this reason
that bishops or clerics were first
permitted to proceed into battle. However, it is an abuse of this
permission for any of them to fight with
his own hands.
Reply to objection 3: As was established above (q. 23, a. 4),
every power or skill or virtue to
which the end pertains has to dispose the means to that end.
But within a faithful people, carnal wars
must be referred to the divine spiritual good as an end, and
clerics are assigned to the divine spiritual
good. And so it belongs to the clerics to dispose and induce
others to fight just wars. For they are
prohibited from engaging in war not because it is a sin to
engage in war, but because such an exercise on
their part does not befit their public persona (personae non
congruit).
Reply to objection 4: Even though it is meritorious to take part
in a just war, it is nonetheless
rendered impermissible for clerics because they are assigned to
more meritorious works. In the same
way, the marriage act is able to be meritorious, and yet it is
rendered damnable for those who have vowed
virginity, and this because of their obligation to a greater good.
Article 3
Is it permissible to use insidious tactics in war?
It seems that it is not permissible to use insidious tactics (uti
insidiis) in war:
Objection 1: Deuteronomy 16:20 says, “You shall pursue justly
that which is just.” But since