JPI 26-03

The speaker emphasizes the importance of focusing on Fortland teams and the structure of the class. They discuss the breakdown of topics, importance of time management, adapting teaching methods, evaluations, and final exams. They stress the significance of understanding legal components, provide details on evaluations, group assignments on real cases, and the final exam. They encourage communication with student assistants, offer flexibility in evaluation language, and provide guidance on resources. The speaker also shares personal background and teaching philosophy, emphasizing engagement, adaptation, and enthusiasm in learning. When I say Fortland, Fortland teams, I'm not saying Fortland, okay? So, try to feature on Fortland teams, so that we can start. Because every time someone walks in, I get to talk to them. My brain is sort of weird like that. I really appreciate having you up here around that time. I want to take some time to explain a little bit of the structure of what a Fortland team looks like. In every semester, I have like one that we learn. At the end of the class, we try different versions of the last item. And every semester, I explain the main thing. The fact that we have five or four different items doesn't mean that they all get the same time a lot of the time. And why? Because, for example, if I have a whole item on the international school board, which is item number four, it doesn't mean that the person here above the ICC, you know, by May 23rd, I'm going to be talking probably about the ICC throughout the entire semester, which probably means that by the time we get to unit four on the ICC, you are going to be familiar with many aspects of what the ICC is and how it works. And likewise, if we have like one last component on other international mechanisms, that last component usually is like half the time. So, you know, don't start getting stressed if it's like, you know, make the team a more an item two, okay? Because I promise we'll get there. Usually, the heaviest items are going to be the ones where we really break down the legal components. So, this is going to talk about multiple liabilities. And when I started teaching at Yale in 2013, multiple liabilities, which is the different ways in which a person can be held responsible, you know, as a perpetrator, as a dangerous perpetrator, as a commander. I think the first time I taught it, it took me like four months. Now, my target is to do it in three weeks. And if we're going to be breaking down the legal components at this time, that takes a while. So, we're going to talk about a war crime or a crime against humanity. We're going to be really trying to understand all these different items. So, sometimes by the time we get to genocide, I've already been talking about genocide. So, it's important to be familiar to a new school rule like half of death is genocide and one half is genocide and two-and-a-half deaths is a war crime. So, please don't be scared. We'll go through all of the topics or most of the topics at this time. Stay true to your evaluation. Every semester, and I mean every semester, I sit at that table and go, go, go, go, go, go, go, go, go, go, go, go, go, go, go, go, go, go, go, go, go, go, go. And, you know, I want to clear you out. Maybe I'll be like, yes, you can. But maybe you can't. Because if you do that, then you're going to end up in your last class doing your direct exam, your final report, getting ready for your exam. So, it's not the best for you. I want to clear you out in a way where, you know, everything is tied up towards the end. But also, I try to time the different evaluations according to what topics we're doing in class. So, maybe I'm going to be like the one that says, you know what? We're actually going to move it for a week. And so, what we're going to do today, we're going to try to stick to the schedule. You have your program, your schedule, and your data. But some changes may be made on, you know, you still have the state saying, depende las clases, virtualidad. So, I say, you know what? I have to do this. And you can help me. So, hopefully you've gotten the basic answer. But we all are not ready yet. We're not ready. Okay. So, here's a question. So, when you have a break in the middle of class, but you're still in class, do you take the time to go to Google? Okay. I take the time to read about how it is for pregnant women. It is for providing safe spaces in your classroom. Obviously, I am not a mental health specialist, but there are tools in class, and everything that you can go to to make this a safe space in your class. And we know that there's a lot of tools out there if you require them. I am a big fan of the mental health tools. I recommend them in the meetings. And I've been asked to read a very good summary on diversity. It says, Okay. Okay. As a mom to a newer divergent child, I really understand that everyone learns differently. Some people are more visual. Some people learn by listening. Some people do great on oral dictation. Some people do great on written instruction. So, we will try our best to adapt to that. And that has meant that over the years, my quizzes, that used to be multiple choice, now have a little bit of a chocolatier. I used to hate multiple choice tests. So, you know, I'm trying to mix it up a little. This course does not have a midterm exam. We have, well, we're going to go through it again, but what we try to do is have three quizzes in a hypothetical case, in that exercise, in a final oral examination. And then every student in this class has a case assigned to monitor throughout the entire semester. So, we're going to go through the list of cases. That means that three students will group up for one specific case. These are all real cases, and you're going to get asked about the case in every evaluation that you have. Because I don't want you, you know, come June 15 to say, Hi, you can use that case. Give me the case. So, every evaluation that you have, you will be asked about the case that you select to monitor. My two wonderful student assistants that are not here today, that's Mateo Novoa and Alucita Zapata, both of them, you know, brilliant