Rome Statute of the International Criminal Court
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
What Is an International Crime? (A Revisionist History)
\\jciprod01\productn\H\HLI\58-2\HLI205.txt unknown Seq: 1 14-FEB-18 9:00 Volume 58, Number 2, Spring 2017 What Is an International Crime? (A Revisionist History) Kevin Jon Heller* The question “what is an international crime?” has two aspects. First, it asks us to identify which acts qualify as international crimes. Second, and more fundamentally, it asks us to identify what is distinctive about an international crime. Some disagreement exists concerning the first issue, particularly with regard to torture and terrorism. But nearly all states, international tribunals, and ICL scholars take the same position concerning the second issue, insisting that an act qualifies as an international crime if—and only if—that act is universally criminal under international law. This definition of an international crime leads to an obvious question: how exactly does an act become universally criminal under international law? One answer, the “direct criminalization thesis” (DCT), is that certain acts are universally criminal because they are directly criminalized by international law itself, regardless of whether states criminalize them. Another answer, the “national criminalization the- sis” (NCT), rejects the idea that international law directly criminalizes particular acts. According to the NCT, certain acts are universally criminal because international law obligates every state in the world to criminalize them. This Article argues that if we take positivism seriously, as every international criminal tribunal since Nuremberg has insisted we must, the NCT provides the only coherent explanation of how international law can deem certain acts to be universally criminal. I. INTRODUCTION The question posed by the title of this Article has two aspects. -
Blacks and Asians in Mississippi Masala, Barriers to Coalition Building
Both Edges of the Margin: Blacks and Asians in Mississippi Masala, Barriers to Coalition Building Taunya Lovell Bankst Asians often take the middle position between White privilege and Black subordination and therefore participate in what Professor Banks calls "simultaneous racism," where one racially subordinatedgroup subordi- nates another. She observes that the experience of Asian Indian immi- grants in Mira Nair's film parallels a much earlier Chinese immigrant experience in Mississippi, indicatinga pattern of how the dominantpower uses law to enforce insularityamong and thereby control different groups in a pluralistic society. However, Banks argues that the mere existence of such legal constraintsdoes not excuse the behavior of White appeasement or group insularityamong both Asians and Blacks. Instead,she makes an appealfor engaging in the difficult task of coalition-buildingon political, economic, socialand personallevels among minority groups. "When races come together, as in the present age, it should not be merely the gathering of a crowd; there must be a bond of relation, or they will collide...." -Rabindranath Tagore1 "When spiders unite, they can tie up a lion." -Ethiopian proverb I. INTRODUCTION In the 1870s, White land owners recruited poor laborers from Sze Yap or the Four Counties districts in China to work on plantations in the Mis- sissippi Delta, marking the formal entry of Asians2 into Mississippi's black © 1998 Asian Law Journal, Inc. I Jacob A. France Professor of Equality Jurisprudence, University of Maryland School of Law. The author thanks Muriel Morisey, Maxwell Chibundu, and Frank Wu for their suggestions and comments on earlier drafts of this Article. 1. -
Charter Evidence in Criminal Law
Indiana Law Journal Volume 3 Issue 9 Article 2 6-1928 Charter Evidence in Criminal Law Joseph Cripe Wills & Cripe Follow this and additional works at: https://www.repository.law.indiana.edu/ilj Part of the Criminal Law Commons, and the Evidence Commons Recommended Citation Cripe, Joseph (1928) "Charter Evidence in Criminal Law," Indiana Law Journal: Vol. 3 : Iss. 9 , Article 2. Available at: https://www.repository.law.indiana.edu/ilj/vol3/iss9/2 This Article is brought to you for free and open access by the Law School Journals at Digital Repository @ Maurer Law. It has been accepted for inclusion in Indiana Law Journal by an authorized editor of Digital Repository @ Maurer Law. For more information, please contact [email protected]. CHARACTER EVIDENCE IN CRIMINAL CAUSES Joseph Cripe When the defendant in a criminal case takes the witness stand, his general moral character may be attacked for the pur- pose of affecting his credibility. Section 2272 of Burns' Stat- utes, 1926 Revision, provides that: "In all questions affecting the credibility of a witness, his general moral character may be given in evidence." This originally was Section 1803 of the Revised Statutes of 1881, and has been in force ever since the 19th of September, 1881. It must be understood that the char- acter of the accused in a criminal case is not in issue unless he chooses to bring it into question by himself first offering evi- dence in support of his good character but it has become the rule ever since Fletcher v State,' that if he avails himself of the privilege of testifying, he testifies under the same rules and 2 may be impeached in the same manner as other witnesses. -
