Examples of Sanctions in International Relations

In international relations, sanctions are a tool that nations and nongovernmental agencies use to influence or to punish other nations or non-state actors. Most sanctions are economic in nature, but they may also carry the threat of diplomatic or military consequences as well. Sanctions can be unilateral, meaning they are imposed only by one nation, or bilateral, meaning a bloc of nations (such as a trade group) is imposing the penalties. Economic Sanctions The Council on Foreign Relations defines sanctions as a lower-cost, lower-risk, middle course of action between diplomacy and war. Money is that middle course, and economic sanctions are the means. Some of the most common punitive financial measures include: Tariffs: Surcharges on imported goods, often imposed to aid domestic industries and markets.Quotas: Limits on the number of goods that may be imported or exported.  Embargoes: Restrictions on or cessation of trading with a nation or bloc of nations. These can include limiting or banning travel by individuals to and from nations.Non-tariff barriers: These are designed to make foreign goods more expensive by complying with onerous  regulatory requirements.Asset seizure/freeze: Capturing or holding the financial assets of nations, citizens, or preventing the sale or moving of those assets.   Oftentimes, economic sanctions are linked to treaties or other diplomatic agreements between nations. They could be revocation of preferential treatment such as Most Favored Nation status or import quotas against a country not abiding by agreed international rules of trade. Sanctions may also be imposed to isolate a nation for political or military reasons. The United States has imposed severe economic penalties against North Korea in response to that nations efforts to develop nuclear weapons, for example, and the U.S. does not maintain diplomatic relations, either. Sanctions are not always economic in nature.  President Carters  boycott of the Moscow Olympics in 1980 can be viewed as a form of diplomatic and cultural sanctions imposed in protest against the  Soviet Unions invasion of Afghanistan. Russia retaliated in 1984, leading a multination boycott of the Summer Olympics in Los Angeles. Do Sanctions Work? Although sanctions have become a common diplomatic tool for nations, especially in the decades after the end of the Cold War, political scientists say they are not particularly effective. According to one landmark study, sanctions have only about a 30 percent chance of succeeding. And the longer sanctions are in place, the less effective they become, as the targeted nations or individuals learn how to work around them. Others criticize sanctions, saying they are most often felt by innocent civilians and not the intended government officials. Sanctions imposed against Iraq in the 1990s after its invasion of Kuwait, for example, caused prices for basic commodities to spike, led to extreme food shortages, and triggered outbreaks of disease and famine. Despite the crushing impact these sanctions had on the general Iraqi population, they did not lead to the ouster of their target, Iraqi leader Saddam Hussein. International sanctions can and do work sometimes, however. One of the most famous examples is the near-total economic isolation imposed on South Africa in the 1980s in protest against that nations policy of racial apartheid. The United States and many other nations ceased trading and companies divested their holdings, which in conjunction with strong domestic resistance led to the end of South Africas white-minority government in 1994. Source Masters, Jonathan. What Are Economic Sanctions? CFR.org. 7 August 2017.

Lincoln The New Political Era Essay - 2479 Words

Lincoln: The New Political Era Abraham Lincoln laid down a road of equality and freedom for slaves and people of the 1800s as well as having a major impact on society and government; Abraham Lincoln s engagement with the public people skyrocketed his career as being a president and a suitable leader to the people of the United States of America during the mid 1800s. Born on February 12th, 1809 in Hardin County, Kentucky, Abraham Lincoln in his later years would be known as one of the most authoritative leaders of all time. Abraham Lincoln was born into a poverty-stricken and illiterate family in the backwoods of Kentucky. Although the greater part of his family was uneducated, Lincoln strived to better educate himself regardless of his families finical and social situation. As a juvenile, Lincoln stood out among many. In his later years, Lincoln found himself in the town of New Salem with a job at a general store. Lincoln used many of his survival skills learned as a child, such as the capability to split trees and performing other hard work, to create a platform for himself and made a name for himself among the small community of New Salem. At age twenty-three young Lincoln started his political career. The same year he moved to Salem, he began to run for the general assembly of New Salem. Soon after his announcement of running for general assembly, the infamous Black Hawk War began. While Lincoln was still in the running for general assembly, in place of campaigning,Show MoreRelatedHow Does One Achieve Presidential Greatness?820 Words   |  4 Pagesmust create a new â€Å"political order† in order to achieve greatness. In other words, he must create new institutions, interests, and ideas or reform the current institutions, interests and ideas that shape a political era. (Morone and Kersh 2013) . Immediately, the president must clarify the vision and direction the era his presidency will usher in. According to the Morone President Washington, set the bar for establishing greatness in the presidency â€Å"He [Washington] embodied the new nation. He championedRead MoreAbraham Lincoln in the Post-Heroic Era978 Words   |  4 PagesAbraham Lincoln Nancy Lincoln gave birth to a son in Kentucky; the year of his birth was 1809. Her son was named as Abraham Lincoln. The vicinity of Ohio River was the place where they shifted when they faced some property issues. A disease started transmitting through milk in Indiana where they lived and due to that disease Abrahams mother died in 1819. Abraham didnt get any proper education in the early stages of his life due to their inadequacy to pay for the expenses of education. DespiteRead MoreReconstruction Era1650 Words   |  7 PagesReconstruction 1 The Reconstruction Era Jessica Onken American History Since 1865 Professor Tim Johnston August 2, 2010 Reconstruction 2 The Reconstruction Era The reconstruction era was a difficult time for the African American slaves from 1865 to 1877 because the slaves were freed and there were no jobs for them, had very little or no education, and had very limited opportunity in the south. Reconstruction was one of the most critical periods in American History. The CivilRead MoreHow Did The Radical Republican s Rise For The Failure Of The Post Civil War Reconstruction?1619 Words   |  7 Pagesreconstruction? The time between 1863, when Lincoln passed the ten percent act, until the year 1877, when reconstruction was officially ended, will be evaluated with information provided by the sources. 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Eric Foner’s Reconstruction theory is correct in stating that, despite the northern Radical Republicans best efforts, the southern whites were more so focused on recreating the past society instead of renovating a new society. It can be argued, however, that reconstruction was a success and the South made an attempt to change, but was burdened with the

