Abstract
The paper discusses the reasons put forth to explain why boys underachieve in school. The paper specifically looks at the following explanations: the feminising of the curriculum, the low expectations boys have of themselves, the crisis of masculinity, and the Marxist theory, which sees the education system as repressing working class children. The paper concludes with the opinion that it not gender that is the main factor for boys' underachievement, but class. An annotated bibliography is included with the paper.

From the Paper
"In the academic year 2004/05, 62 per cent of girls achieved five or more GCSE grades A* to C, compared to only 52 per cent of boys. Many people would suggest that this sort of data represents the crisis that is 'male underachievement'. Male underachievement is the failure of boys to do as well in the education system as their female counterparts. And yet the 'crisis' only a few decades ago was that of female underachievement. So what has happened to account for this shift in achievement?"

Tags:gender, class, masculinity, rebels

Abstract
This paper considers how the power and supremacy of the U.S. was threatened by the September 11th attacks and how the resulting 'war on terror' is simply revenge by the U.S. for threatening their status as a superpower. It outlines the events the occurred after the attacks and argues that the so-called, "war on terror" appears to be nothing more than a mission to re-assert the dominance of the U.S. over nations. It puts forward the stance that the attack on Afghanistan was unjust to hold a whole country responsible for the actions of one group.

From the Paper
"Bush portrayed his "war on terror" as a fight for freedom and justified his attack on Afghanistan by suggesting that ridding the country of Taliban rule and terrorist activity would free its citizens and benefit citizens all over the world. However, Hudson (2002) suggests that freedom of citizens is not at the forefront of US policy: "Human rights violations are likely to be ignored if they take place in a country that does not have any material or strategic importance to the US." (Scraton, 2002, p197). This issue is backed further by the sudden US acknowledgment of the suppression caused by the Taliban. Soon after the September 11 attacks Cherie Blair and Barbara Bush started lecturing the world about the suppression of women under Taliban rule."

Tags:9/11, taliban, afghanistan, al-qaida, osama, bin, laden

Abstract
This essay discusses the motivations behind Bush's war on terror and the role the U.S. plays in a global war. The paper suggests that the 'war on terror' is not altruistic and that there are ulterior motives behind it and, in pursuing these goals, the actions of the U.S. government are not far removed from terrorism.

From the Paper
"September 11th 2001 was considered, by most, to be the day that the worst ever terrorist attack took place. Millions of people throughout the world watched as the media brought us live coverage of the events unfolding in New York, Washington and Pennsylvania. Our TV's were dominated with visions of people jumping from extreme heights in a desperate attempt for a chance of survival and then, with the eventual collapse of the twin towers of the World Trade Centre and the knowledge that thousands of lives had been taken right before our eyes. We heard the calls made by those on the flight that was brought down in Pennsylvania, as they phoned family members to say goodbye, aware that they were going to die. For most of us, this was the type of act that occurred in films and the only emotion that outweighed the shock was anger, as there appeared to be no reason for this atrocity. The sympathy of people all over the world went out to the Americans as the media coverage of the aftermath continued."

Tags:al, quaida, fear, regimes, funds, supports, trains, cruel, brutal, methods, counter-insurgency

Abstract
In this article, the writer looks at how successful the English School's attempt is to incorporate in the study of international relations an alternative approach - the "international society". The writer maintains that international society, as an explanation of international relations proves to be convincing, not only because of today's growing consensus towards the acceptance of universal norms driving relations between states but also because it provides a useful middle way between two conceptions -the international system and world society- which are inadequate and incomplete. However, the writer argues that the English School's approach fails in creating a powerful theory from a viable concept, because it creates artificial causal links between institutions and order but also because it is unsuccessful in creating a true consensus on what is the international society and how it is distinct from world society.

From the Paper
"It is therefore a fruitful middle way that captures elements of conflict and cooperation as well as the tension between the pursuit of order and the promotion of justice.
"Thirdly, there is today a considerable expansion in the number, range and scope of international institutions which create an increased density to international society . The growing signs of normative convergence and consensus on fundamental beliefs show that international society is not only a theoretical concept but that it is also a reality. For example, the International Criminal Court, the global environment protocol, Human Rights treaty show that states are willing -because they share values- to act in a certain manner. The fact that the English School introduced the concept of international society during the Cold War makes it even more convincing and in advance on its time."

