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Armed Forces Bill 2021 Summary
Headline can be Armedon three Forces lines Bill 2021 Title Summary Sub-title or short context to document Armed Forces Bill 2021 – Summary Background Since the Bill of Rights 1688, the legislation making the provision necessary for the Armed Forces to exist as a disciplined force has been subject to regular renewal by an Act of Parliament. The next renewal is needed by the end of 2021. The primary purpose of these Acts is to provide for the continuation for a further period of up to five years of the legislation enabling the Armed Forces to be recruited and maintained as disciplined bodies; that legislation is the Armed Forces Act 2006.The 2006 Act introduced a single system of law and the Service Justice System that applies to all Service personnel wherever in the world they are operating. The 2006 Act was implemented in 2009, replacing three separate Service Discipline Acts that dated back to the 1950s. The 2006 Act continues to serve our Armed Forces well and subsequent Armed Forces Acts have brought the 2006 Act up to date for the contemporary needs of the Services. In 2017, in preparation for this Bill, MOD commissioned an independent review of the Service Justice System (SJS) to ensure that it continues to be transparent, fair and efficient. The review made 79 recommendations for improvement and the Bill includes provision to implement a few of these which require primary legislation. In common with other five-yearly Bills, this one contains a small number of proposals which fall outside the ambit of Service discipline. -
STUDY GUIDE Prepared by Maren Robinson, Dramaturg
by Susan Felder directed by William Brown STUDY GUIDE Prepared by Maren Robinson, Dramaturg This Study Guide for Wasteland was prepared by Maren Robinson and edited by Kerri Hunt and Lara Goetsch for TimeLine Theatre, its patrons and educational outreach. Please request permission to use these materials for any subsequent production. © TimeLine Theatre 2012 — STUDY GUIDE — Table of Contents About the Playwright ........................................................................................ 3 About the Play ................................................................................................... 3 The Interview: Susan Felder ............................................................................ 4 Glossary ............................................................................................................ 11 Timeline: The Vietnam War and Surrounding Historical Events ................ 13 The History: Views on Vietnam ...................................................................... 19 The Context: A New Kind of War and a Nation Divided .............................. 23 Prisoners of War and Torture ......................................................................... 23 Voices of Prisoners of War ............................................................................... 24 POW Code of Conduct ..................................................................................... 27 Enlisted vs. Drafted Soldiers .......................................................................... 28 The American -
The Armed Forces Bill 7 DECEMBER 2005 Bill 94 of Session 2005-2006
RESEARCH PAPER 05/86 The Armed Forces Bill 7 DECEMBER 2005 Bill 94 of Session 2005-2006 The Armed Forces Bill (Bill 94 of Session 2005-06) was presented on 30 November 2005. Second Reading is scheduled for 12 December 2005. The intention of the Bill is to consolidate and modernise the provisions of the three Service Discipline Acts: the Army Act 1955, the Air Force Act 1955 and the Naval Discipline Act 1957. These Acts will be repealed on the passage of this Bill into law. This paper should be read in conjunction with Library Research Paper RP05/75, Background to the Armed Forces Bill, 11 November 2005, which provides an outline of the current disciplinary system, some pre- legislative comments and sets out a number of issues that may be the subject of discussion as this Bill progresses. Claire Taylor INTERNATIONAL AFFAIRS AND DEFENCE SECTION HOUSE OF COMMONS LIBRARY Recent Library Research Papers include: List of 15 most recent RPs 05/71 The EU Accession Bill [Bill 51 of 2005-06] 26.10.05 05/72 Afghanistan – The Culmination of the Bonn Process 26.10.05 05/73 The Council Tax (New Valuation Lists for England) Bill 01.11.05 [Bill 57 of 2005-06] 05/74 Economic Indicators, November 2005 01.11.05 05/75 Background to the Forthcoming Armed Forces Bill 11.11.05 05/76 Unemployment by Constituency, October 2005 16.11.05 05/77 Equality Bill [Bill 85 of 2005-06] 17.11.05 05/78 Northern Ireland (Offences) Bill [Bill 81 of 2005-06] 17.11.05 05/79 The Health Bill: Part I Smokefree premises, places and 22.11.05 vehicles [Bill 69 of 2005-06] 05/80 The -
Relay Celebrates Life