students of mine, will send you further instructions on how to sign up as a group. We're not going to create a group by ourselves. We will open up the group. What we're going to do is send a list of cases, and you're all going to send us the three top choices. So, Gonzalo. Hey, Gonzalo. I'm going to talk to Juan and Ximena, and these are our three top choices. We're going to try to provide everyone their top choices, but we'll probably not be popular. So, I'm going to go through the list of cases. Okay, the final exam. What is it for? Because I think every future lawyer or political scientist should have the ability to develop, you know, some tools for, you know, myself, I'm an introverted person, but I have to speak a lot for myself. And I rely on the confidence of knowing what you're talking about. It's also the enthusiasm for what you talk about, so I really encourage you all to dig into the forum. That said, every single one of your evaluations can be done either in English or in Spanish. So, thank you. The complementary exam is something that is written. It is long, so you are either writing it or you're going to read it. I'm going to read it. Okay, so please go through a little bit. It's important that you describe a little bit of what you expect to do in your work. So, if you go into Valeria, you're going to find, one, please make sure to check this section, our resources, okay? We provide a lot of information through our resources. And the other thing is, please, please, every communication to us, make sure to pop in Alesika and Mateo. Their emails are right here at the beginning of the webinar. Their email card is right here. Why? For starters, they're millennials. I know. Then, next. That means, I'm carrying my phone with me when I wake up. I take my phone. I have two phones, actually. I take them. I truly take them. I have four different things in my bag. I take WhatsApp. You know, but I need to check these things. And every time a paper says, blah, blah, I take it. So, I'm going to check them to become a responsible teacher. But that's good. Mateo and Alesika, they're just going to hold their phone. They don't have any attention on their hands. So, if you copy them in their email, they're going to read you like this. This is a little. Oh, okay. I didn't know. Because, you know, someone just wrote, this is for your own benefit. Copy that whole thing. Evaluation. Evaluation. We're going to have three quizzes. And, as you know, from previous classes we may have taken in this law school, usually, and that is the case in this class, your lowest score will be in this case. Hi, Alesika. What's up? Hi. This is from the old class. Do you remember your paper? Oh. I was just talking about an old class. So, can I introduce myself? I was saying that you guys always have your phone. You have the right side in your hand. That is how you stand it on your hand. And then you know where you're going to go. So, I'll introduce myself. Oh, okay. Hi, everybody. I'm so glad to see so many of you here. I remember that in the first quiz, when we were in the delegation class, there were only, like, ten people. Ten people? Yeah. Yeah. Only like ten people. Yeah. And now, so many of you have been so happy. Because we've been taking a lot of people as everybody does. And I think that's a really good thing as well for all of us here. So, just enjoy the class. And just make sure to do what you do best. I think that's probably the most important thing. It's the most important thing. And it's really great to have so many of you here. And I also think it's a very nice opportunity to meet a lot of people. And I'm really glad to know all of you and all of the people who have been here for a long time. So, they're going to rest here. So, that's a little something. I don't know. It's just a little something. It's a little something. It's just a little something. And I am going to say I am from New York as well. And last year, I completed a master's on multidisciplinary studies and multidisciplinary gender studies. So, I really love all of those interrelations between policy, international law, criminal international law, and gender. So, I would love to hear all of your thoughts from your teacher. Thank you so much. So, I spent most of my experience under the gun. You just got from Cambridge. You're doing a master's. You killed it. You know, I met someone at the United Nations. They asked me to come and report this class. Actually, we don't have a name, by the way. But, anyway, this class is for the United Nations Library of International Law. And the person that was coordinating this, I was like, oh, you're from Cooke. You know, we have someone here at the United Nations team section who was one of the most brilliant persons that has come through this office. I'm like, oh, that. I see the facade. You know how I look. Thank you. Okay. So, we've actually been talking a little bit about the course and the assessment. So, the first is you're going to have two of those courses set up for your final grade. Your lowest grade and your lowest grade will be eliminated. In our experience, the lowest grade is usually the first one, grade number one. And then we have the hypothetical grade. So, we have the hypothetical grade. My favorite one is going to be grade number one. And, as you can imagine here, what we want is to measure your capacity of time that goes to a hypothetical grade. We always debate every semester where to put this particular element in our schedule. And we usually put it towards the end because we want you to use all the tools that you've learned throughout the semester for your practice. And then, as I was explaining before, you will each get assigned a real case to monitor. Some of these cases have already finished. Some are ongoing. And we'll go through the list and explain a little bit about them. And the idea is to write a report. It's like a 20-page report that you present at the end of the semester, a written report. But, of course, we want to make sure that you've actually been the one working on your report. So, we will ask you in every evaluation about your report, including in your overall assessment. And then