In 1998, the Rome Statute to the International Criminal Court (ICC) emerged as a groundbreaking treaty both due to its codification of international criminal law and its recognition of the crimes committed against women in times of war and conflict. The ICC criminalized acts of rape, sexual slavery, and enforced pregnancy, amongst others, to provide the most advanced articulation ever of gender based violence under international law. However, thus far no scholarly book has analyzed whether or not the implementation of the ICC has been successful. The Politics of Gender Justice at the International Criminal Court fills this intellectual gap, specifically examining the gender justice design features of the Rome Statute (the foundation of the ICC), and assessing the effectiveness of the statute's implementation in the first decade of the court's operation. Louise Chappell argues that although the ICC has provided mixed outcomes for gender justice, there have also been a number of important breakthroughs, particularly in regards to support for female judges. Meticulous and comprehensive, this book refines the notion of gender justice principles and adds a valuable, but as yet unrecognized, gender dimension to the burgeoning historical institutionalist approach to international relations. Chappell links feminist international relations literature with feminist institutionalism literature for the first time, thereby strengthening and adding to both fields. Ultimately, Chappell's analysis is an essential step towards attaining a greater degree of gender equality in the context of international law. The definitive volume on gender and the ICC, The Politics of Gender Justice at the International Criminal Court is a valuable resource for students and scholars of international relations, international law, and human rights.

Classroom as Organization (CAO) is a powerful teaching methodology, particularly well-suited for teaching business topics, that can enliven students' learning experience while giving them the opportunity to practice and develop workplace-related skills. This book provides a comprehensive background to the CAO teaching methodology, including its origins, evolution, and various applications. From this basis, the considerations of how to teach and design a CAO are explored. The book distills lessons learned from the literature and the authors' practice into a comprehensive design that can be easily implemented by educators new to this methodology. Detailed templates from the authors' own practice enable educators to turn their classroom into an organization, empower the students to run that organization, and watch the learning experience come alive. If you are not familiar with CAO, this book provides a comprehensive resource. If you are familiar with CAO, but have been afraid to try it, this book provides the support to take the next step in your practice of experiential teaching and learning. This book was written for experiential educators as well as business or organizational behavior and management professors looking for a creative way to engage students while creating a deep and meaningful learning experience.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Classroom as Organization (CAO) is a powerful teaching methodology, particularly well-suited for teaching business topics, that can enliven students' learning experience while giving them the opportunity to practice and develop workplace-related skills. This book provides a comprehensive background to the CAO teaching methodology, including its origins, evolution, and various applications. From this basis, the considerations of how to teach and design a CAO are explored. The book distills lessons learned from the literature and the authors' practice into a comprehensive design that can be easily implemented by educators new to this methodology. Detailed templates from the authors' own practice enable educators to turn their classroom into an organization, empower the students to run that organization, and watch the learning experience come alive. If you are not familiar with CAO, this book provides a comprehensive resource. If you are familiar with CAO, but have been afraid to try it, this book provides the support to take the next step in your practice of experiential teaching and learning. This book was written for experiential educators as well as business or organizational behavior and management professors looking for a creative way to engage students while creating a deep and meaningful learning experience.

A gripping psycholgical thriller, DEAD RECKONING sees a renowned artist finding himself caught up in a maze of chilling mind games and deceit. When the mysterious Mr Todd arrives at painter Tony Reed's house, Tony is forced to face the past that still haunts him and make a decision that he has only ever fantasised about. This decision leads Reed and his second wife Megan into a terrifying nightmare from which there seems no escape. Who exactly is Mr Todd? Just how far is Tony Reed prepared to go? And who really did kill his adored first wife . . . ?Cast 3 male 1 female; Length Full; Set Interior; Licence World in English

Many aspects of Britain's involvement in World War Two only slowly emerged from beneath the barrage of official secrets and popular misconception. One of the most controversial issues, the internment of 'enemy aliens' (and also British subjects) on the Isle of Man, received its first thorough examination in this remarkable account by Connery Chappell of life in the Manx camps between 1940 and 1945. At the outbreak of war there were approximately 75,000 people of Germanic origin living in Britain, and Whitehall decided to set up Enemy Alien Tribunals to screen these 'potential security risks'. The entry of Italy into the war almost doubled the workload. The first tribunal in February 1940 considered only 569 cases as high enough risks to warrant internment. The Isle of Man was chosen as the one place sufficiently removed from areas of military importance, but by the end of the year the number of enemy aliens on the island had reached 14,000. With the use of diaries, broadsheets, newspapers and personal testimonies, the author shows how a traditional holiday isle was transformed into an internment camp. of earning extra income. Eventually the internees took part in local farm work, ran their own camp newspapers and even set up internal businesses. With inmates of the calibre of Sir Nikolaus Pevsner, Lord Weidenfeld, Sir Charles Forte, Professor Geoffrey Elton and R.W. 'Tiny' Rowland, the life of the camp quickly took on a busy and constructive air; but the picture was not always such a happy one, as angry disputes flared between Fascist inmates and their Jewish neighbours, and a dangerous riot forced the intervention of the Home Office. Even now, there remains the persistent question never settled satisfactorily. Were the internments ever justified or even consistent?