The chapter presents an overview of the procedural arrangements adopted at the international criminal jurisdictions, namely the UN ad hoc tribunals for the former Yugoslavia and Rwanda and the International Criminal Court (ICC), covering the main milestones from the initiation of the investigation to trial phase to appeals against the judgment and sentence and review. Before delving into the trajectories of an criminal case before international criminal courts and tribunals, the chapter highlights the origins of international criminal procedure in the common law (Anglo-American, or ‘adversarial’) and civil law (Continental, or ‘inquisitorial’) approaches, resulting in its legal nature as a hybrid scheme where the balance between the domestic influences varies by tribunal and over time due to reforms pursued by judge-legislators (ICTY and ICTR) or by states and, to a lesser extent, judges (ICC). The chapter reviews the role and functions of the main actors in international criminal proceedings, including repeat or professional players (judges, prosecutors, and defence) and other participants such as victims and witnesses and states and international organisations. It also highlights the normative importance of human rights to international criminal process and the imperative of complying with the principles of public, fair and expeditious proceedings.

The Conclusion first summarizes the study’s findings. It then presents the study’s policy implications that might help inform local actors’ decisions on interventions related to police–citizen cooperation in communities with criminal groups. Additional research questions are also proposed. In particular, how the study’s findings might relate to contexts experiencing political violence such as civil war or insurgency remains an avenue for future research. The final section highlights that populations are projected to grow fastest in countries with strong criminal groups and weak state institutions for fighting those groups. This trend increases the urgency to understand vacuums of justice and how they might be filled.

This chapter lays out the study’s research design. The design aims to enhance cycles of silence theory’s generalizability at two levels. At a macro level, the goal is to increase the potential that, contingent on local factors, the theory applies to as many of the communities facing criminal group violence as possible. It does so by drawing on logic derived from human social psychological dynamics, leveraging a wide range of existing datasets including a global survey of 109,000 citizens, and studying communities both the Global North (Baltimore, Maryland) and Global South (Lagos, Nigeria). At a micro level, the design combines cross-national data with original surveys as well as interviews and first- hand observations in Baltimore and Lagos. This multimethod approach improves the likelihood that the findings from the surveys and interviews in Baltimore and Lagos accurately reflect cooperation dynamics in the cities. Finally, the chapter provides definitions for key terms related to the study’s main actors – criminal groups, police, and citizens – and the main outcome of citizen cooperation with the police.

This chapter presents the results of a survey experiment testing cooperation interventions in Lagos. It provides background information on the relatively limited efforts to date to promote police–citizen cooperation in the megacity. The chapter describes the virtual reality–based survey experiment used to test the interventions in which respondents are shown a hypothetical area boy fight from a shopkeeper’s point of view. The results indicate that respondents who viewed the vignettes with an anonymous tip line and the intervention to raise awareness of cooperation support among shopkeepers boosts information sharing. Exposure to co-ethnic police officers in the vignette, however, shows little effect on information sharing. The chapter also discusses the mechanisms through which cooperation support exists despite widespread distrust of the Nigeria Police Force among Lagosians.

This chapter presents the results of a survey experiment testing cooperation interventions in Baltimore. It describes existing efforts in the city to promote cooperation with the police and how police rely on information from witnesses. The survey experiment entails respondents viewing and responding to a professionally produced fictional news report of a shooting with experimental variations to test the various interventions. The results show police encouraging cooperators to call an anonymous tip line (as opposed to a non-anonymous line) as well as creating awareness of cooperation norms both increase information sharing. The police commander portrayed in the news report being the same race as the respondent does not change the amount information that they are willing to share. The chapter also discusses the mechanisms of how support for cooperation exists in Baltimore despite distrust of the police.

This chapter theorizes how interventions employed by police and community safety advocates might promote cooperation. The evaluation focuses on two interventions that plausibly reverse cycles of silence: facilitating cooperator anonymity to reduce the risk involved in information sharing and creating awareness of support for cooperation to strengthen the perceived norms favoring information sharing. Given that these interventions do not address distrust in the police, which places a ceiling on cooperation support, the evaluation also includes the trust-based intervention of exposing citizens to police officers of the same race or ethnicity. The chapter concludes with enumerating principles that should be considered when evaluating the appropriateness of implementing interventions to promote cooperation.

This chapter explains the motivation for the study. A stark reality is that states often fail to provide justice in many communities enduring criminal group violence. Deaths from criminal group violence roughly equal deaths from war between states, intrastate conflict (namely, civil war and insurgency), and terrorism combined. Moreover, criminal group affiliates who engage in the violence do so with near impunity in many communities. Criminal groups’ ability to escape accountability means that these communities face what I term vacuums of justice. The chapter goes on to argue that justice provision is a core responsibility of the state and, by failing in this regard, states shirk one of their raisons d’être (reasons for existence) under the social contract. The chapter’s final section explains the link between justice provision and cooperation with the police, positing that the police’s reliance on information from witnesses often makes cooperation a necessary albeit insufficient linchpin for justice provision.

The Introduction previews cycles of silence theory, which seeks to explain how criminal groups constrain citizen cooperation with the police. The Introduction focuses on laying out the book’s central contributions. Theoretically, the book provides a new explanation for how criminal groups prevent cooperation with the police, highlighting the role of their violence in suppressing perceived norms favoring cooperation. The theory speaks to the political science literatures on state-building, political conflict, and criminal governance as well as literatures from other social science disciplines including criminology. Methodologically, the study bridges research divides between the Global North and Global South by testing the theory in both regions. The study also employs realistic survey experiments including a virtual reality–based survey experiment. Finally, the Introduction puts the study into perspective: While the book’s focus may be centered around the effect of violence, the violence should not be interpreted as a defining feature of communities that endure criminal groups.