the final exam is an all exam. Any questions? Maybe I'll go through the structure and then we can go through the list. Okay, so this course has five units. Five units. The first unit is really not only an introduction to what ICL, International Student Law, is. It's also a very historical approach, but it's also an approach where we try to analyze the foundation of international student law. So, what is international student law? What are the main characteristics? What are the guiding principles in ICL? When did ICL start? When did it start? And you have to think of, you know, okay, this was the birth date of international student law. What moment in history of international student law? What moment in history comes to mind? Excellent. The date and everything. The year. Why 1941? How old was it? The beginning of the 1980s? Yes. And the end of World War II. So, actually, the end of World War II and the start of international student law. Excellent. So, you know, in 1945, we had had some efforts before on trying to send a motion, an international order, to ensure that individuals are also held responsible in international law. After World War I, there were some efforts to set up an international tribunal. During the New World Nations in the 1920s and 1930s, we're going to study all this, so we don't actually go through this. But during the 1940s and 1930s, there were big efforts to try to establish a permanent international tribunal. But those efforts failed with the New World Nations, and all of this was pretty much archived. But during World War II, actually, in some of the major conferences during World War II, the Allied powers were already thinking of what would be the fate of the leaders of the Nazi apparatus, the Japanese powers, and the world. And this is really a monumental moment in history. Because it really was a moment where, you know, these two values that for many, many years, and in many areas, they are still considered fundamentally opposites, even in our own country where many people were interested in. But for many years, in Latin America and elsewhere, there was an idea that peace and justice could not go together. And you had to choose, at the end of a war, either stay out of it, take peace seriously, or take justice seriously. And all of this idea that justice was a roadblock and an impediment to peace, in other words, actually, was founded on the opposite idea. It was founded on the idea that justice is a means for non-violence. And that idea is really at the forefront right now. And that idea is really at the origin right now. That justice is not only the goal, it's also the means to achieve some kind of peace. So that decision that was made during and in the aftermath of World War II, that justice was going to be a means towards long-standing peace, was really at the origin of justice in the American and Latin American history. And ICL was born with a lot of hope and a lot of promise. And from a very notorious patient was racism that ruled over them. But then someone sort of hit the grave, and ICL was once again stuck in a world with five dogs. And then nothing happened in world history. So the history of ICL is a history, as I was saying at the beginning of this class, that shows this promise of non-violence. Now, to me, over two decades of working in the field, I do a lot of post-correction work. I realize that some of my original misconceptions were not that they were wrong. They didn't go the whole way. I'll give you one example. I always used to say that, you know, oh, in ICL, nothing happened between 1945 and 1945. But that doesn't coincide with really my approach to international justice, that justice should be a mixed-and-bled process. So as part of my deconstruction of international justice, and it is very, I don't know what the term is, but it's quite a shame, really, that I came to study the Third World's approach to international law and decolonization of international law in New York State and not in Burma, Peru. But as part of that deconstruction of how ICL and many of our areas of law have been risen to a very specific lens of the Western world, when we look at it exclusively through that lens, we forget to tell the story of so many movements that also shaped international law. And some of those movements were re-enacted in our Latin American history. And when we talk about victim-centered justice and the movement of victims, we cannot not think about the huge role that this plays in Latin America in trying to get justice and achieve justice for black people in Latin America. So really, through that reflection, to me it was like, wait a minute. When I say that, oh, nothing happened in ICL between 1945 and 1990, and yeah, there was no international criminal law tribunal, but there was this whole movement of victims that were instrumental for the imposition of the ICC, for the establishment of national accountability practices. The trials in Argentina in 1985 against the military junta were also trials of international criminal law. So not only that, but the five civilian victims that left the world in a jet arrival were also movement of international criminal law. So erasing that from ICL history is really not only not paying homage to those victims, but ignoring that there was a lot of movement in those decades that, yeah, it didn't lead to an international criminal law per se during the 60s, 70s, and 80s, but it was part of the history that led to law. So that is why we're going to see how, I guess a few years ago, I was like, you know, I'm trying to understand what this thing of oil is and economicization of ICL is, and I don't think I have the tools to teach this, because I'm still learning it. So what I do now that I'm still trying to understand this comes from ICL. So I just don't want you to learn it in New York City or somewhere else, just in the global south. I know I've heard about this, because I think we have also this vulnerability as scholars, practitioners from the global south to say, you know, we also shape the history of international justice. We're shaping the history of international justice and the history of international justice. And that means