A W A R D ● W I N N I N G jmillers.com 934-6200 Gulf Breeze ● Pensacola ● Destin 50 ¢ May 1, 2008 Tennis state champs! Kasler, Pfeifler bring crowns to Gulf Breeze Local principals support 3-tier plan last week. The main reason for according to Santa Rosa School any way to help with the budget PAM BRANNON Gulf Breeze News 2008 school times the three-tier scheduling is to District administrators. crunch.” [email protected] School Start Fin. save money on school buses. “Our starting time next year Oriole Beach Elementary Staggered start and finish times will only be 30 minutes earlier also is making a 35-minute page GB Middle 7:15 1:45 Woodlawn Middle 7:15 1:45 require fewer buses. than this year,” Gulf Breeze change in next year’s schedule. 1C Gulf Breeze Middle School GB Elementary 8:15 2:45 With more time between Elementary School principal “I have not heard one single 1C students will hear their first Oriole Beach Elem 8:15 2:45 school starting times, many Karen Murray said. negative comment from any staff school bell ring each day at 7:15 GB High 9:15 3:45 buses can be used for as many “We have been staggering member or parent about the a.m. beginning next August, as three routes each morning start times in Gulf Breeze any- schedule change next year,” while Gulf Breeze Elementary classes until 9:15 each day. and again each afternoon, way, with the schools here and Oriole Beach principal Dawn Alt PAG E 1D students will start their school The new starting times are resulting in a need for about 50 the buses trying to service each said. -
Topic Key Foci Suggested Tasks/ Homework Information the Political
Topic Key Foci Suggested Tasks/ Homework Information The Political Nation and the social What was the Political Nation? Mind map THE POLITICAL NATION: The Pages 1-8 basis of power Social basis of power Monarch, Basis of Power, Political Importance of land ownership and rival forms of Nation Revision Guide Page 6 wealth James I and Charles I: character, Characters of James and Charles Produce a table showing the Pages 9-16 court and favourites Shape and style of monarchies- each monarchs views differences in James and Charles’ view Favourites especially Buckingham on monarchy Revision Guide Pages 7-9 19. Crown and Political Nation, 1604-1640 The finances of the Crown and Financial weaknesses of the Crown- causes Construct a timeline from 1603-1629 Pages 17-26 attempts at reform Attempts to reform and strengthen royal finances that shows all attempts by both kings during James’ reign to reform and improve crown finances- Revision Guide Pages 10-13 Great Contract colour code successes in green and Attempts to reform and strengthen royal finances failures in red during Charles reign Forced Loan Religion and religious divisions Challenges to James’ church from Catholics Mind map JAMES I AND RELIGION: Pages 27-36 Challenges to James’ church from Puritans Puritans, Scottish Kirk, Catholics Hampton Court Conference Revision Guide Pages 14-17 Bancroft’s Canons Mind map RELIGIOUS ISSUES UNDER Development of Arminianism CHARLES: Charles’ religious views, 18. Street Wars of Religion: Puritans and Charles’ favouring of Arminianism -
The English Civil Wars a Beginner’S Guide
The English Civil Wars A Beginner’s Guide Patrick Little A Oneworld Paperback Original Published in North America, Great Britain and Australia by Oneworld Publications, 2014 Copyright © Patrick Little 2014 The moral right of Patrick Little to be identified as the Author of this work has been asserted by him/her in accordance with the Copyright, Designs and Patents Act 1988 All rights reserved Copyright under Berne Convention A CIP record for this title is available from the British Library ISBN 9781780743318 eISBN 9781780743325 Typeset by Siliconchips Services Ltd, UK Printed and bound in Denmark by Nørhaven A/S Oneworld Publications 10 Bloomsbury Street London WC1B 3SR England Stay up to date with the latest books, special offers, and exclusive content from Oneworld with our monthly newsletter Sign up on our website www.oneworld-publications.com Contents Preface vii Map of the English Civil Wars, 1642–51 ix 1 The outbreak of war 1 2 ‘This war without an enemy’: the first civil war, 1642–6 17 3 The search for settlement, 1646–9 34 4 The commonwealth, 1649–51 48 5 The armies 66 6 The generals 82 7 Politics 98 8 Religion 113 9 War and society 126 10 Legacy 141 Timeline 150 Further reading 153 Index 157 Preface In writing this book, I had two primary aims. The first was to produce a concise, accessible account of the conflicts collectively known as the English Civil Wars. The second was to try to give the reader some idea of what it was like to live through that trau- matic episode. -
The Art of War in the Middle Ages, A.D. 378-1515