Chapter 6 introduces scientific inquiry in the early years. This chapter describes the inquiry-based approach to learning science, where children are actively involved in finding the answers to questions. The scientific inquiry process of identifying and posing questions; planning, conducting and reflecting on activities and investigations; processing, modelling and analysing data; evauluating evidence, and communicating findings is presented. The following science inquiry activities that can be used with young children are described: observation, observation and measurement over time, classification, skills activities, research activities, conducting a survey, exploration activities and fair test investigation. Various case studies demonstrate these activities.

This book is grounded in empirically evidenced developmental models and linked closely to practical classroom practice. While many classrooms have been resourced with equipment such as base-10 materials, counters, shape kits, mobile devices, dice kits, drawing tools and interactive whiteboard (IWB) technology, and even a laptop trolley in some cases, extensive professional development is required to enable the range of classroom resources to be transformed into teaching tools. The difficulty faced by the teaching profession is in integrating a wide range of teaching approaches and resources to weave a pedagogically sound learning sequence. This book provides mathematics teachers and pre-service teachers with detailed teaching activities that are designed and informed by research-based practices. The aim is to provide you with a sensible and achievable integration of available educational tools, with research-based approaches to mathematical development that provide for the mathematical needs of all learners. It is intended for primary pre-service teachers, and teachers looking for ways to enhance their teaching of primary mathematics, to assist them to design student tasks that are meaningful and to use educationally sound ways to improve their mathematics teaching.

The day after the massacre, the judicial authorities in charge canvas Dongo’s neighbors, seeking information about any strange sounds or other unusual events that they observed the day before. Although Dongo paid a hefty sum to rent his spacious home and warehouse, he shared the neighborhood with a diverse group of small businessmen and their families. Some rent rooms, and others maintain large households in two-story buildings. The local residents have a good reputation. All are known as honorable men, however humble. Some of these witnesses were lucky to have one last quiet night before awakening to the shocking massacre which took place just steps away from their doorways. But others experience strange sightings and sounds which disrupt their rest and foreshadow the terrible discovery made the following morning of October 24.

Before proceeding to a detailed account of the powers of the police and the means to justify their exercise, this chapter describes key political features of the police role. Ultimately, the role is to impartially produce a unique form of practical, substantive justice among citizens, one that they are owed by the state as they encounter physical hazards, interpersonal conflicts, or are subject to behaviors that the law empowers the government to regulate. The role is derived here by a form of bootstrapping, in that it takes a broad survey of what we observe the police do when aspiring to its positivist ideals, distills it into categories, and then describes the political nature of each grouping. In doing so, it concludes policing’s practical, substantive justice consists of protection and rescue from physical harm, the collection of people and evidence for presentation to a magistrate in matters of criminal law, and the brokerage and enforcement of the fair terms of social cooperation in public spaces.

The inquiry-based approach to learning has been successfully applied in science education. Inquiry-based learning is defined as an approach involving active, research-based learning in the classroom to acquire new knowledge and competences, either individually or collaboratively, in self-regulated learning settings. In this chapter five general inquiry phases are being discussed: Orientation, Conceptualization, Investigation, Conclusion, and Discussion. These phases and their corresponding sub-phases are interlinked in an inquiry cycle. While experiencing each phase the students will acquire research-based skills and further develop a wide range of soft skills as long as instructors provide adequate guidance and support.

Chapter 12 describes the multiple notification requirements contained in the Agreement on Safeguards on domestic regulations on safeguard measures as well as on key aspects of specific safeguard actions. The chapter explains the consequences of these notifications and the specific actions that other Members may take to defend their commercial interest. It also discusses the question of the adequate opportunity to hold consultations under Article 12.3 of the agreement, and the question of cross-notifications to be made by third Members. The Chapter presents statistics on the use of safeguard investigations, safeguard measures and rebalancing actions in the light of the notifications made by WTO Members between 1995 and 2020.

Chapter 3 explains the procedural guarantees established in the Agreement on Safeguards, including the transparency requirements of an initiation notice and a report setting forth the findings and conclusions, as well as due process guarantees for interested parties during the investigation, including the possibility of making submissions on the basis of public interest. The chapter also explains the complexities of the granting of confidential treatment to information provided by the interested parties, including the subsmission of non-confidential summaries.

The Equal Opportunities Commission (EOC), established in 1996, investigates and seeks to resolve disputes arising in connection with Hong Kong’s anti-discrimination ordinances. Its complaint-handling process involves recourse to conciliation, investigation and litigation. The EOC thus provides a hybrid multi-tier dispute resolution service. If conciliation fails, the EOC may investigate and eventually assist a person to pursue in court a complaint which is thought to merit further action. This chapter asks how the EOC can maintain neutrality and confidentiality when discharging its respective functions of conciliator, investigator and litigator in the same matter, without becoming entangled in actual or potential conflicts of interest. It examins how similar institutions in the United States, the United Kingdom and elsewhere have sought (or not) to resolve the tension in their roles when handling discrimination complaints. It then discusses recommendations and their underlying rationale for reconciling the EOC’s seemingly conflicting roles, in order to effectively resolve discrimination complaints and bridge the long-standing gap in public perception.