Originally presented as the author's thesis (PhD)--Wilhelms-Universität Münster, 2008. / Includes bibliographical references and index.

Thesis (J.S.M.)--Stanford University, 2009. / Submitted to the Stanford Program in International Legal Studies at the Stanford Law School, Stanford University. "April 2009." Includes bibliographical references (leaves 78-82). Abstract available online.

Thesis (Ph.D.)--York University, 2005. Graduate Programme in Political Science. / Typescript. Includes bibliographical references (leaves 260-268). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11565

Thesis (doctoral)--Universität, Münster (Westf.), 2008. / Includes English summary. Includes bibliographical references and index.

Alternative Provision, as a sector, is well positioned to offer a remarkable opportunity to cultivate a young person’s humanity through care and challenge. Where practitioners embrace responsibility for young people and their environment, and honour context and complexity, they can mobilise the present as a rich source of possibility and agency. There needs to be a clear understanding of the contribution that Alternative Provision can make to young people’s lives and how this relates to practice and policy perceptions of effectiveness. Yet because it is difficult to know, track, manage and regulate, Alternative Provision remains largely uninspected and unregulated, with lack of clarity in purpose holding back the potential to inspire change in pupil perception and experience. On top of these issues, schools face the challenge of being held directly accountable for Alternative Provision they commission for their pupils, and responsible for ensuring that it is suitable, safe and effective. Research into current practice and theory is needed to help schools and policy makers fulfil their mandates at a time when policy makers are at the cusp of re-designing the field. At these key beginnings of re-design for Alternative Provision in England, this ethnographic study offers to fill that research gap through a conceptualisation of practitioner approaches in one Alternative Provision site over an academic year, that led to pupil well-being, a sense of belonging and further training or employment. These outcomes, alongside the practitioner approaches of mutually transforming empathic engagement and mission, I argue, are central to sound thinking about Alternative Provision. The process involved – licensed chaos – with its authorised release of pupils into play, immersion, risk taking and ownership, is presented as one way of embodying this journey and is offered here as a model of process on which other schools could build their own. Methodological contributions are made through the exploration of life writing as ontology and as a way of communicating the ever-present realities for many pupils attending Alternative Provision. Critical reflection and acknowledgement of the researcher’s role and transformation through the research process is shared. Reciprocal virtual ethnography is explored and put forward as an effective means of researching young people in Alternative Provision. This thesis tells a story of lives and learning that further humanises and empowers the field of Alternative Provision and its commissioning schools.

Den traditionella substantialistiska tolkningen av imago dei bygger på tanken att människan är väsenskiljd och unik i förhållande till övriga skapelsen i kraft av vissa kognitiva egenskaper. Darwins evolutionslära problematiserar denna antropologi. Detta ställer nya teologiska frågor kring mänsklig unicitet och hur imago dei, ska förstås.  I uppsatsen diskutterar och pekar jag på en riktning för hur ett nytt imago dei kan förstås. Jag argumenterar för valet av en relationell tolkning av ett (luthersk) imago dei.

The present interview makes a recount of some events that occurred during the internal armed conflict in our country. Also, the interviewer gives his opinion about the position of the Peruvian State regarding the Interamerican Court of Human Rights. / La presente entrevista busca realizar un recuento de algunos sucesos ocurridos durante el conflicto armado interno en nuestro país y sobre el aporte de la Comisión de Verdad y Reconciliación. Además, el entrevistado expresa su opinión acerca de la posición del Estado Peruano frente a la Corte Interamericana de Derechos Humanos.

Is the Kantian Universalization Demand a Suficient Procedure forthe Establishment of Moral-Ethical Contents? Some Considerations Regardinga Negative Answer to this Question”. In this article we analyze the thesis thatclaims the suficiency of the Kantian universalization procedure expressed inthe categorical imperative of the general law (Groundwork of the Metaphysics ofMorals) to determine the content of morality, with the aim of holding that thisthesis contradicts Kant’s inal conception of Ethics as it is expounded in Metaphysicsof Morals, insofar as it is structured upon the normative priority of theend of humanity”. The effective adoption of this end –or practical principle– isa necessary condition for the ascription of morality and for the determination ofthe content” of the moral law”. In order to achieve this aim, we analyze two ofthe most inluential interpretations that are at the base of the aforementionedthesis, v.gr., John R. Silber’s, in Procedural Formalism in Kant’s Ethics”, andHenry E. Allison’s in Morality and Freedom: Kant’s Reciprocity Thesis”. / En este artículo se analiza la tesis acerca de la suiciencia del procedimientode universalización presente en el imperativo categórico de la leygeneral (Fundamentación de la metafísica de las costumbres) para determinarel contenido de la moralidad, con el in de sostener que esta tesis se contradicecon la concepción inal de la ética kantiana en la Metafísica de las costumbres,en la medida en que ella se estructura en base a la prioridad normativa del inde la humanidad”, cuya adopción efectiva por parte de los agentes es condiciónnecesaria para la adscripción de moralidad y para la determinación del contenido”de la ley moral”. Con este propósito, se analizan críticamente dos de laslecturas más inluyentes que están a la base de tal tesis, a saber, la de John R.Silber en Procedural Formalism in Kant’s Ethics”, y la de Henry E. Allison enMorality and Freedom: Kant’s Reciprocity Thesis”.

Magister Legum - LLM / The precise legal definition of crimes against humanity has always been elusive since their first codification in the IMT Charter in 1945. Jurisprudence applying the definition has reflected the uncertainty especially with regard to the contextual element that requires that crimes against humanity should be committed pursuant to some form of a policy of a state or organisation: The Policy Element. In the 1990s the ICTY in its early Decisions exhibited an inclination to broaden the scope of the application of crimes against humanity by downgrading the Policy Element to cover states and non-state actors in asymmetric armed conflicts. In 2002, this tendency culminated in the complete abandonment of the Policy Element requirement. Eminent international criminal law scholars are divided whether the ICTY was correct or not. At the same time, Article 7(2) (a) of ICC Statute has expressly provided for a downgraded Policy Element that somehow resonates with the ICTY as it covers states and organisations. In 2010, the Situation in the Republic of Kenya presented the ICC with a question whether the concept of organisation in Article 7(2) (a) of the Statute covers organisations generally or only state-like organisations. The Majority Decision resonated with the more recent jurisprudence of the ICTY and held that it covered all organisations. The Dissenting Opinion, however, restricted the Policy Element to only state-like organisations. This Research agrees with the recent ICTY position that has been reflected by the Majority Decision and postulates that the Policy Element should not be a requirement for crimes against humanity.

The thesis of a theoretical character deals with the cultivation of humanity as a task of education. The work summarizes the areas affecting the topic of humanity and education. Firstly, the work describes the meaning of humanity which is present in one of modern philosophical disciplines called philosophy of education. It also introduces the educational process forming an integrated system of precise rules. Within the process, factors forming the process are described. These are: educator who is a guide in the educational process; the educated person who is not only the object but also the subject of the process; environment which plays a significant role in education and involves a variety of participants. The last part of the thesis deals with education as a process of humanization and describes various aspects affecting the process of humanization.