Nature and Human Nature in Dart Essay Example For Students

Nature and Human Nature in Dart Essay Nature and human nature are two of the main themes treated in the poem. However, they both have different meanings. Firstly, nature means the world of living things and the outdoors. We recognize this definition through the King of Oakwoods passage; this is effectively shown by the presence of the natures lexical field: â€Å"oaks†, â€Å"trees†, spring†, â€Å"river†, â€Å"water†, â€Å"summer†, â€Å"fields†. This lexical field and this meaning of the word nature are as well found in the naturalist passage, but in a little more thorough way; â€Å"spawn†, â€Å"waters sperm†, â€Å"red-brown grass†, â€Å"river†. This whole extract is about beauty of nature -even if a few aspects are somehow repugnant- and really demonstrates and proves something we tend to forget: how a human being can be interested in each single detail and concept of nature because, basically, our existence comes from nature Nature also means a wild primitive state of existence, untouched and uninfluenced by man, civilization and artificiality. We notice this in the forester and the woodnymph; the forester tells and talks of what he observes and sees, while the nymph talks of what she feels. The nymph represents nature and wild living; her passages are poetic, rhymed, visually well written and structured. And this is the image of a primitive state of existence. The stonewaller extract shows as well this meaning of nature, because we notice she gives importance to stones and knows them well (a pure and natural object): â€Å"the really lovely stones I dream of†, â€Å"but its not just stones†, â€Å"I can read them†. So we efficiently see here that she respects nature and doesnt let it be touched or influenced by man and civilization. Finally, the swimmer passage also proves this part of meaning of the word because there is really a link, a relation built up between the swimmer and th e water: â€Å"I steered through rapids like a canoe† suggests that hes in control and guiding the water, but right after, â€Å"digging my hands in† shows how powerful the water might be and how fast the stream is, and â€Å"what am I, spelling the shapes of the letters with legs and arms† makes us feel like the body is becoming an onomatopoeia and part of the water, and this suggests a lack of control, unlike the first quotation. And again, this shows us how the river is preserved as well as nature, and that they have kept their wild and natural side. A third signification for nature is that it represents the fundamental qualities of a person or a thing. Identity and the presence of an essential character are implicated here; that is why the walker has especially to be noticed; it is the very first passage of the poem and hes the first character evoked: â€Å"Whos this moving along the moor? An old man seeking and finding a difficulty.†. Moreover, the author describes him a little: â€Å"An old man, fifty years a mountaineer†, â€Å"listen to the horrible keep-time of a man walking, rustling and jingling his keys at the centre of his own noise.† The notion of identity is clearly existing here, but also in the naturalist part; we know what hes interested in, that he admires nature which makes this passage rather poetic than pragmatic. However, this extract is more personal than the walker passage -there are more first person singular pronouns- and shes involved in what she sees around her and expresses feeling (â€Å"I love that†). The sound patterns -as â€Å"she loves songs, she belongs to the soundmarks of larks†- express her relationship with nature, its beauty. The poacher and the fisherman and the bailiff show as well some identity in the poem; the poacher has a particular attitude to the river. He seems possessive, uncaring and resentful of others. We notice as well the structure of this passage with short phrases to convey excitement: â€Å"On a S-bend. Not a sound.