Tags:states, community, order, cooperate

Abstract
The paper discusses the presence of an elitist democratic power base in both Greek and Roman democracies that were essentially based on discriminatory and exclusionary practices. The paper then argues that our modern representative democratic processes, while based on universal electoral suffrage, have not removed such faults from the process. The paper explains how social and economic inequality and injustice means that those less privileged cannot attain similar levels of advancement. The paper therefore shows how the continuing power of elites within the democratic process is largely a consequence of inequality at the social level.

From the Paper
"Winston Churchill once confidently proclaimed, "Democracy is the worst form of government except for all the others that have been tried" (Ponting, 1994, P.143). He may well have been correct, however there can be little doubt that as we progress through the preliminary years of the twenty first century; democracy is at its zenith. There are those who argue that both China's brand of communism and Islamic fundamentalism of the Khomeini variety present a realistic and potent challenge to the democratic ethic. However, even if we take into consideration the limited appeal such alternatives may have in certain regions of the globe, democracy still stands aloft as the most desirable form of political organisation available at the moment. Thus, Churchill's utterance, whilst deliberately humorous is also decidedly accurate."

Tags:inequality, electorate, exclusion

Abstract
In this article, the writer discusses that inclusion presents dilemmas in principle because the real human right, that all pupils receive a good education, is easily confused with something else, that all pupils receive the same education. The writer maintains that inclusion also creates dilemmas in principle because it represents an intensification, and not a resolution, of a dilemma that has always been inherent within mainstream education - how to impart a single education to children who are different from one another. Finally, the writer notes that inclusion also presents dilemmas in practice for a host of reasons to do with implementation at school governance and individual classroom level for which high-sounding statements about 'community', 'infinite potential', 'inclusion' etc. offer no guidance. The writer concludes that in this context, the religious education (RE) teacher has a duty to use the unique capacity of RE to capture the unique potentials of pupils whose particular challenges can only be appreciated over the long-term by a vigilant and caring class teacher.

From the Paper
"As well as presenting dilemmas - and conflicts of interest - in principle, there is a vast range of practical dilemmas arising from inclusion of which the following represents the tip of the iceberg. Where pupils present severe behavioural problems, for example, schools are faced with the dilemma of using resources for in-class support or using them to support intensive withdrawal work. Eventually, some schools face the dilemma of struggling to control pupils with extreme behavioural difficulties or excluding them altogether. Schools face a dilemma of diverting resources from mainstream education only to plough them into projects designed to cope with behavioural difficulties that could perhaps be treated more cost-effectively - without the diseconomy of small scale - beyond the individual school.
"A further dilemma that arises from the attempts to implement inclusion within school is that of developing systems, structures and procedures of enabling inclusion to occur. In the schools studied by Clarke and colleagues, the most common form of technology was in-class support."

Tags:differences, difficulties, classes, resources

Abstract
This paper examines how, in recent years, there has been much debate in the intelligence community relating to the balance between human intelligence (humint), and technical intelligence (techint), in satisfying a state's intelligence requirements. This paper addresses the argument from both sides and suggests that there has been an over reliance on techint in recent years, leading to inadequacies in intelligence gathering.

From the Paper
"The current debate, although not unique to the post 9/11 period, is certainly prevalent today, and has generally involved the advocates of techint in disagreement with those that suggest humint has been neglected as a result of this. Perhaps typical of those advocates is Turner (1985. p92. cited in Shulsky. p34. 2002), who states that 'One way or another, we should soon be able to keep track of most activities on the surface of the earth, day or night, good weather or bad.' As we shall see, the idea that one collection method is favoured over the other is not helpful to the ongoing debate on intelligence reform in the U.S. and that supporters of techint's superiority are misguided, perhaps because of what Emerson (2003. p2) describes as the 'American love affair with technology.' "

Tags:Humint, Techint, CIA, MI6, Mossad, 9/11

Abstract
The paper examines three key areas in which the Genocide Convention has been frequently criticised: the limited scope of its definition of genocide; the significant difficulties associated with its 'special intent' requirement and its ineffective system of enforcement. The paper explains that the Convention was a product of the post-WWII era and its flaws stem clearly from policy issues of that time. The paper maintains that this provides a solid justification for revision of the Convention nowadays.

