M. Cherif Bassiouni / Human rights and international criminal justice in the twenty first century : the end of the post-WWII phase and the beginning of an uncertain new era -- Thomas A. Cromwell and Bruno Gélinas-Faucher, William Schabas / The Canadian Charter of rights and freedoms, and international human rights law -- Emmanuel Decaux / The International Convention on the Protection of All Persons from Enforced Disappearance, as a victim-oriented treaty --Kathleen Cavanaugh and Joshua Castellino / The politics of sectarianism and its reflection in questions of international law & state formation in The Middle East -- Sandra L. Babcock / International law and the death penalty : a toothless tiger, or a meaningful force for change? -- Marc Bossuyt / The UN optional protocol on the abolition of the death penalty --Christof Heyns and Thomas Probert and Tess Borden / The right to life and the progressive abolition of the death penalty -- Zhao Bingzhi / Progress and trend of the reform of the death penalty in China -- Margaret M. DeGuzman / Criminal law philosophy in international criminal law scholarship -- Frédéric Mégret / Is the ICC focusing too much on non-state actors? -- Shane Darcy / The principle of legality at the crossroads of human rights and international criminal law -- Alain Pellet / Revisiting the sources of applicable law before the ICC -- Mireille Delmas-Marty / The ICC as a work in progress, for a world in process -- Carsten Stahn / Legacy in international criminal justice -- Andrew Clapham and Paola Gaeta / Torture by private actors and 'gold plating' the offence in national law : an exchange of emails in honour of William Schabas -- Hirad Abtahi and Philippa Webb / Secrets and surprises in the Travaux préparatoires of the genocide convention -- Jérémie Gilbert / Perspectives on cultural genocide : from criminal law to cultural diversity -- Beth Van Schaack / Crimes against humanity : repairing Title 18's blind spots -- Leila Nadya Sadat / A new global treaty on crimes against humanity : future prospects -- Mark A. Drumbl / Justice outside of criminal courtrooms and jailhouses -- Charles Chernor Jalloh / Toward greater synergy between courts and truth commissions in post-conflict contexts : lessons from Sierra Leone -- Geoffrey Nice and Nevenka Tromp / Criminal trial as a tool to control historical narrative -- Mary Ellen O'Connell / The arc toward justice and peace -- Adama Dieng / The maintenance of international peace and security through prevention of atrocity crimes : the question of co-operation between the UN and regional arrangements -- Emma Sandon / Law and film : curating rights cinema -- Wayne Jordash / The role of advocates in developing international law -- Diane Marie Amann / Bill the blogger

This book punctures the myth that important national civil rights organizing in the United States began with the NAACP, showing that earlier national organizations developed key ideas about law and racial justice activism that the NAACP later pursued.

This comprehensive guide to the historical and cultural context of English literature covers the core periods of literature, and history, from the English Renaissance to the present. Peter Widdowson introduces and outlines key terms, concepts and developments and provides a series of timelines showing political, social, cultural and literary events for each year. Together, this indispensable reference work offers a concise history of Britain for literature students at all levels and provides readers with the context for any literary work from 1500 to 2000. The Palgrave Guide to English Literature and its Contexts, 1500-2000 - Overs a wide range of canonical British authors and works but also provides contextualising examples of works from other countries - Each chapter focuses on a key period in English Literature and History, gives a brief overview of that period, and defines the main terms and ideas of the age - Contains easy-to-follow timelines which may be viewed either horizontally or vertically, allowing readers to track a chronological history, or single out the developments and events of a specific year

A Light in Dark Times: Maxine Greene and the Unfinished Conversation features a list of extraordinary contributors who have been deeply influenced by Professor Greene's progressive philosophies. While Maxine Greene in the focus for this collection, each chapter is an encounter with her ideas by an educator concerned with his or her own works and projects. In essence, each featured author takes off from Maxine Greene and then moves forward. Just as Maxine Greene herself has, this unique and fascinating collection of essays will influence a wide range of worlds: arts and aesthetics, literature and literacy studies, cultural studies, school change and improvement, the teaching of literacy, teacher education, peace and social justice, women's studies, and civil rights.