that we have to deconstruct a lot of the times of international law as well and be able to, you know, once we take the center stage or the site stage or whatever, different multilateral platforms, we're also able to provide our own vision of the kind of thing. To me, that still means a work in progress, right? Okay, now, which authors am I sending you, am I asking you to read? Are they only, or don't they reflect, like, what you're connected? Or do we also want to look at scholars from other regions that I'm talking to today that I've not read? So it's a work in progress. I think there's still a lot more that we can do. But at least let's try to tell the history of ICL without ignoring sort of those stories or those questions. And I hope that, you know, with time, I'm able to have even a better understanding. Anyway, so that is why at the end of Division I, which is 17,000 years from now, we have two roles of persons in International Law and International Justice. What does that mean? Well, I started my research two years ago. I am the only Latin American on my team. I'm the first one to do international justice over our history. And I came to learn from my colleagues that there's something called the colonizing idea. And that is valuable. You can still learn things at A45. Okay. So let's begin with Unit 1. Any questions, comments, reflections? Unit 2 is this unit that I was going to mention the first time I taught it. It's the issue of co-op. It used to be more of a co-op. Now it's a co-op. This is the co-op now. And this is probably the most criminal part of a course on international law. It was trying to attract me years ago when I was first, you know, trying to find a way to do my research, and it was sort of boring to do other things. Now I think it's really fun to do. It's one of the most popular classes. Because it also shows that ICL is international justice. It's usually the story of powerful people getting away with things, right? And the story of powerful people getting away with things is often the story of how they did not do the crime directly themselves, but they did it to other people. And here international law has really germed from criminal law of other sorts. In my first week of my first year of law school, March 2000, one of the world's most famous criminal lawyers came to the California Congress. And I thought that we could take a week and create, you know, this whole week of class on criminal law. And I was taking criminal law one. And this was obviously my second week of law school. And our professor was like, oh, why don't you guys just consider going? How much is it? $30? $30! I was like, $100. But he insisted so much, and I'm so glad, you know, I went. And I met him, like, nine years later. My professor, he was the, I don't know if you've probably heard about it, but he was a German lawyer who came up with the theory of inter-racial penetration, audiovisual penetration. And because of his theory, a lot of Nazi perpetrators were brought to justice under the theory of audiovisual penetration. So we had some very notorious cases in Peru where they used audiovisual penetration. And people were like, oh, you didn't know it's audiovisual penetration? No, we didn't know it was audiovisual penetration. But what we're going to get to see is really a fascinating aspect that tells all these different stories. And one of the most really tragic and heart-breaking cases yet to be resolved is a case from 10 years ago, yeah? In Pinata? 12 years ago. It's a Pinata case in Mexico. Have any of you ever heard about it? No? What's the case about? Can you give me the date of the case? Yeah, 43 June. Oh, I'm sorry. I don't have the date. You don't have the date? I don't have the date. So I don't know where it is. I know I know where it is. But I don't have the date. I don't have the date. So I don't know where it is. I know I know where it is. But I don't have the date. So I don't have the date. I don't know where it is. I don't know where it is. I know I know where it is. I don't have the date. I don't have the date. I don't have the date. I don't have the date. 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In addition, there is the initial effort to try to amend the Rome Statute to incorporate a sixth class as a kind of exercise. Translating things to a very great level that has to do with the environment. And a few years ago, I was working on this litigation. I was quite fascinated by this idea. I mean, it's going to take many, many years to get there, but I think we should at least know what it is that we're talking about when we talk about this. So, that's going to be like a third big deal. What are international times? What makes international time international? What are the differences? Unit 4 is all about the international number of years. And this is what I was saying before. There are certain units that may feel shorter to you, but we've already been talking about the ICT. So, we're going to be talking about the ICT throughout all the international years. And why is it, you know, the only permanent international court date? How does it work? What are the jurisdictional aspects? What is the permitting combination? What is the mitigation? What are the guiding principles? All of that we're going to unpack in this year two. And last but not least, of course, when we talk about ICT, we're not just talking about the international time. There are many mechanisms for the course of international time. And we often forget the most important mechanism for international justice is the domestic court. The national domestic court should be the first court to investigate. We have special courts in the U.S. We have the U.S. jurisdiction. I'm actually doing a fascinating case right now against Bashar al-Assad in Syria. And I started that case when he was still the president of Syria. So, it was groundbreaking because there is an understanding of international law. I don't agree with what I understand, which is that immunity can still be respected when it comes to the court of other states. I feel that you can, that no one should be able to rely on their immunity when it comes to international time. And