Outline:
Abstract
The Limited Scope of the Definition of Genocide
The 'Special Intent' Requirement
Enforcement of the Convention
Conclusion

From the Paper
"In 1944 Raphael Lemkin, a Polish Professor of International Law coined the term 'genocide' and then campaigned relentlessly to have it recognised as an international criminal offence after losing many family members to the Holocaust . His action combined with the "universal moral revulsion" felt towards the atrocities committed by the Nazi regime led to the Genocide Convention being drafted in 1948; however, universal condemnation of the recent past and the demonstration of a global commitment to a future which would be based upon the concept of human rights necessitated widespread acceptance of the treaty terms by U.N member states - this was of course especially so in the case of the major powers."

Tags:treaty, human, rights, 'special, intent', enforcement, United, Nations, Rwanda, Tutsi

Abstract
In this article, the writer notes that the relevance of Marxism has been said to have died with the end of the Cold War. For most international relations analysts Marxism, as a theory, stands on the periphery of the discipline. The writer points out that few, in particular the realists, accredit it for any theoretical or practical relevance for the study of international affairs. The writer proposes however, that theorists need not feel threatened by Marx's attempt to wither away with their theories. On the contrary, taking Marx more serious as an international relations analyst will render decent theories for still prevalent problems of our international society. The writer concludes that with his treatment of the domestic and external environments, the inequality of distribution and the process of globalization, Marx addresses issues at the heart of contemporary international relations debate.

From the Paper
"Marx's class struggle is universal and it is therefore that a differentiated form of international relations as we acknowledge it today does not exist for Marx; there are only the relations of class struggle. If we apply the definition, there are few theories any more revolutionary than this one. For contemporary international relations analysis this is an interesting view-point, in particular for the behaviouralist-school seeking to challenge realist presumptions of state-centric theory. This fundamental dichotomy of the domestic and the external, Fred Halliday echoes, is not so far-fetched when looking at our current state of affairs in the world. And yet, it remains to be acknowledged that Halliday wrote these words in 1988, when the demise of the monopoly of revolutionary internationalism - the Soviet Union - had not fully accelerated yet. The post-1989/1991 era has witnessed a lot of revisionism on such appraisals as Halliday issued them here; to some extent, one might even argue, realism has gained more momentum through the apparent evidence the collapse of the Soviet bloc provided in favour of the security dilemma and the necessity of conflict until one of the adversaries is dead. Nevertheless, with the question of just how influential the domestic is in international diplomacy, Marx's treatment of this dichotomy lies at the heart of current international relations debate."

Tags:globalisation, state, society, class, struggle

Abstract
The paper analyzes the free trade theory and reveals that the free trade is anything but fair trade. The paper also looks at the classical and neoclassical modals of the free trade theory and its problems within. The paper reveals that when free trade is applied to the contemporary world economy, developed countries are favored over developing countries.

From the Paper
"In effect, comparative advantage implied that countries possessing advantage in producing agricultural or other simple products should relocate resources within the economy to focus on producing a specialized set of goods and vice versa. Following this dictate, many developing economies that were mostly agrarian channeled their resources to produce food commodities. On the other hand, their developed peers focused efforts on producing value goods, as they were more skilled at it. This theory had predicted that "trade between dissimilar countries implies a positive welfare effect on both countries since they can exploit their absolute and comparative advantages. Only costs of transporting goods between countries can keep them from exploiting those advantages". However, in practice developing nations focused themselves on producing goods that had lower international market value. Whereas, developed nations focused on further developing their technologies and produced goods with greater international market value. Therefore, developing nations stayed at a comparative disadvantage as compared to their developed counterparts."

Tags:free, trade, fair, trade, classical, neoclassical, problems