Central Asia has emerged as potentially the most important new hydrocarbon province in decades. Among the countries whose natural resources are now the focus of world attention, Kazakhstan is very much in the front rank. The scale and strategic importance of its reserves mean that it is set to become one of the key players in the global market. Realising that potential depends on many factors, not least its legal treatment of the oil and gas industry. The contributors to this volume consider the various dimensions of that legal treatment, including investment and contractual issues, dispute settlement, transport and refining, environmental issues, and taxation. The importance of the international context for Kazakhstan's domestic law is a key feature of this book, as is a concern with identifying existing problems and suggesting the most fruitful direction for reform. The book will be of interest to practitioners and academics working in the specific field as well as in the more general area of legal relations between the oil and gas industry and transition economies. Ilias Bantekas is Reader in Law at the University of Westminster, London, UK. He has written widely in the field of international law and won the International Committee of the Red Cross Paul Reuter prize in 2000. Visiting Fellow at Harvard Law School (2003-04). John Paterson is Reader in Law at the University of Westminster, London, UK. He has written on the regulation of the oil and gas industry and acts as a consultant to the OECD Nuclear Energy Agency. Maidan Suleimenov is Professor of Law at the Kazakh State Academy of Law and Adilet Higher Law School, Almaty, Kazakhstan. He was directly involved in Kazakhstan's accession to the Energy Charter Treaty and has also been responsible for legislative drafting in the field.

There are so many books on so many aspects of the history of the United States, offering such a wide variety of interpretations, that students, teachers, scholars, and librarians often need help and advice on how to find what they want. The Reader's Guide to American History is designed to meet that need by adopting a new and constructive approach to the appreciation of this rich historiography. Each of the 600 entries on topics in political, social and economic history describes and evaluates some 6 to 12 books on the topic, providing guidance to the reader on everything from broad surveys and interpretive works to specialized monographs. The entries are devoted to events and individuals, as well as broader themes, and are written by a team of well over 200 contributors, all scholars of American history.

This book is an exploration of the processes of change in English language teaching. In Part I the principles and strategies of change and factors affecting educational change are presented. Part II focuses on implementing change and looks at key implementation strategies and systemic and behavioural change, before introducing a new interpersonal model of change. Part III presents various ways in which change can be measured and evaluated with reference to contemporary research in English language teaching.

Some reports estimate that nearly 50% of teachers entering the profession leave within the first five years (Alliance for Excellent Education 2004; Ingersoll, 2003; Quality Counts 2000). One explanation of why teachers leave the profession so early in their career might be related to the emotional nature of the teaching profession. For example, teaching is an occupation that involves considerable emotional labor. Emotional labor involves the effort, planning, and control teachers need to express organizationally desired emotions during interpersonal transactions. As such, emotional labor has been associated with job dissatisfaction, health symptoms and emotional exhaustion, which are key components of burnout and related to teachers who drop out of the profession. Research into emotional labor in teaching and other aspects of teachers’ emotions is becoming increasingly important not only because of the growing number of teachers leaving the profession, but also because unpleasant classroom emotions have considerable implications for student learning, school climate and the quality of education in general. Using a variety of different methodological and theoretical approaches, the authors in this edited volume, Advances in Teacher Emotion Research: The Impact on Teachers’ Lives, provide a systematic overview that enriches our understanding of the role of emotions in teachers’ professional lives and work. More specifically, the authors discuss inquiry related to teachers’ emotions in educational reform, teacher identity, student involvement, race/class/gender issues, school administration and inspection, emotional labor, teacher burnout and several other related issues. This volume, then, represents the accumulation of different epistemological and theoretical positions related to inquiry on teachers’ emotions, acknowledging that emotions are core components of teachers’ lives. Advances in Teacher Emotion Research takes an eclectic look at teacher emotions, presenting current research from diverse perspectives, thereby making this volume a significant contribution to the field.

As Asian education systems increasingly take on a stronger presence on the global educational landscape, of special interest is an understanding of the ways in which many of these states direct their schools towards higher achievement. What is missing, however, are accounts that take seriously the particular construction of the strong, developmental state witnessed across many Asian societies, and that seek to understand the politics and possibilities of curriculum change vis a vis precisely the dominance of such a state. By engaging in analyses based on some of the best current social and cultural theories, and by illuminating the interactions among various state and non-state pedagogic agents, the chapters in this volume account for the complex post-colonial, historical and cultural consciousnesses that many Asian states and societies experience. At a time when much of the educational politics in Asia remains in a state of transition and as many of these states seek out through the curriculum new forms of social control and novel bases of political legitimacy, such a volume offers enduring insights into the real if not also always relative autonomy that schools and communities maintain in countering the hegemonic presence of strong states.