Humanizing Terrorism Through International Criminal Law: Equal Justice for Victims, Fair Treatment of Suspects, and Fundamental Human Rights at the ICC

This article sheds light on whether terrorism should be included within the jurisdiction of the International Criminal Court (ICC) and whether classifying terrorism as an international crime subject to supranational tribunals\u27 jurisdiction can advance human rights and promote non-military responses to terrorist acts. Anti-terrorism policies in the wake of the September 11 attacks have led to repressive laws, human rights abuses, and military reactions, often with dehumanizing effects. The article argues that international criminal law, by holding individuals accountable before international criminal tribunals and through the incorporation of international humanitarian law and fundamental human rights noms in its corpus juris, can play a humanizing role in responding to terrorism by providing equal justice for victims, fair treatment of suspects, and alternatives to collective assignations of guilt that lead to the perpetuation of group-based hatred, discrimination, and violent reprisals. Asserting that victims of terrorism deserve the same legal redress that the international criminal justice system has granted to victims of war crimes, crimes against humanity, and genocide, this article concludes that submitting the crime of terrorism to ICC prosecution, and hence complementary domestic jurisdiction, could provide greater legal protection and recourse to those marginalized and disempowered in both wartime and peacetime

The temporal dynamic of response inhibition in early childhood: An ERP study of partial and successful inhibition

Event-related potentials were recorded while five-year-old children completed a Go/No-Go task that distinguished between partial inhibition (i.e., response is initiated but cancelled before completion) and successful inhibition (i.e., response is inhibited before it is initiated). Partial inhibition trials were characterized by faster response initiation and later latency of the lateral frontal negativity (LFN) than successful Go and successful inhibition trials. The speed of response initiation was influenced by the response speed on previous trials and influenced the response speed on subsequent trials. Response initiation and action decision dynamically influenced each other, and their temporal interplay determined response inhibition success

Fallacies Versus Realities in Financial Planning and Management Among Entrepreneurs: Lessons from the Trenches

This paper summarizes fallacious thinking about financial planning and management among entrepreneurs and small business owners. This thinking often continues from start-up through initial liquidity and beyond and creates problems for the venture.  These problems can usually be avoided with an  understanding of  the realities associated with fallacious thinking and following  some fairly simple  "rules" enunciated by the authors.

1987 Fine Art Graduation Exhibition Catalogue

Fanshawe College Fine Art Program Graduation Exhibition \u2787 April 22 - May 10, 1987https://first.fanshawec.ca/famd_design_fineart_gradcatalogues/1003/thumbnail.jp

Four Domains for Rapid School Improvement: Indicators of Effective Practice

This document is designed to help school, district, and state teams identify with greater certainty whether a relevant practice from the four domains is standard and routinely operational in their part of the education system or whether more work is needed

Does Peer-to-Peer Writing Tutoring Cause Stress? A Multi-Institutional RAD Study

Writing center literature often notes the stress and anxiety of students as a special concern for peer writing tutors, and tutor training manuals offer advice for tutors on how to manage student writers’ anxiety and stress in sessions. Few writing center sources, however, examine the stress/anxiety tutors may experience as a result of their work in the writing center, despite increasing interest in emotions and emotional labor in writing centers. This multi-institutional study examines whether peer writing tutors experience increased stress/anxiety while tutoring. Using a mixed-methods approach combining both surveys and physiological data (salivary cortisol levels controlled against days when they did not tutor), this study investigates the stress/anxiety of 21 tutors across 63 tutoring appointments. The data suggest that peer tutors who enter tutoring sessions in stressed or anxious states are potentially prone to increased stress or anxiety from tutoring. Moreover, they exhibited an inhibited awareness of both student writers’ stress and the potential impact of that stress on tutoring sessions. Results suggest that writing centers should increase their focus on tutor well-being, most crucially on emotional labor and its impacts for peer writing tutors

Commentary: Culture of Poverty: Don\u27t Call it a Comeback!

Commentary on the culture of poverty argument