A&G Goldman P'ship V. Picard (In Re Bernard L. Madoff Inv. Secs. LLC
Neutral As of: July 16, 2018 9:45 PM Z A&G Goldman P’ship v. Picard (In re Bernard L. Madoff Inv. Secs. LLC) United States Court of Appeals for the Second Circuit June 27, 2018, Decided No. 17-512-bk Reporter 2018 U.S. App. LEXIS 17574 *; 2018 WL 3159228 propping-up, disguised, quotation, collapse IN RE: BERNARD L.MADOFF INVESTMENT SECURITIES LLC, Debtor.A & G GOLDMAN PARTNERSHIP, PAMELA GOLDMAN, Appellants, v. Case Summary IRVING H. PICARD, Trustee for the Liquidation of Bernard L. Madoff Investment Securities LLC and Overview Bernard L. Madoff, CAPITAL GROWTH COMPANY, DECISIONS INCORPORATED, FAVORITE FUNDS, JA HOLDINGS: [1]-A suit alleging that an investor in a PRIMARY LIMITED PARTNERSHIP, JA SPECIAL Ponzi scheme and associated entities were liable for LIMITED PARTNERSHIP, JAB PARTNERSHIP, JEMW securities fraud as controlling persons under 15 PARTNERSHIP, JF PARTNERSHIP, JFM U.S.C.S. § 78t(a) was barred by an injunction entered in INVESTMENT COMPANIES, JLN PARTNERSHIP, connection with a Securities Investor Protection Act JMP LIMITED PARTNERSHIP, JEFFRY M. PICOWER trustee's settlement of a fraudulent transfer claim. The SPECIAL CO., JEFFRY M. PICOWER P.C., THE facts alleged did not give rise to a colorable claim that PICOWER FOUNDATION, THE PICOWER INSTITUTE the investor controlled the entity through which the FOR MEDICAL RESEARCH, THE TRUST F/B/O Ponzi scheme was perpetrated, so the substance of the GABRIELLE H. PICOWER, BARBARA PICOWER, allegations amounted to only a derivative fraudulent individually and as Executor of the Estate of Jeffry M. transfer claim. Picower, and as Trustee for the Picower Foundation and for The trust f/b/o Gabrielle H. -
ENG ME 566 Advanced Engineering Mathematics Instructor: M
Fall 2011 ME 566 Advanced Engineering Mathematics ENG ME 566 Advanced Engineering Mathematics Instructor: M. S. Howe EMA 218 (730 Commonwealth Ave) [email protected] Prerequisites: Multivariate Calculus; Ordinary Differential Equations; or instructor permission. It is expected that you can already: • solve simple first and second order linear ordinary differential equations • differentiate and integrate elementary functions, including trigonometric, exponential and hyperbolic functions • integrate by parts; evaluate simple surface and volume integrals • use the binomial theorem and the series expansions of elementary functions (sine, cosine, exponential, logarithmic and hyperbolic functions) • do all the problems in the prerequisites self test at the end of these notes. Course Outcomes: • consolidate understanding of vector calculus and applications to graduate level engi- neering • introductory understanding of complex variable theory with applications to engineering problems • ability to solve standard partial differential equations of engineering science using eigen- function expansions, Fourier transforms and generalised functions • become proficient in documenting calculations Textbook: Lectures are based on Mathematical Methods for Mechanical Sciences (M. S. Howe; 6th edition). It can be downloaded in pdf form from the ME 566 BlackBoard web site. You are expected to ‘read around’ the subject, and are recommended to consult other textbooks such as those listed on page 5. Course grading: • 4 take-home examinations (12.5% each) • final closed book examination (50%) Fall 2011 1 ME 566 Advanced Engineering Mathematics Fall 2011 ME 566 Advanced Engineering Mathematics Homework: Four ungraded homework assignments provide practice in applying techniques taught in class – model answers will be posted on BlackBoard. In addition there are four take home exams each consisting of a short essay and 5 problems. -
Disorder in Urban Neighborhoods
