European Society of Anaesthesiology.

War and it's inherent problems, like the relation of absolute and real war, theory and practice, the primacy of politics, the enigma of the first chapter, and the dialectics of attack and defense. Clausewitz's analysis of these war campaigns are the cornerstones of On War and redounded to the 'wondrous trinity', which is the basis for a general theory of war and which is quite different from the so-called trinitarian war.

This article is an examination of the issue of whether the age of electoral majority should be lowered to sixteen.We consider and reject several arguments raised by both sides of the voting age debate.The key issue, we claim, is the political maturity of young people. Drawing on empirical data collected in nationally representative surveys, we argue that the weight of such evidence suggests that young people are, to a significant degree, politically less mature than older people, and that the voting age should not be lowered to sixteen.

No abstract

Should the state collaborate with religious organisations in the provision of schooling – and if it does, how much room is there for compromise on curriculum, pedagogy, staffing and admissions? How should the regulation of state‐maintained faith schools differ from the regulation of other state‐maintained schools? How, if at all, should the state regulate faith‐based education in the independent sector and in the home? In this groundbreaking pamphlet, Matthew Clayton, Andrew Mason, Adam Swift and Ruth Wareham tackle these questions head on. They advocate an outright ban on (confessional) religious instruction in state‐funded schools, along with a universal entitlement to an adequate programme of civic, religious, ethical and moral education. They argue that it is acceptable for schools to have a ‘faith ethos’, and to select up to 50% of pupils on the basis of faith, as long as steps are taken to safeguard the development of children’s autonomy. And they propose that faith schools in the independent sector should only retain their charitable status if they submit to the same regulation as those in receipt of state funding. How to regulate faith schools is a bold, compelling and timely intervention in the public debate about faith‐based education in the UK. The author’s policy recommendations are coherent, cogent and sensitive to the real‐world constraints under which education policy is made. The result is a powerful regulatory framework that is both rigorously justified and practically feasible.