The refusal of the United States to consider itself bound by the recent decision in the Case Concerning Military and Paramilitary Activities in and against Nicaragua, coupled with the earlier termination of its adherence to Article 36(2) of the Statute of the International Court of Justice, has sparked a small storm of controversy and concern. Part of this concern involves how the United States, presumably a law-abiding and law-respecting nation, could possibly bring itself to snub the International Court of Justice and, by extension, the ideal of international law. Another part of this concern involves the likely consequences of the United States move on the vitality of the Court as the focal institution of a slowly evolving system of international law. A less obvious concern, but arguably one of paramount importance, calls into question the wisdom of insisting that the ICJ retain its optional compulsory jurisdiction. It is this less obvious concern that we propose to discuss here.
This article evaluates the effectiveness of traditional state primary classification schemes as tools for the study of state primary systems. It calls into question the traditional categories (open, closed, and blanket) and analyzes the validity of research based on these categories. It is also argued that alternative classification schemes fail to overcome problems endemic to the traditional scheme. The authors introduce as a corrective the notion of "subject-relevance"—the notion that primary classifications must be made through the use of criteria relevant to specific end-view studies of state primaries. The authors conclude that state primary classification schemes have an acceptable heuristic function only if the requirement of subject-relevance is followed in their construction and only if the limitations of subject-relevance are acknowledged in their future use.
This study presents methods to create past, recent and alternate scenarios for an ecologically sensitive and development prone area in a sub-tropical coastal spit. A variety of geodesign tools were used for creating interactive 3d representations of the digital earth at a local scale. The geodesign tools included existing and archived high-resolution active and passive remote sensing datasets, existing, derived and digitised spatial layers together with products of procedural modelling. The 3d representations in virtual environments of different scenarios were further converted to a diverse variety of digital formats to enable their visualisation across diverse media that included interactive 3d scenes in geographical information systems (GIS), interactive web scenes on web browsers (desktops and smart devices), fly-through in generic movie formats and real 3d visualisation in the CAVE2 environment. This study discusses the utility of all the resources for planning curriculum and the potential of these resources to facilitate an understanding of alternate scenarios for citizens, stakeholders and new learners. Finally, this study evaluates sources while critically discussing openly shared resources in the context of collaborative planning with citizens, educators, students and planners.
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