U.S. Department of Justice Office of Justice Programs National Institute of Justice National Institute of Justice R e s e a r c h i n B r i e f Julie E. Samuels, Acting Director February 2001 Issues and Findings Disorder in Urban Neighborhoods— Discussed in this Brief: The link between disorder and crime; Does It Lead to Crime? specifically, whether manifesta- tions of social and physical disor- By Robert J. Sampson and Stephen W. Raudenbush der, such as public drunkenness, graffiti, and broken windows, According to a now-familiar thesis, social Disorder is indeed related to crime. The lead directly to more serious and physical disorder in urban neighbor- broken windows metaphor is apt insofar as offenses. The study, part of the hoods can, if unchecked, lead to serious it asserts that physical signs of decay sig- long-range Project on Human crime. The reasoning is that even such nal neighbors’ unwillingness to confront Development in Chicago minor public incivilities as drinking in strangers, intervene when a crime is being Neighborhoods, assesses the the street, spray-painting graffiti, and committed, or ask the police to respond. “broken windows” thesis and breaking windows can escalate into preda- Disorder may in fact be more useful than its implications for crime control tory crime because prospective offenders crime for understanding certain troubling policy and practice. assume from these manifestations of dis- urban processes, such as the abandonment Key issues: The assumption that order that area residents are indifferent of many of the Nation’s urban cores. That social and physical disorder can to what happens in their neighborhood.1 is because disorder can be observed, escalate to serious crime has had The “broken windows” thesis has greatly while crime, by contrast, is largely unob- a major influence on law enforce- influenced crime control policy, with served. -
Agreement Between the Government of the Republic of Kazakhstan, The
AGREEMENT Between the Government of the Republic of Kazakhstan, the Government of the Kyrgyz Republic and the Government of the Republic of Uzbekistan on Cooperation in the Area of Environment and Rational Nature Use The Governments of the participating countries of the Agreement hereinafter referred to as the Parties, Guided by the Treaty on Eternal Friendship between the Republic of Kazakhstan, the Kyrgyz Republic and the Republic of Uzbekistan, signed in Bishkek, January 10, 1997; Attaching great significance to environmental protection and rational use of the natural resources and desiring to obtain practical results in this field by means of effective cooperation; Realistically estimating potentialities of ecological dangers in the context of unfavorable natural climatic and hydrometeorological conditions, and acknowledging these problems as the common tasks; Recognizing the great importance of protection and improvement of the environmental situation, prudent and zealous use of natural resources for effectuation of economic and social development with due regard to the interests of the living and future generations; Expressing confidence that cooperation while solving common problems in the environmental protection in each of the countries meets their mutual advantage; and Desiring thereafter to promote the international efforts through this cooperation, aimed at protection and improvement of the environment and rational use of natural resources as the basis of the sound development on the global and regional levels; Have agreed as follows: Article I The Parties shall develop cooperation in the area of environmental protection and rational use of natural resources on the basis of equality of rights, mutual benefit pursuant to the Laws of the respective Countries. -
Proposed Amendments to Fed. R. Crim. P. 26: an Exchange: Remote Testimony Richard D
University of Michigan Law School University of Michigan Law School Scholarship Repository Articles Faculty Scholarship 2002 Proposed Amendments to Fed. R. Crim. P. 26: An Exchange: Remote Testimony Richard D. Friedman University of Michigan Law School, [email protected] Available at: https://repository.law.umich.edu/articles/158 Follow this and additional works at: https://repository.law.umich.edu/articles Part of the Constitutional Law Commons, Courts Commons, Criminal Procedure Commons, and the Evidence Commons Recommended Citation Friedman, Richard D. "Remote Testimony." U. Mich. J. L. Reform 35, no. 4 (2002): 695-717. This Article is brought to you for free and open access by the Faculty Scholarship at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Articles by an authorized administrator of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. REMOTE TESTIMONY Richard D. Friedman* Recently, the Supreme Court declined to pass on to Congress a proposed change to FederalRule of Criminal Procedure 26 submitted to it by the Judicial Conference. In this Article, ProfessorFriedman addresses this proposal, which would allow for more extensive use of remote, video-based testimony at criminal trials. He agrees with the majority of the Court that the proposal raised serious problems under the Confrontation Clause. He also argues that a revised proposal, in addition to better protecting the confrontation rights of defendants, should include more definite quality standards,abandon its reliance on the definition of unavailabilityfound in the FederalRules ofEvidence, and allow defendants greaterflexibility in the use of remote testimony. -