I'm glad that is the case when it comes to international law. I think it should be open to the international time, but I understand it's more complicated. So, France really didn't want to bring to court the head of state of another state. Well, he was still head of state because of Bashar al-Assad. And that case was confirmed by the coup d'état de la Sirena, the affidavit court. So, now it's another way up to the coup d'état de la Sirena. We're waiting to see what will happen. But always to say that there are other mechanisms, other types of evidence. And sometimes we don't have the possibility of going to a court. But there's a possibility of gathering evidence. Sometimes, courts work in a complementary way to investigative mechanisms. The United Nations, for example, has an investigative mechanism on June 3rd. And that is also an international justice mechanism. It's not one that will prosecute a person, but it's one that will gather information for a potential prosecution. So, we're also going to talk a lot about this unit throughout the whole court. It's really a unit that is holistic across the entire court. And I'm going to talk about the SIRDA and the international investigative mechanism for the SIRDA. The only thing I'm going to talk about is indicted moments in the court. I'm not going to only talk about the first indicted moment. So, try to understand that, you know, we have one court in which we'll probably follow that order. But some of these things, we're going to pull them up further in the court before we get to the next court. Does that make sense? I was telling them that there's always this one student at the end of the court in a relationship. You know, you don't find it. You don't judge it. You don't verify the relationship. So, I'll give you a little description of that. So, that's it. That's the introduction, introductory course to international justice in a nutshell. Origins, principles, multidisciplinarity, crimes, mechanisms, identity, other mechanisms and other contributions. And again, why is it that way? Because that's how I felt I would have liked to have learned it. That's how I like to assess my things. Basically, that's the main issue of my case. I've added other things that were saying like, you know, Quail, you'll have to go to New York and find out what Quail is. And it's really my effort to try to understand, you know, the technical aspect, understand the origins. But for you to be able to use this knowledge to understand what is going on in the world today. To turn on the news and to watch what's going on in Ukraine, or in Venezuela, or in Gaza, or in Myanmar. So, you're able to understand it through the lens of the media. Okay? Yes. I have one question. Do you see, do you see, are you afraid of the other countries, like the United States, Russia, China? Yes, of course. We've seen all of them. Yes. Because, well, the United Kingdom, you know, the United Kingdom, China, USA. United Kingdom, France. France, yes. So, the influence of a large power to get power. Thanks for raising that, because, you know, I have it in one section, which is the last one, which is the right to use the intel. Which I am strongly against it. And while this is a right afforded to the five women members of the Supreme Council, it's really three of those five that didn't use the right to use the intel. Okay? The UK and France haven't used the intel in decades. I think the last time that the UK used it was in the 1980s, and like I said, that was a long time ago. So, there is, there is a disadvantage of power in everything, including international law. The largest powers of the world are not parties to the rule of law. The United States is not a party to the rule of law. Russia is not a party to the rule of law. China is not a party to the rule of law. India is not a party to the rule of law. The world states in the Middle East, none of them are parties to the rule of law. So, there is a large disadvantage. But there is also jurisdictional links that allow for the court to investigate national civil claims. For example, Russia. Right? So, because Ukraine has accepted the jurisdiction of the court, and is now actually a state of court, any Russian national who commits a crime under the rule such as in Ukraine can be prosecuted by international law. So, the ICC, with all of its laws, has also provided some groundbreaking decisions, and it exists without global power management. Some even think that it exists because we don't have global power management. But, you know, in the case of the United States, it's not always like that. The U.S. has had a complex, many of the things are also very complex relationships with the ICC. The U.S. participated in Rome. The U.S. has very quietly surrendered individuals to the ICC. A very difficult relationship during the Bush administration with the ICC that gradually led to a better understanding between the Bush administration that the U.S. supported the referral of the situation in Sudan to the ICC, then, you know, a better, much better relationship with the Obama administration and the Biden administration. And you can imagine what the situation is right now during the Trump administration, where the Trump administration has actually sanctioned the ICC. Right? Which means that the ICC prosecutor right now has all of its master plans frozen in the U.S. It's impeded from going to the U.S., et cetera. Why? Because the Obama investigation comes out. So, there's definitely a big influence there. Okay. So, since we've had to go through this reading, as I was saying before, I still grapple with the idea that, I still, it still is difficult to see that most of Sunday literature on international justice is English. The fact that I'm teaching this class in English, I obviously want to do it. I want to do it out of the community. But I also think of, you know, I'm here for you. But it's sort of this position where we want to expand ICO models in the region. What I've come to terms with is there's many ways of doing it in Spanish, but I don't think I'm going to be able to do it in English. So, I don't think I'm going to be able to do it in Spanish. I'm going to be able