Digitized by the Internet Archive in 2007 with funding from IVIicrosoft Corporation http://www.archive.org/details/artofwarinmiddleOOomanuoft otl^xan: ^rt§e ^ssag 1884 THE ART OF WAR IN THE MIDDLE AGES PRINTED BY HORACE HART, PRINTER TO THE UNIVERSITY THE ART OF WAR [N THE MIDDLE AGES A.D. 37^—15^5 BY C. W. C. OMAN, B.A. FELLOW OF ALL SOULS COLLEGE WITH MAPS AND PLANS OXFORD B. H. BLACKWELL, 50 BROAD STREET LONDON T. FISHER UNWIN, 26 PATERNOSTER SQUARE 1885 [^// rights reserved '\ O/M The Author desires to acknowledge much kind help received in the revision and correction of this Essay from the Rev. H. B. George, of New College, and Mr. F. York Powell, of Christ Church. 6/ 37 05 , — — CONTENTS. PAGE ' Introduction . i CHAPTER 1. The Transition from Roman to Medieval forms in War (a.d. 378-582). Disappearance of the Legion.—Constantine's reorgajiization. The German tribes . — Battle of Adrianople.—Theodosius accepts its teaching.—Vegetius and the army at the end of the fourth century. —The Goths and the Huns. Army of the Eastern Empire.— Cavalry all-important . 3— 14 CHAPTER n. The Early Middle Ages (a.d. 476-1066). Paucity of Data for the period.—The Franks in the sixth cen- tury.—Battle of Tours.—^Armies of Charles the Great. The Franks become horsemen.—The Northman and the Magyar.—Rise of Feudalism.—The Anglo-Saxons and their wars.—The Danes and the Fyrd.—Military importance of the Thegnhood.—The House-Carles.—Battle of Hastings . Battle of Durazzo 15 — 27 W — VI CONTENTS. -
The Levellers' Conception of Legitimate Authority1 a Concepção
The Levellers’ Conception of Legitimate Authority1 A Concepção de Autoridade Legítima dos Levellers Eunice Ostrensky2 Universidade de São Paulo (Brasil) Recibido: 28-04-17 Aprobado: 30-08-17 Abstract This article examines the Levellers’ doctrine of legitimate authority, by showing how it emerged as a critique of theories of absolute sovereignty. For the Levellers, any arbitrary power is tyrannical, insofar as it reduces human beings to an unnatural condition. Legitimate authority is necessarily founded on the people, who creates the constitutional order and remains the locus of political power. The Levellers also contend that parliamentary representation is not the only mechanism by which the people may acquire a political being; rather the people outside Parliament are the collective agent able to transform and control institutions and policies. In this sense, the Levellers hold that a highly participative community should exert sovereignty, and that decentralized government is a means to achieve that goal. Key-words: Limited Sovereignty, Constitution, People, Law, Rights. 1 I am very grateful to Kinch Hoekstra, Daniel Lee and George Wright, who discussed an earlier version of this paper. This research was financially supported by the Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP), 2015/05521-4. 2 ([email protected]). Profesora en el Departamento de Ciencia Política de la Universidade de São Paulo, Brasil. Sus principales líneas de investigación en teoría política moderna son: democracia y república, soberania, derecho de resistencia, liberalismo. Sus últimas publicaciones son: “As várias faces de um ator político (Revista Latinoamericana de Filosofia, v. XXXVII, p. 167-188, 2011), “Maquiavel: a ambição e o dilema das leis agrárias”(Revista Lua Nova, en prensa); “Teóricos políticos e propostas constitucionais (1645-1667) (Revista Brasileira de Ciências Sociais, en prensa). -
Public Danger
DAWSON.36.6.4 (Do Not Delete) 8/19/2015 9:43 AM PUBLIC DANGER James Dawson† This Article provides the first account of the term “public danger,” which appears in the Grand Jury Clause of the Fifth Amendment. Drawing on historical records from the seventeenth and eighteenth centuries, the Article argues that the proper reading of “public danger” is a broad one. On this theory, “public danger” includes not just impending enemy invasions, but also a host of less serious threats (such as plagues, financial panics, jailbreaks, and natural disasters). This broad reading is supported by constitutional history. In 1789, the first Congress rejected a proposal that would have replaced the phrase “public danger” in the proposed text of the Fifth Amendment with the narrower term “foreign invasion.” The logical inference is that Congress preferred a broad exception to the Fifth Amendment that would subject militiamen to military jurisdiction when they were called out to perform nonmilitary tasks such as quelling riots or restoring order in the wake of a natural disaster—both of which were “public dangers” commonly handled by the militia in the early days of the Republic. Several other tools of interpretation—such as an intratextual analysis of the Constitution and an appeal to uses of the “public danger” concept outside the Fifth Amendment—also counsel in favor of an expansive understanding of “public danger.” The Article then unpacks the practical implications of this reading. First, the fact that the Constitution expressly contemplates “public danger” as a gray area between war and peace is itself an important and unexplored insight. -
MMCW Handbook