† Moreover, the use of informal language gives a colourful, a sense of character and identity: â€Å"pissed†, â€Å"tosser†, â€Å"leg it downriver†. In the fisherman and the bailiff extract, we notice more a lack of confidence (â€Å"I fish like hell†). So he tries to find reassurance and contact with himself; he isolates himself in a natural world. But there is at the beginning a confusion and a lack of individual identity: we move from one private and lonely voice -the fishermans-, to a public role, in the bailiff. This extract is about nature, about fishing. .ud7129e3594d1d03657611bf89ba989da , .ud7129e3594d1d03657611bf89ba989da .postImageUrl , .ud7129e3594d1d03657611bf89ba989da .centered-text-area { min-height: 80px; position: relative; } .ud7129e3594d1d03657611bf89ba989da , .ud7129e3594d1d03657611bf89ba989da:hover , .ud7129e3594d1d03657611bf89ba989da:visited , .ud7129e3594d1d03657611bf89ba989da:active { border:0!important; } .ud7129e3594d1d03657611bf89ba989da .clearfix:after { content: ""; display: table; clear: both; } .ud7129e3594d1d03657611bf89ba989da { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud7129e3594d1d03657611bf89ba989da:active , .ud7129e3594d1d03657611bf89ba989da:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud7129e3594d1d03657611bf89ba989da .centered-text-area { width: 100%; position: relative ; } .ud7129e3594d1d03657611bf89ba989da .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud7129e3594d1d03657611bf89ba989da .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud7129e3594d1d03657611bf89ba989da .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud7129e3594d1d03657611bf89ba989da:hover .ctaButton { background-color: #34495E!important; } .ud7129e3594d1d03657611bf89ba989da .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud7129e3594d1d03657611bf89ba989da .ud7129e3594d1d03657611bf89ba989da-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud7129e3594d1d03657611bf89ba989da:after { content: ""; display: block; clear: both; } READ: The Highs and Lows of the Wild Year of Bitcoin EssayAfter an identity meaning, there is the last of the main significations of nature: that is it the whole system of the existence, arrangement, forces and events of all physical life that are not controlled by man. And this applies to the naturalist, the fisherman and the bailiff, the dreamer, and the sealwatcher. The naturalist because all the natural aspects he observes and admires are totally independent from him and from man in general. The fisherman and the bailiff because, as for the naturalist, the event of the massive quantity of salmon coming up is entirely natural and independent from man. For the dreamer, the fac t is that it is a complete imaginative exploration: he actually looses control of his weight (â€Å"not quite in full possession of their weight†), exactly like in water. And this is as well a kind of force of physical life that we cant control. Finally, the sealwatcher is also concerned because he talks about animal reproduction -â€Å"There the musky fishy genital smell of things not yet actual†-, which is something natural, as well. So this was for nature in Dart and of course it is related to human nature which has especially one main definition. Human nature in the poem can be defined as the unique elements that form a basic part of human life and distinguish it from other animal life. We recognize this signification particularly through the naturalist and the swimmer parts: because in the swimmer passage we notice a reference to an animal: â€Å"we change ourselves into the fish dimension†. The word â€Å"into† particularly emphasizes the transformation implicated. And in the naturalist extract, which is the one where we find the more animal enunciations: â€Å"frogs†, â€Å"Butterflies†, â€Å"heron†, â€Å"eel†, â€Å"otter†. In fact we notice that he pays no attention to capitals at the start of the sentences but that he does care capitalising animals; the importance given to nature and animals is then clearly shown and proved here. To conclude, we can say that Alice Oswald does talk about nature at first, and then builds up human nature theme with and through it. By the way, her poem ends up with the part of the sealwatcher; the verb to seal also means to close up securely. So we can say that, at the end, the author seals her poem.