to do it in English. I'm going to be able to do it in Spanish. And we've done a very careful selection by topic. So, you know, we've taken the time to include things that are relevant and things that are quite conversational. So, these are the ones that we chose. And that's me for you. And these are all the things that we're going to be using. But a huge resource is also the pages of the course itself. So, start to visualize it yourself. What we've included is the page of the ICC. So, this page has a ton of information. But probably the most useful tab in here is this one. Situations of risk. And here you're going to have information and regulations and situations of risk. So, if they're familiar, I can go back to that. My oldest son was just like four years when my husband said, Mwah, mwah, mwah. He didn't even speak Spanish. So, I know what it means. He still says it. Mwah, mwah, mwah. So, listen to that. Okay. So, start familiarizing yourself with these tools. And then you start to include, in addition to the international organizations, some really good resources that I really encourage you to use for your reports, routes, and so on. So, this is for the ICC. This is an organization that I worked for for 12 years. It's a wonderful organization. And I came to ICL two years. And I was 24 years old. I was a teaching assistant at the University of Vermont. And I said, hey, I heard that the United States government is trying to do something against the ICC. Can you research and look at something? Where do I start? So, I was looking at this paper, like, what is the point of this? Check this out. I ended up looking at it for many, many years. And this was the organization that really led the fight to the establishment of the ICC National Network. This was really a lot of work. Now, you're going to find a lot of information. But you can go through the topics. And if you're not interested, what's going to be one of your best friends of this course? Or if you're not interested, please feel free. But make sure you check it out. There's a lot of information there. And then some of the other data and information. I'm going to mention the National District Department of International Justice. There's a movie. It's on WhatsApp. Blogs. There's some great blogs. Opinion Newsies. Just Securities. All these databases. These podcasts are amazing. There's so many podcasts on international law. But if I had to choose two, I would choose these two. Even if you're a law firm, you will say whatever. It's hard. It's hard to get by. It's hard to get by. There's two podcasts. One is called Asymmetrical Haircuts. And it's really done in a way that's not very typical. But Asymmetrical Haircuts, the name is just a funny name. There's two women who run it. I guess they showed up on the first day of the podcast. And they had cut their hair in an asymmetrical manner. And that's what the name is. But they really have. They just did a whole episode on the arrest of a former president of Argentina. They have so many interesting topics. They just did one on the situation on the Democratic Republic of Congo, DRC. They have this one on Sudan. They have several on violence crimes. Just to have a better understanding of what's going on in the world, it's a great podcast. And the second one is one of the few, very few podcasts on international law in Spanish. So this one is not just an international law. It's an international law. But it has several episodes on international criminal law. And how do I know this? Because the first episode on ICL, I was a guest. And it's submitted to Vice Mars. And Vice Mars is a member in it. The Spanish language is the only one that's in it. And, yes, I recommend it. It also has very interesting interviews. It's quite cool. It has details. So, yes, it's a good one. Okay. So any questions on the schedule? I don't know about the schedule. This is how we broke it down. Again, we will try to stick to the schedule. Note that the first quiz is in two weeks. And we might move around a bit. But we try to, and I've already explained why, we try to meet it on time. And that should be the fact that you've got all the words, yes, so that you can use all your tools for your class. Repeat study report. Every semester. No. Why? Because then I have to grade the final exam and take study report. And I'm not a robot. Okay. I understand that they want to keep you at the end of a report so that every single semester will be the whole semester. We're going to be working on it during the whole semester. But we're going to present the final report at the end. That is not the deadline. I'm not asking for it to be halfway through the semester. The deadline is at the end of the report. But you're going to be asked about the topic throughout the semester. So in your class, I'm going to ask a question about when you're final exam, and maybe what the quiz is. Because I do want to make sure that you're always pouring through your quiz. Sometimes maybe even in the middle of class. Okay. So what's it look like in your quiz? I'm there. I've got the answer. I've got the topic. I've got the final report. I've got the quiz. I've got the quiz. Okay. I don't know if you would answer this or not answer this. The quizzes are about the subject or the subject. No. The quizzes are about me. I'm the student. I'm going to be the student. I'm going to be the student. Okay. Any questions? I'm sorry. At the end here, I asked for your full attention too. Okay. Okay. Please make sure to read the diagram. This is a diagram for your report. Why? Because your report should have the ratio of the legal analysis. Okay. And here we're going to have aspects of the diabetes, what times there are. Here, because it's a group of three, you can divide and conquer. Say, you know what? My field is criminal law. So I think there's more to that. Say, you know what? I'm actually going to, I like the first part of this case. I'm going to do the first part. I'm going to do the second part of the case. Use the resources that you have, that we've included in the diagram, okay? So go to the pages that we've recommended. Try to use as much of the resources as possible that can help