This chapter develops an account of permissible suspension that builds on the views of justification, evidence, and defeat defended in the previous chapters. The view is superior to extant competitors in that it successfully predicts epistemic normative failure in cases of suspension generated by evidence and defeat resistance. On this view, doxastically justified suspension is suspension generated by properly functioning knowledge-generating processes. In turn, properly functioning knowledge-generating processes uptake knowledge and ignorance indicators.

The following chapters examine the theoretical upshots of the positive epistemological view proposed in this book. The account developed so far delivers the result that epistemic justifiers constitute epistemic oughts. In this chapter, I discuss the worry that such accounts threaten to give rise to widely spread epistemic dilemmas between paradigmatic epistemic norms. I argue for a modest scepticism about epistemic dilemmas. In order to do that, I first point out that not all normative conflicts constitute dilemmas: more needs to be the case. Second, I look into the moral dilemmas literature and identify a set of conditions that need to be at work for a mere normative conflict to be a genuine normative dilemma. Last, I argue that while our epistemic life is peppered with epistemic normative conflict, epistemic dilemmas are much harder to find than we thought.

With this chapter we begin the main part of our discussion of Künneth geometry. We first define Künneth and almost Künneth structures. The former are the main structures whose geometry we investigate in this and the coming chapters. In this chapter we give only their most basic properties, and we discuss their automorphism groups. Most of this chapter consists of the discussion of several classes of examples.

Before the 20th century, most rules of international law were in the form of customary international law. Since then, the increased complexity of international relations and rapid international development have led to a substantial growth in the number and diversity of treaties. Article 38(1)(a) of the Statute of the International Court of Justice (‘ICJ Statute’) recognises treaties as a (material) source of international law by referring to ‘international conventions, whether general or particular, establishing rules expressly recognized by the contesting states’. Treaties now regulate trade, communications, environmental protection, military cooperation and defence, and human rights, to name but a few of the myriad topics. International environmental law, for example, is almost entirely governed by treaties, and international trade, investment and communications ‘are unimaginable without treaties’. The main rules in the law of treaties are contained in the 1969 Vienna Convention on the Law of Treaties (‘VCLT’), which governs treaty relations between states and is the focus of this chapter.

Chapter 7 examines the extent to which federal, state, and local governments can restrict public protest during public health and civil unrest emergencies. The chapter describes how the current system of emergency powers affects public protest rights, including through curfews, limits on movement, and bans on public gatherings. It rejects the notion that the First Amendment and other rights can be “suspended” during declared or undeclared emergencies and argues for strict judicial review of measures that ban or severely restrict public protest during emergencies. The chapter also addresses the role of the federal government, including U.S. armed forces personnel, in policing civil unrest and prosecuting protest-related offenses. It advocates a minimal federal presence and function at public protest events and urges federal cooperation with states and localities.

Normally, treaties contain express provision on duration and termination. These can take a variety of forms, including indefinite duration with a right to terminate, or a conditional right to terminate. Various types of clauses are examined, together with the situation where a treaty contains no provision for termination or withdrawal. A treaty may also be terminated by consent or by conclusion of a later treaty. The chapter examines the relationship between treaty provisions and countermeasures, and analyses the right of one or more parties to terminate or suspend a treaty for material breach. It also examines other grounds for termination, including supervening impossibility of performance and fundamental change of circumstances (rebus sic stantibus), the procedure for termination, and special circumstances such as the severance of diplomatic relations or outbreak of hostilities.

Ch 4: Flaubert’s L’éducation sentimentale and Un coeur simple are the subject of the fourth chapter, which examines the various ways in which the lyric representation of landscape can convey human happiness: an activity of free movement, as well as the creation of intimacy through spatial effects. This is a way of placing lyric effects outside the self, making it available to a reader who can reenact the imagining of happiness. This occurs despite Flaubert’s famous pessimism. Realism, which is so often connected to this attitude, achieves a kind of guide to how we can think of happiness.

This chapter focuses on the rules set out in the 1969 Vienna Convention on the Law of Treaties (VCLT). The chapter begins with the concept of a treaty, before discussing treatymaking, with a particular focus on the conclusion of treaties, their entry into force, and reservations to treaties. The chapter then delves into how treaties operate -- namely, their scope of application and their interpretation. Finally, this chapter looks at the invalidity, suspension, and termination of treaties.

This chapter focuses on the rules set out in the 1969 Vienna Convention on the Law of Treaties (VCLT). The chapter begins with the concept of a treaty, before discussing treatymaking, with a particular focus on the conclusion of treaties, their entry into force, and reservations to treaties. The chapter then delves into how treaties operate -- namely, their scope of application and their interpretation. Finally, this chapter looks at the invalidity, suspension, and termination of treaties.

The chapter on sentences shows that the relations made possible by syntax between wording and timing, sequence and consequence, and experience and reflection create an unlimited range of possible effects at the level of the sentence. The chapter explores some of these effects, noting particularly the presence of competing impulses in single sentences, so that any sentence is a negotiation between rival forces and, in its fullest implication, a representation of the mixed conditions of human existence.

“Race and the Limitations of the Human” analyzes the racial dimensions of a process of humanization linked to imperial conquest. Rather than seeing in the violence committed against diverse peoples during the colonization of the Americas a force of dehumanization, this chapter reads this violence as part and parcel of the liberal western humanist order that continues to be experimentally and pedagogically worked out in colonial and nation-building projects. The chapter tracks this humanizing process through debates about Indigenous and Black humanity in conversation with critiques of posthumanist theory as an extension of the western enlightenment project. The question posed is whether—rather than understanding the “post-“ to refer to either an after to the humanizing project or a return to its initiatory moments as critical gesture—it might be better to view it as a suspension or refusal of the western colonial project and its racialized, humanized order.

Educators and school psychologists are seeking ways to eliminate race and gender disparities in their school discipline. This chapter offers the Framework for Increasing Equity in School Discipline to guide their efforts in reforming discipline policy and practices. The principles are comprehensive, with an emphasis on both prevention and intervention. They identify the characteristics of classrooms and schools that need to be strengthened to prevent disciplinary interactions. With regard to intervention, they call for student and adult development of social and behavioral skills, equitable access to adult support, and a problem-solving approach to conflict that integrates family and student voice. Together, the principles show promise for reducing the use of exclusionary discipline and the punitive treatment of marginalized students.