HANDBOOK TO UNDERSTANDING THE MICHIGAN MILITIA CORPS WOLVERINES (M.M.C.W.) MILITIA: An unorganized, well-regulated, and independent Citizen militia. PURPOSE: To establish the historical and Constitutional precedent for the establishment of the Michigan Militia Corps, Wolverines. To explain its mission and goals and to explain the organizational structure of the Wolverines. “A well regulated militia, being necessary to the security of a Free State, the right of the people to keep and bear arms , shall not be infringed.” [Amendment 2 of the united States Bill of Rights]. “Every person has a right to keep and bear arms for the defense of himself and the State.” [Article I, Section 6, Constitution of Michigan, Declaration of Rights]. INTRODUCTION: “Law of Nations” (written by Emer de Vattel) influence on our Constitution and the unchangeability of “Law of Nature” by Man. "It came to us in good season, when the circumstances of a rising State make it necessary frequently to consult the Law of Nations.” Benjamin Franklin. I 775 From 1776 to l783, the more the United States progressed, the greater became Vattel’s influence. In 1780, his "Law of Nations" was a classic, a textbook in the universities, he was followed as the most competent, the wisest, and the safest guide, in all the discussions of Congress, in all the trials in court, and in diplomatic correspondence, especially that concerned with questions of legality. BOOK 1 Chapter 1, §l2 The Law of Nations is the law of sovereigns; free and independent States are moral persons, whose rights and obligations we are to set forth in this treatise. -
Lending Library
Lending Library KQED is pleased to present the Lending Library. Created expressly for KQED’s major donors, members of the Legacy Society, Producer’s Circle and Signal Society, the library offers many popular television programs and specials for home viewing. You may choose from any of the titles listed. Legacy Society, Producer’s Circle and Signal Society members may borrow VHS tapes or DVDs simply by calling 415.553.2300 or emailing [email protected]. For around-the-clock convenience, you may submit a request to borrow VHS tapes or DVDs through KQED’s Web site (www.KQED.org/lendinglibrary) or by email ([email protected]) or phone (415.553.2300). Your selection will be mailed to you for your home viewing enjoyment. When finished, just mail it back, using the enclosed return label. If you are especially interested in a program that is not included in KQED’s collection, let us know. However, because video distribution is highly regulated, not all broadcast shows are available for home viewing. We will do our best to add frequently requested tapes to our lending library. Sorry, library tapes are not for duplication or resale. If you want to purchase videotapes for your permanent collection, please visit shop.pbs.org or call 877-PBS-SHOP. Current listings were last updated in February 2009. TABLE OF CONTENTS ARTS 2 DRAMA 13 NEWS/PUBLIC AFFAIRS 21 BAY WINDOW 30 FRONTLINE 32 FRONTLINE WORLD 36 P.O.V. 36 TRULY CA 38 SCIENCE/NATURE 42 HISTORY 47 AMERICAN HISTORY 54 WORLD HISTORY 60 THE “HOUSE” SERIES 64 TRAVEL 64 COOKING/HOW TO/SELF HELP 66 FAQ 69 CHILDREN 70 COMEDY 72 1 ARTS Art and Architecture AGAINST THE ODDS: THE ARTISTS OF THE HARLEM RENAISSANCE (VHS) The period of the 1920s and ‘30s known as the Harlem Renaissance encompassed an extraordinary outburst of creativity by African American visual artists. -
Nathanael Greene, Thomas Jefferson and the Challenge of the Virginia Militia, 1780-1781*
“This Dangerous Fire”: Nathanael Greene, Thomas Jefferson and the Challenge of the Virginia Militia, 1780-1781* John R. Maass From his army’s South Carolina bivouac along the upper Pee Dee River, the new Continental commander of the Southern Department, Major General Nathanael Greene, penned a lengthy letter on 10 January 1781 to his old friend Alexander Hamilton, with whom he had previously served in the northern theatre. Greene reported the numerous problems he faced in “keeping shoals of Militia on foot.”1 While he acknowledged the efficacy of some mounted militia units, Greene lamented that “the rest of the Militia are calculated [more] to destroy provisions than oppose the Enemy. .” This revealing letter epitomizes the general’s persistent complaint of “the folly of employing Militia” during his trying tenure as Continental commander in the southern states during the latter years of the war. This was particularly true regarding the unceasing attempts by Greene and Virginia Governor Thomas Jefferson to exploit the Old Dominion’s manpower resources in 1780 and 1781.2 Scholars have detailed the weaknesses of inexperienced, poorly equipped militia companies in battles against British regulars, as well as the chaos that resulted in the South when traditional norms surrounding violence broke down.3 Fewer studies, however, have detailed the larger challenge faced by General Greene and other local, state, and Continental officers throughout the war in the South: raising, equipping and keeping militia units in the field in a manner helpful to the American prosecution of the war. Although numerous contemporaries disparaged the militia for its many limitations, senior officers in the South were dependent on it to wage the war.