you out. You know, our sports, that's also fun to do. Okay. So in my last semester, when you were talking about the year of 2004, in my very last semester, the university offered, for the first time ever, a wonderful course in African-American law. They had never, it had never been taught. And so there was a problem. The teachers had taught it. I was a teaching assistant in another course. And Professor Salmoni said, look, I don't like having my TA also be my student. But because this is your last semester, it's your only chance to take it. And she's like, but you have to be really good at it. And I was. My TA was the first quiz, and she was not happy. But then I came out with a couple of questions. And I was like, oh, I should do better. Anyway, why am I saying this? Because in IHSS, we each got assigned a case to solve. And the case that I got assigned, the situation that I got assigned was the Democratic Republic of Colorado. We each got a conflict case. And it was, you know, I didn't know much about the Democratic Republic of Colorado until that report. And it was heartbreaking to see how this is a country that has pretty much been in war throughout its entire history. And right now the situation in the Democratic Republic of Colorado is, again, incredibly, incredibly dire. It's a war between the government forces and our group called the M23. And the M23 is financed by the Rwanda, Nigerian Rwanda. And it's probably a war that has created the largest number of refugees and victims in the world, and millions and millions of victims throughout this, you know, 40 or 50-year period. So you also learn a lot through your cases and situations. And take that opportunity to dive into a topic that otherwise wouldn't work. So anyway, this is going to be the guideline. We're very happy to go through them again further down the road. But please, again, don't start working on your situation or case before the last week of May. And last but not least, the list of cases. So we try to include cases of the—I'll give you another link. We try to include cases of the International Criminal Court, cases of previous International Courts, like the International Criminal Court for the former Yugoslavia, ICY, the International Criminal Court for Rwanda, the Special Court for Sierra Leone. We try to include cases that are not in court of tribe individuals but states, like the International Court of Justice. We try to include cases of universal jurisdiction. So when a third country with no link to the perpetrator or the victim decides to prosecute an individual. So, for example, in Syria, with so little option for accountability— Now the Assad regime has fallen, so things may look differently. But in Syria, there was not a party to the Rome Statute. No way of having the Security Council refer this, because Russia and China vetoed it. But you know what? Assad had some people who went to Germany and France and Belgium and applied for refugee status. But then some of the victims identified them. Like walking down the street, hey, that's my torturer. That happened in one of the most undeniable cases in Germany, where a victim of the Assad regime was walking down the street and he identified his torturer. That must have been absolutely chilling. Chilling in the sense that, yes, devilishly. And this person was caught and detained and prosecuted and convicted. In a German court, doing a principle of universal jurisdiction. In France, we have this case against—sorry, I'm looking at you. We have this case in France against Assad himself that was absolutely historic. In the civil wars in Liberia, where for 20 years there was this brutal civil war, no war crimes courts yet were open. But we have some very interesting cases on universal jurisdiction in Switzerland. And even in the U.S., the United States has only had two universal jurisdiction cases to date. And the third one starts next year. It is so exciting to see how, again, ICL is coming up with this technology. So the list of cases is a mix of that. So the first case is the T6 case. The T6 case is one of the most typical cases of ICL-wide. This international court set up to prosecute perpetrators in the wars in Nagorno-Karabakh. And the T6 case was a general that oversaw one of the worst massacres that was characterized by the T6 case in Afghanistan. Then the Al-Qaeda case also came as part of it. The Al-Qaeda case was a case of the ICCR. The Al-Masri case, pretty recent. The Al-Masri case of the ICC was a case of Al-Qaeda. I don't know. Oh, you've seen this before? Yeah, I've seen it. So I don't know. So the first case is the Al-Masri case. Al-Masri case. I know, not really. But it was a very fascinating case because this is the first one in the ICC related to the coup d'etat. So it relates to an attack of like 10 monuments in Bukhara that were the capital of Al-Qaeda government. So the whole judgment is completely based on this specific trial. And just to maybe do a match, Al-Hassan is also related to this regime of Al-Masri. In this case, Al-Hassan, they actually did not commit Al-Hassan for this crime. But it's also in the same regime of Al-Masri. And the work went in the middle of an armed conflict in Syria. Thank you so much. So Al-Masri case is really fascinating. I was just saying that Al-Masri is historical capital. But the historical capital was in Bukhara. I don't know if you've heard about Bukhara. But Bukhara is like St. Matthew's Day, right? So it's a large number of eight millennial temples and religious sites. And Al-Masri was part of an armed group, Al-Tabrin, that was a branch of Al-Qaeda and what happened. And Al-Tabrin, once in Bukhara, destroyed the government of Bukhara. And it was the first time that there was a destruction of cultural heritage of the world. And before I go on with this, I want you to understand a very important distinction. And this is the first mention we're going to do of ICT. So if you go to the ICT webpage. And I have my review. Sometimes they're not in the webpage. Okay. Okay. So do you see a map? This is a small map, right? And in this small map, what do you see famous? Countries. Countries that have what? Conflict or investigation. But