The Future of War: A History by Lawrence Freedman

 

Drawing on evidence from Chapter 20, The Future of War: A History by Lawrence Freedman, How does hybrid warfare differ from conventional warfare? Briefly summarise some of the ways in which ‘hybrid warfare’ has been defined, and how ‘information warfare’ has become part of this.

Sample Solution

The Future of War: A History by Lawrence Freedman

There has been much discussion and writing over the past decade about the evolution of modern warfare in the post-Cold War World. Several have claimed that we were in the midst of a “Revolution in Warfare.” We are entering a time when multiple types of warfare will be used simultaneously by flexible and sophisticated adversaries who understand that successful conflict takes on a variety of forms that are designed to fit one`s goals at a particular time – Hybrid Wars. It is too simplistic to merely classify conflict as “Big and Conventional” versus “Small or Irregular.” Today`s enemies, and tomorrow`s, will employ combinations of warfare types. Hybrid threats incorporate a full range of different modes of warfare including conventional capabilities, irregular tactics and formation, terrorist acts including indiscriminate violence and coercion, and criminal disorder. Hybrid wars can be conducted by both states and a variety of non-state actors.

n important effect of the EA with regards to SEN students and provision is the requirement for schools to ‘advance equality of opportunity’ between pupils with disabilities and their non-disabled peers. Reasonable adjustments can be a good way of addressing this issue. Under the EA schools and education authorities have a duty to provide reasonable adjustments for all disabled students since 2002, originally under the DDA (1995) and from October 2010 under the EA. From September 2012 the reasonable adjustments duty for schools includes a duty to provide auxiliary aids and services for disabled pupils.

The EA (2010) states that schools have a duty, which is now legal, to take positive steps to make sure that pupils with disabilities are able to participate in all aspects of school life. If schools fail to make reasonable adjustments to ensure that disabled and non-disabled pupils have equal access in admission arrangements and to education services then this would be viewed as unlawful.

The reasonable adjustments duty requires schools:

  • To have vision and values based on an inclusive ethos. This allows all involved within the school to effectively act upon and make reasonable adjustments
  • To anticipate the barriers that disabled pupils may face by actively identifying barriers as early as possible and exploring solutions. A school can then identify more effective reasonable adjustments.
  • To remove or minimise them before a disabled pupil is placed at a substantial disadvantage.

The Reasonable Adjustment Duty demands that schools foresee the necessary changes to fulfil the requirements of disabled students both in policies and practice. Senior managers and Head teachers are required to make reasonable adjustments with strong values and vision. The school staff should frame practices, which are adjusted to minimise barriers for the disabled students in all respects of school life, taking into account the concerns of the students, having good relationships with parents and other students, good understanding with professionals who are coming from outside the school which includes specialist staff from local schools and are being used as sources of ideas, information and practices.

Expertise in schools is normally developed by making practical alterations on a trial-and-

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