Attention Deficit Hyperactivity Disorder (731 words) Essay Example For Students

Attention Deficit Hyperactivity Disorder (731 words) Essay Attention Deficit Hyperactivity DisorderImagine living in a fast-moving kaleidoscope, where sounds, images, and thoughts are constantly shifting. Feeling easily bored, yet helpless to keep your mind on tasks you need to complete. Distracted by unimportant sights and sounds, your mind drives you from one thought or activity to the next. Perhaps you are so wrapped up in a collage of thoughts and images that you dont notice when someone speaks to you. For many people, this is what its like to have Attention Deficit Hyperactivity Disorder, or ADHD. They may be unable to sit still, plan ahead, finish tasks, or be fully aware of whats going on around them. If untreated, a child with ADHD is likely to cause disruptions and frustrations both at home and in school. He or she runs a high risk of having poor learning skills, low self-esteem and social problems that continue into adulthood. Today I would like to inform you about ADHD and the symptoms that identify this disability. Signs ; SymptomsADHD can only be identified by looking for certain characteristic behaviors inattention, hyperactivity, and impulsivity. Although hyperactivity and impulsiveness are the best-known symptoms, some ADHD children are more dreamy and tuned-out than excessively active. Central to the disorder is the habitual inability to pay attention for more than a few minutes despite repeated requests or even punishment. The symptoms are usually noticeable by age 4-6Inattention. People who are inattentive have a hard time keeping their mind on any one thing and may get bored with a task after only a few minutes. They may give effortless, automatic attention to activities and things they enjoy. But focusing deliberate, conscious attention to organizing and completing a task or learning something new is difficult. Hyperactivity. People who are hyperactive always seem to be in motion. They cant sit still. They may dash around or talk incessantly. Sitting still through a lesson can be an im possible task. Hyperactive children squirm in their seat or roam around the room. Or they might wiggle their feet, touch everything, or noisily tap their pencil. Hyperactive teens and adults may feel intensely restless. They may be fidgety or, they may try to do several things at once, bouncing around from one activity to the next. Impulsivity. People who are overly impulsive seem unable to curb their immediate reactions or think before they act. As a result, they may blurt out inappropriate comments. Or, they may run into the street without looking. Their impulsivity may make it hard for them to wait for things they want or to take their turn in games. They may grab a toy from another child or hit when theyre upset. Not everyone who is overly hyperactive, inattentive, or impulsive has an attention disorderUnfortunately, there is no single or reliable test to diagnose ADHD since not everyone who is overly hyperactive, inattentive, or impulsive has ADHD.. successful diagnosis and treatment of ADHD depends on both medical and social factors. The American Psychiatric Association has established criteria for diagnosing ADHD that require doctors to evaluate the childs overall behavior. This evaluation should be based in part on reports from the childs family members and other adults, especially teachers, who have routine contact with the child The doctor should check for physical conditions such as vision or hearing problems, which could explain a childs inattentiveness and rule out other learning disabilities or physical disabilities that may seem like ADHD. A diagnosis of ADHD often leads to therapy with psychostimulant medications LIKE Ritalin.. This seems like a paradox: Why give stimulants to hyperactive children? Although these children may appear very hyperaroused, Internally they are underaroused. And therefore, the use of psychostimulants in the central nervous system actually results in an increased arousal and increased ability to focus and persist. Many doctors agree that the effectiveness of psychostimulants adds to evidence that ADHD is a neurological disorder, not a problem caused by poor schooling or parenting. Antidepressants, prescribed less often, are typically used for ADHD children who do not respond to stimulants or have adverse reactions to them. .u1bbdb76d2d97a04379a6df25eac14466 , .u1bbdb76d2d97a04379a6df25eac14466 .postImageUrl , .u1bbdb76d2d97a04379a6df25eac14466 .centered-text-area { min-height: 80px; position: relative; } .u1bbdb76d2d97a04379a6df25eac14466 , .u1bbdb76d2d97a04379a6df25eac14466:hover , .u1bbdb76d2d97a04379a6df25eac14466:visited , .u1bbdb76d2d97a04379a6df25eac14466:active { border:0!important; } .u1bbdb76d2d97a04379a6df25eac14466 .clearfix:after { content: ""; display: table; clear: both; } .u1bbdb76d2d97a04379a6df25eac14466 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1bbdb76d2d97a04379a6df25eac14466:active , .u1bbdb76d2d97a04379a6df25eac14466:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1bbdb76d2d97a04379a6df25eac14466 .centered-text-area { width: 100%; position: relative ; } .u1bbdb76d2d97a04379a6df25eac14466 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1bbdb76d2d97a04379a6df25eac14466 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1bbdb76d2d97a04379a6df25eac14466 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1bbdb76d2d97a04379a6df25eac14466:hover .ctaButton { background-color: #34495E!important; } .u1bbdb76d2d97a04379a6df25eac14466 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1bbdb76d2d97a04379a6df25eac14466 .u1bbdb76d2d97a04379a6df25eac14466-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1bbdb76d2d97a04379a6df25eac14466:after { content: ""; display: block; clear: both; } READ: Accordion Crimes EssayStatistics :It affects 3 to 5 percent of all children, perhaps as many as 2 million American children. Two to three times more boys than girls are affected. On the average, at least one child in every classroom in the United States needs help for the disorder. Social Issues