what is investigation? What are the ICT properties? Countries or individuals? Individuals. So why are we talking about investigation in a country? The DRC. Money. But every country has that. So why are they mistaken countries? Investigation in Venezuela. Investigation in Ukraine. Investigation in Georgia. Investigation in Israel-Palestine. Investigation in Afghanistan. Myanmar-Bangladesh. Philippines. Sudan. Tunisia. Venezuela. Why are we talking about investigation in a country? Because sometimes countries have international immigrants when they commit crimes. For example, Venezuela is a case of trafficking drugs. It's not only involved in human territory. It's also involved in American territory to get some money. Because they say that there is a very American industry that are moving money to Venezuela in order to pay the government. Okay. Now, go ahead and prove that. And why does that appear to be fictional? I don't know. Okay. Go ahead and answer the question. Yes. Crime is investigated in a country. In your book, the ICC realizes that first of all, it doesn't have the ability to investigate a crime. Only if it can, or they will do that, then the ICC can act as a means to make the country one of those disintegrating countries. That is correct, too. But the main reason is that the ICC does not open isolation. Okay? The continuation is sacrificed. Because the ICC does not open an investigation. Guess what? The first ICC investigation came through at the ICC. So the ICC first will open an investigation in a specific country. And notice that I did not say against a specific country. I said in a specific country. The situation of the DRC. That's why you called it a country. The situation of cars. That's the last one I called it. The situation of Ukraine. The situation of Venezuela. The situation of Libya. The jurisdictional scope is the first step that the officer has to negotiate. Where am I going to investigate? Okay? So imagine, and there's actually a scene in one of the first documents that was made about the court. There was a scene that was very dramatic. It was the first prosecutor of the ICC, Lino Enocampo, as you've seen him, was the deputy prosecutor of the military combats in Argentina. And he had this world marked, and he enrobed it, I think. And the first question that the prosecutor is going to do is, where am I going to investigate? Okay. I want to investigate a crime scene committed in Mali. So the first question I'm going to do is, is Mali investigating anything? Yes or no? Okay. But after the prosecutor determines where, and that is what we call the investigation or the situation, the situation of the city or the investigation of the city, what's the next question that we're going to ask? First, where? I know you do not understand. What comes next? Who? Who am I going to investigate? Because the ICC only investigates individuals. You don't understand. So when we talk about the cases, the cases that we are talking, those cases are not, you know, in an isolated way. They're within a specific situation. So every case is, again, an investigation. The case against Saeed Balistan Darafi, the son of Darafi, in the situation in Mali. The case against Omar al-Bashir in the situation in Sudan. The case against al-Qahti al-Makti in the situation in Mali. The case against Johan Van Gogh, the former president of Cote d'Ivoire, in the situation of Cote d'Ivoire. The case against Jambo Jemba in the situation of Central African Republic. The case against Salman Zubaydah in the situation of the Nicaraguan Republic of Congo. The case against, you know, there's no cases yet in the situation of Venezuela. Probably coming up. This is the newest one. Press of the oven. The case against... Excellent. Former president of the United States of America, one of the most powerful men in the world, in the situation in the Sudan. We have more funds again? No cases yet? I know, actually. They just announced the case. The leader of the military, never announced yet. The case against Jambo Jemba in Afghanistan. There's still cases against Taliban leaders. Very, very recent. Three cases in Georgia, in the situation in Cote. Ukraine, the case against whom? Vladimir Putin. So, every case of the ICC is within a situation. So, every time you read... Legally incorrect. Why? Think of this. I think the error is that many people try to equate the ICC to a human rights court. But the most natural comparison of the ICC is to a national criminal court. And in a national criminal court, who decides when to open a case? The prosecutor, the judge. Technically, a person cannot do, like, press charges. We always say, like, I'm going to press charges. But technically, who presses the charges? A prosecutor, as you said. But, who presses charges? Right? And in the ICC, no one can, you know, open a case against someone. What we can do as individuals is send information. But only the prosecutor can decide what case to open, and only when there's an investigation overruled. So, that's why I wanted to explain why, going back to the notion of cases... The different colors mean that the ones in gray have already closed off. I mean, there's no less case, but there will be no more cases. And then, we have an earlier phase called a preliminary examination, which is when the prosecutor determines whether to open an investigation. So, right now, there's a preliminary examination in Argentina. There's a preliminary examination in Guadalupe. And in addition to the Venezuelan investigation, there's another preliminary examination in Venezuela. And, of course, it's by the Venezuelan state. It's a kind of preliminary investigation. So, this is why, in a list of cases, you're going to see some cases, but also some investigations. So, the W. Ongwa case is a fascinating case. A former child soldier who became the leader of an armed group in Uganda who recruited over 70 child soldiers. The case of Saifa is on the African media. The case of Al-Khattab is also in Mali. And then, I will go into different areas. But, no, there's a lot of information on the U.N. investigation. Who could be potential prosecutors. 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