Thinking about humiliation and its consequences informs various areas of political theory – even if latently. Part of the point of classical jus in bello restrictions like the requirements of proportionality and discrimination is to limit the harm we do to our enemies, so as to keep alive the possibility of future reconciliation. Indiscriminate and disproportionate harms undermine the chances of peace, among other reasons, because they are humiliating. In the field of transitional justice, the prospect of ending the humiliations endemic to authoritarian governance can justify the compromise of liberal principles (such as retroactive criminalization and reliance on shaky evidence) that transitional policies often involve. Our discussion also takes up the role humiliation plays in political appeasement. We argued that one of the reasons that appeasement is wrong is that it involves a self-humiliation. By deferring to those who threaten force, the appeaser communicates that survival matters more to them than their self-respect.

Coastal geography continues to influence the delimitation of the continental shelf beyond 200 nautical miles. Two major geographical circumstances are explored in depth in the context of the continental shelf delimitation beyond 200 nm, namely the cut-off effect and disproportionality. In terms of cut-off effect, this chapter articulates its relevance by examining three sub-issues: first, the continuing relevance of cut-off effect in the delimitation between two adjacent States; second, cutting off the access to the continental shelf beyond 200 nm; and third, cutting off the entitlement to the continental shelf beyond 200 nm. As to disproportionality, after clarifying its meanings and functions, this chapter analyzes the prospect of a substantial disproportion in coastal lengths being a relevant circumstance in the continental shelf delimitation beyond 200 nm.

Many clinical psychologists either work with children who may be eligible for educational accommodations and special education or else work with adults who have received such services. This chapter provides an overview of assessment issues in educational settings, with a focus on K-12 schooling. We review the legal framework for special education assessment, before considering two controversial issues that interact with that framework: multitiered systems of support that delay comprehensive assessments and the question of whether students with ethnic minority backgrounds are overidentified as having disabilities. We then turn to the assessment of learning disabilities, the largest special education category; we review and evaluate major approaches to learning disability identification. Our next topic is the use of assessment data to determine which students need accommodations on classroom and high-stakes tests. Finally, we discuss an emerging issue: the measurement of effort and motivation that students exhibit during testing in educational settings.