To Download Magna Carta FAQ Answers .PDF
Magna Carta FAQ: Answers Produced with the support of the Chartered Institute of Legal Executives (CILEX) Answers provided by: Professor Nigel Saul Magna Carta FAQ: Answers Q1) WHAT’S MAGNA CARTA DONE FOR ME? Quite simple - it’s because of Magna Carta that we well whatever he liked – and did. After the making of the live in a free country today. Magna Carta affirmed the Charter he was subject to the law like everyone else. In vital principle of freedom under the law. Clause 39 of the mid thirteenth century the lawyer Henry Bracton was the Charter said: ‘no free man shall be imprisoned or to write, ‘in England the king is below God and below the deprived of his lands except by judgement of his peers or law’. by the law of the land’. Clause 40 said: ‘To no one shall we sell, delay or deny right or justice’. Before the making of Magna Carta the king had been able to do pretty Q2) HOW MUCH OF MAGNA CARTA IS STILL ON THE STATUTE BOOK? Very little, in fact. To be precise, just four clauses of the matters? Most definitely not. All great documents are the original 1215 version of the Charter. These are: clause product of specific historical circumstances and lose their 1, guaranteeing the liberties of the Church; clause 13, immediate relevance over time. But that does not mean guaranteeing the liberties of the City of London; and that they can be forgotten or consigned to the historical the famous clauses 39 and 40, guaranteeing due legal waste paper bin. -
The Supreme Court and the New Equity
Vanderbilt Law Review Volume 68 | Issue 4 Article 1 5-2015 The uprS eme Court and the New Equity Samuel L. Bray Follow this and additional works at: https://scholarship.law.vanderbilt.edu/vlr Part of the Supreme Court of the United States Commons Recommended Citation Samuel L. Bray, The uS preme Court and the New Equity, 68 Vanderbilt Law Review 997 (2019) Available at: https://scholarship.law.vanderbilt.edu/vlr/vol68/iss4/1 This Article is brought to you for free and open access by Scholarship@Vanderbilt Law. It has been accepted for inclusion in Vanderbilt Law Review by an authorized editor of Scholarship@Vanderbilt Law. For more information, please contact [email protected]. VANDERBILT LAW REVIEW VOLUME 68 MAY 2015 NUMBER 4 ARTICLES The Supreme Court and the New Equity Samuel L. Bray* The line between law and equity has largely faded away. Even in remedies, where the line persists, the conventional scholarly wisdom favors erasing it. Yet something surprisinghas happened. In a series of cases over the last decade and a half, the U.S. Supreme Court has acted directly contrary to this conventional wisdom. These cases range across many areas of substantive law-from commercial contracts and employee benefits to habeas and immigration, from patents and copyright to environmental law and national security. Throughout these disparate areas, the Court has consistently reinforced the line between legal and equitable remedies, and it has treated equitable remedies as having distinctive powers and limitations. This Article describes and begins to evaluate the Court's new equity cases. -
City Charter
City of Portland Charter Code of Ordinances Article I Rev. 12-6-12 PART I CHARTER* ---------- *Editor's note--Historical references are cited in parentheses at the end of each section. Such references cite only the various amendments adopted by referenda conducted pursuant to home rule powers granted by P.L. 1970, c. 563 (30 M.R.S.A. § 1911 et seq.). Prior to 1970 and home rule the charter and its various amendments were enacted by the Maine Legislature and such are not cited in said parentheses. A history of the charter and amendments is attached as Appendix A. State law reference(s)--Home rule, 30 M.R.S.A. § 2101 et seq. ---------- Preamble Art. I. Grant of Powers to the City, §§ 1, 2 Art. II. City Council; Mayor, Ranked Choice Voting §§ 1--11 Art. III. Board of Public Education, §§ 1--6 Art. IV. Elections, §§ 1--11 Art. V. Recall, §§ 1--7 Art. VI. Administrative Officers, §§ 1--8 Art. VII. Business and Financial Provisions, §§ 1--16 Art. VIII.Miscellaneous Provisions, §§ 1--5 PREAMBLE We, the People of Portland, Maine, establish this Charter to secure the benefits of local governance and to provide for the general health, safety and welfare of our community. In so doing, we build a government that meets the needs of the people it serves and whose character it reflects. Our government shall further cooperation, encourage leadership, solicit our input and support the active participation of our residents in their governance. Our government shall be effective and accountable and shall promote equal rights and representative democracy. -
Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R.