Radicalization & Violent Extremism - Counter-Terrorism

UK (6*): Extremism is defined as the vocal or active opposition to fundamental values, including democracy, the rule of law, individual liberty and the mutual ... عربي中文EnglishFrançaisPortuguêsРусскийEspañolDohaDeclarationEducationforJusticeHomeE4JGlobalDialogueSeriesDecember2020AgendaDay1AgendaDay2AgendaDay3AgendaDay4RegistrationPartnersE4JHighLevelConferenceViennaOctober2019AgendaDay1AgendaDay2BreakoutSessionsforPrimaryandSecondaryLevelBreakoutSessionsforTertiaryLevelAgendaDay3E4JYouthCompetitionE4JAroundtheWorldIndia-LockdownLearnersPrimaryFunCornerE4JTools&LessonPlansTheZorbsChuka,BreaktheSilenceTheOnlineZooIwouldlikeacommunitywhere...StayingsafeonlineLet'sberespectfulonlineWecanallbeheroesRespectforallWeallhaverightsAmosaicofdifferencesTherightthingtodoSolvingethicaldilemmasUNODC-UNESCOPartnershipforGlobalCitizenshipEducationUNODC-UNESCOGuideforPolicymakersUNODC-UNESCOHandbooksforTeachersSecondaryJusticeAcceleratorsModelUnitedNations(MUN)E4JMUNResourceGuideIntroductionCrimePrevention&CriminalJusticeCorruptionOrganizedCrimeFirearmsTraffickinginPersons&SmugglingofMigrantsCybercrimeTerrorismCrimePrevention&CriminalJusticeReformCrimePrevention,CriminalJustice&SDGsUNCongressonCrimePrevention&CriminalJusticeCommissiononCrimePrevention&CriminalJusticeConferenceofthePartiestoUNTOCConferenceoftheStatesPartiestoUNCACRulesforSimulatingCrimePrevention&CriminalJusticeBodiesResourcesCorruptionOrganizedCrimeFirearmsTraffickinginPersons&SmugglingofMigrantsCybercrimeTerrorismCrimePrevention&CriminalJusticeEngagewithUsContactUsaboutMUNConferencesSupportingE4JNon-ElectronicGamesCyberstrikeEnredadosLabyrinthPlayforIntegrityPurposyumRunningoutofTimeOnlineGamesZorbsReloadedDisonanteVideosAnti-CorruptionIntroductionDevelopingaRationaleforUsingtheVideoPreviewingtheAnti-CorruptionVideoViewingtheVideowithaPurposePost-viewingActivitiesResourcesFirearmsTraffickingIntroductionDevelopingaRationaleforUsingtheVideoPreviewingtheFirearmsVideoViewingtheVideowithaPurposePost-viewingActivitiesResourcesHumanTraffickingIntroductionRationaleforUsingtheVideoPreviewingtheHumanTraffickingVideoViewingtheVideowithaPurposePost-viewingActivitiesResourcesOrganizedCrimeIntroductionRationaleforUsingtheVideoPreviewingtheOrganizedCrimeVideoViewingtheVideowithaPurposePost-viewingActivitiesResourcesSmugglingofMigrantsIntroductionRationaleforUsingtheVideoPreviewingtheHumanTraffickingVideoViewingtheVideowithaPurposePost-viewingActivitiesResourcesTerrorism&ViolentExtremismIntroductionRationaleforUsingtheVideoPreviewingtheVideoViewingtheVideowithaPurposePost-viewingActivitiesResourcesComicsCriminalJustice&CrimePreventionCorruption&IntegrityOrganizedCrimeCybercrimeHumanTrafficking&MigrantSmugglingFirearmsTraffickingTerrorism&ViolentExtremismUNODC-UNESCOPartnershipforGlobalCitizenshipEducationUNODC-UNESCOGuideforPolicymakersUNODC-UNESCOHandbooksforTeachersTertiaryAnti-CorruptionModule1:WhatIsCorruptionandWhyShouldWeCare?Introduction&LearningOutcomesKeyIssuesCorruption-BaselineDefinitionEffectsofCorruptionDeeperMeaningsofCorruptionMeasuringCorruptionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseAppendix:HowCorruptionAffectstheSDGsModule2:CorruptionandGoodGovernanceIntroduction&LearningOutcomesKeyIssuesWhatisGovernance?WhatisGoodGovernance?CorruptionandBadGovernanceGovernanceReformsandAnti-CorruptionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule3:CorruptionandComparativePoliticsIntroduction&LearningOutcomesKeyIssuesTypesofPoliticalSystemsCorruptionandDemocracyCorruptionandAuthoritarianSystemsHybridSystemsandSyndromesofCorruptionTheDeepDemocratizationApproachPoliticalPartiesandPoliticalFinancePoliticalInstitution-buildingasaMeanstoCounterCorruptionConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule4:PublicSectorCorruptionIntroduction&LearningOutcomesKeyIssuesManifestationsandConsequencesofPublicSectorCorruptionCausesofPublicSectorCorruptionTheoriesthatExplainCorruptionCorruptioninPublicProcurementCorruptioninState-OwnedEnterprisesResponsestoPublicSectorCorruptionPreventingPublicSectorCorruptionConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule5:PrivateSectorCorruptionIntroduction&LearningOutcomesKeyIssuesForms&ManifestationsofPrivateSectorCorruptionConsequencesofPrivateSectorCorruptionCausesofPrivateSectorCorruptionResponsestoPrivateSectorCorruptionPreventingPrivateSectorCorruptionCollectiveAction&Public-PrivatePartnershipsagainstCorruptionConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule6:DetectingandInvestigatingCorruptionIntroduction&LearningOutcomesKeyIssuesTransparencyasaPreconditionDetectionMechanisms-AuditingandReportingWhistle-blowingSystemsandProtectionsInvestigationofCorruptionConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule7:CorruptionandHumanRightsIntroductionandLearningOutcomesKeyIssuesBriefbackgroundonthehumanrightssystemOverviewofthecorruption-humanrightsnexusImpactofcorruptiononspecifichumanrightsApproachestoassessingthecorruption-humanrightsnexusHuman-rightsbasedapproachConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule8:CorruptionandGenderIntroductionandLearningOutcomesKeyIssuesDefiningsex,genderandgendermainstreamingGenderdifferencesincorruptionTheoriesexplainingthegender–corruptionnexusGenderedimpactsofcorruptionAnti-corruptionandgendermainstreamingConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule9:CorruptioninEducationIntroductionandLearningOutcomesKeyIssuesManifestationsofcorruptionineducationCostsofcorruptionineducationCausesofcorruptionineducationFightingcorruptionineducationConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule10:CitizenParticipationinAnti-CorruptionEffortsIntroductionandLearningOutcomesKeyIssuesCoretermsandconceptsTheroleofcitizensinfightingcorruptionTherole,risksandchallengesofCSOsfightingcorruptionTheroleofthemediainfightingcorruptionAccesstoinformation:aconditionforcitizenparticipationICTasatoolforcitizenparticipationinanti-corruptioneffortsGovernmentobligationstoensurecitizenparticipationinanti-corruptioneffortsConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseCounter-TerrorismTeachingGuideModule1:IntroductiontoInternationalTerrorismIntroduction&LearningOutcomesKeyIssuesBriefHistoryofTerrorism19thCenturyTerrorismLeagueofNations&TerrorismUnitedNations&TerrorismTerroristVictimizationExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule2:ConditionsConducivetoSpreadofTerrorismIntroduction&LearningOutcomesKeyIssuesRadicalization&ViolentExtremismPreventing&CounteringViolentExtremismDriversofViolentExtremismInternationalApproachestoPVE&CVERegional&MultilateralApproachesExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule3:InternationalCounter-TerrorismLegalFrameworkIntroduction&LearningOutcomesKeyIssuesDefiningRuleofLawUNGlobalCounter-TerrorismStrategyInternationalCooperation&UNCTStrategyLegalSources&UNCTStrategyRegional&NationalApproachesInternationalLegalFrameworksInternationalHumanRightsLawInternationalHumanitarianLawInternationalRefugeeLawCurrentChallengestoInternationalLegalFrameworkExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule4:CriminalJusticeResponsestoTerrorismIntroduction&LearningOutcomesKeyIssuesDefiningTerrorismCriminalJusticeResponsesTreaty-basedCrimesofTerrorismCoreInternationalCrimesInternationalCourtsandTribunalsExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule5:RegionalCounter-TerrorismApproachesIntroduction&LearningOutcomesKeyIssuesAfricanRegionInter-AmericanRegionAsianRegionEuropeanRegionMiddleEast&GulfRegionsExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule6:Military/ArmedConflictApproachesIntroduction&LearningOutcomesKeyIssuesCorePrinciplesofIHLCategorizationofArmedConflictClassificationofPersonsIHL,Terrorism&Counter-TerrorismRelationshipbetweenIHL&intern.humanrightslawExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule7:Counter-Terrorism&SituationsofPublicEmergencyIntroduction&LearningOutcomesKeyIssuesLimitationsPermittedbyHumanRightsLawDerogationduringPublicEmergencyExamplesofStatesofEmergency&DerogationsExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule8:RighttoLifeIntroduction&LearningOutcomesKeyIssuesInternationalHumanRightsInstrumentsRegionalHumanRightsInstrumentsInternationalHumanitarianLawExtra-territorialApplicationofRighttoLifeArbitraryDeprivationofLifeDeathPenaltyEnforcedDisappearancesArmedConflictContextExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule9:ProhibitionagainstTortureetal.Introduction&LearningOutcomesKeyIssuesInternationalCovenantonCivilandPoliticalRightsConventionagainstTortureetal.RegionalHumanRightsInstrumentsInternationalHumanitarianLawExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule10:Arrest&DetentionIntroduction&LearningOutcomesKeyIssuesInternationalLegalFrameworkInternationalHumanRightsInstrumentsRegionalHumanRightsInstrumentsKeyContemporaryIssuesExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule11:RighttoaFairTrialIntroduction&LearningOutcomesKeyIssuesInternationalLegalFrameworkRegionalHumanRightsInstrumentsKeyContemporaryIssuesInvestigativePhaseTrial&SentencingPhaseArmedConflictExercises&CaseStudiesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule12:Privacy,InvestigativeTechniques&IntelligenceGatheringIntroduction&LearningOutcomesKeyIssuesInternationalLegalFrameworkRegional&NationalApproachesKeyContemporaryIssuesSpecialInvestigativeTechniquesSurveillance&InterceptionofCommunicationsPrivacy&IntelligenceGatheringinArmedConflictAccountability&OversightofIntelligenceGatheringExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule13:Non-Discrimination&FundamentalFreedomsIntroduction&LearningOutcomesKeyIssuesPrincipleofNon-DiscriminationFreedomofReligionFreedomofExpressionFreedomofAssemblyFreedomofAssociationFundamentalFreedomsExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule14:VictimsofTerrorismIntroduction&LearningOutcomesKeyIssuesDefinitionof'Victim'EffectsofTerrorismAccesstoJusticeRecognitionoftheVictimLegalFrameworkHumanRightsInstrumentsInternationalHumanRightsLawRegionalHumanRightsInstrumentsCriminalJusticeMechanismsInstrumentsforVictimsofTerrorismNationalApproachesKeyChallengesinSecuringReparationExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesModule16:LinkagesbetweenOrganizedCrimeandTerrorismModule15:ContemporaryIssuesofTerrorismandCounter-TerrorismIntroduction&LearningOutcomesKeyIssuesTopic1.ContemporaryissuesrelatingtoconditionsconducivebothtothespreadofterrorismandtheruleoflawTopic2.ContemporaryissuesrelatingtotherighttolifeTopic3.ContemporaryissuesrelatingtoforeignterroristfightersTopic4.Contemporaryissuesrelatingtonon-discriminationandfundamentalfreedomsExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsReferencesCrimePrevention&CriminalJusticeTeachingGuideIntroductionOverviewofModulesThematicAreasContentBreakdownModuleAdaptation&DesignGuidelinesTeachingMethodsConclusionReferencesAcknowledgementsModule1:UnitedNationsNorms&StandardsonCrimePrevention&CriminalJusticeIntroduction&LearningOutcomesKeyIssuesKeyTerms1.IntroducingUnitedNationsStandards&NormsonCPCJvis-à-visInternationalLaw2.ScopeofUnitedNationsStandards&NormsonCPCJ3.UnitedNationsStandards&NormsonCPCJinOperationSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule2:CrimePreventionIntroduction&LearningOutcomesKeyIssues1.DefinitionofCrimePrevention2.KeyCrimePreventionTypologies2.(cont.)Tonry&Farrington’sTypology3.CrimeProblem-SolvingApproaches4.WhatWorksSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsFurtherResourcesUnitedNationsEntitiesRegionalCrimePreventionCouncils/InstitutionsKeyClearinghousesSystematicReviewsGuidelinesforStand-AloneCourseModule3:AccesstoLegalAidinCriminalProceedingsIntroduction&LearningOutcomesKeyIssuesKeyTerms1.IntroductiontoInternationalStandards&Norms2.IdentifyingtheNeedforLegalAid3.KeyComponentsoftheRightofAccesstoLegalAid4.AccesstoLegalAidforThosewithSpecificNeeds5.ModelsforGoverning,AdministeringandFundingLegalAid6.ModelsforDeliveringLegalAidServices7.RolesandResponsibilitiesofLegalAidProviders8.QualityAssuranceandLegalAidServicesSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule4:UseofForceandFirearmsIntroduction&LearningOutcomesKeyIssues1.ContextforUseofForcebyLawEnforcementOfficials2.LegalFramework3.GeneralPrinciplesofUseofForceinLawEnforcement4.UseofFirearms5.Useof“Less-Lethal”Weapons6.ProtectionofEspeciallyVulnerableGroups7.UseofForceduringAssembliesSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule5:PoliceAccountability,IntegrityandOversightIntroduction&LearningOutcomesKeyIssues1.Policingindemocracies&needforaccountability,integrity,oversight2.Keymechanisms&actorsinpoliceaccountability,oversight3.Crosscutting&contemporaryissuesinpoliceaccountabilitySummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule6:PrisonReformIntroduction&LearningOutcomesKeyIssues1.IntroducingAimsofPunishment,Imprisonment&PrisonReform2.CurrentTrends,Challenges&HumanRights3.TowardsHumanePrisons&AlternativeSanctionsSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule7:AlternativestoImprisonmentIntroduction&LearningOutcomesKeyIssues1.AimsandSignificanceofAlternativestoImprisonment2.JustifyingPunishmentintheCommunity3.PretrialAlternatives4.PostTrialAlternatives5.EvaluatingAlternativesSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule8:RestorativeJusticeIntroduction&LearningOutcomesKeyIssues1.Concept,ValuesandOriginofRestorativeJustice2.OverviewofRestorativeJusticeProcesses3.HowCostEffectiveisRestorativeJustice?4.IssuesinImplementingRestorativeJusticeSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule9:GenderintheCriminalJusticeSystemIntroduction&LearningOutcomesKeyIssuesKeyTerms1.Gender-BasedDiscrimination&WomeninConflictwiththeLaw2.VulnerabilitiesofGirlsinConflictwiththeLaw3.DiscriminationandViolenceagainstLGBTIIndividuals4.GenderDiversityinCriminalJusticeWorkforceSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule10:ViolenceagainstWomenandGirlsIntroduction&LearningOutcomesKeyIssuesKeyTerms1.EndingViolenceagainstWomen2.HumanRightsApproachestoViolenceagainstWomen3.WhoHasRightsinthisSituation?4.WhatabouttheMen?5.Local,Regional&GlobalSolutionstoViolenceagainstWomen&GirlsSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule11:AccesstoJusticeforVictimsIntroduction&LearningOutcomesKeyIssues1.UnderstandingtheConceptofVictimsofCrime2.ImpactofCrime,includingTrauma3.RightofVictimstoAdequateResponsetotheirNeeds4.CollectingVictimData5.VictimsandtheirParticipationinCriminalJusticeProcess6.VictimServices:InstitutionalandNon-GovernmentalOrganizations7.OutlookonCurrentDevelopmentsRegardingVictims8.VictimsofCrimeandInternationalLawSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule12:ViolenceagainstChildrenIntroduction&LearningOutcomesKeyIssues1.TheManyFormsofViolenceagainstChildren2.TheImpactofViolenceonChildren3.States'ObligationstoPreventVACandProtectChildVictims4.ImprovingthePreventionofViolenceagainstChildren5.ImprovingtheCriminalJusticeResponsetoVAC6.AddressingViolenceagainstChildrenwithintheJusticeSystemReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule13:JusticeforChildrenIntroduction&LearningOutcomesKeyIssues1.TheRoleoftheJusticeSystem2.ConventionontheRightsoftheChild&InternationalLegalFrameworkonChildren'sRights3.JusticeforChildren4.JusticeforChildreninConflictwiththeLaw5.RealizingJusticeforChildrenSummaryReferencesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-aloneCourseModule14:IndependenceoftheJudiciaryandtheRoleofProsecutorsIntroduction&LearningOutcomesKeyIssues1a.JudicialIndependenceasFundamentalValueofRuleofLaw&ofConstitutionalism1b.MainFactorsAimedatSecuringJudicialIndependence2a.PublicProsecutorsas‘GateKeepers’ofCriminalJustice2b.InstitutionalandFunctionalRoleofProsecutors2c.OtherFactorsAffectingtheRoleofProsecutorsReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsCybercrimeTeachingGuideModule1:IntroductiontoCybercrimeIntroduction&LearningOutcomesKeyIssuesBasicsofComputingGlobalConnectivityandTechnologyUsageTrendsCybercrimeinBriefCybercrimeTrendsCybercrimePreventionConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule2:GeneralTypesofCybercrimeIntroduction&LearningOutcomesKeyIssuesOffencesagainstcomputerdataandsystemsComputer-relatedoffencesContent-relatedoffencesConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule3:LegalFrameworksandHumanRightsIntroduction&LearningOutcomesKeyIssuesTheRoleofCybercrimeLawHarmonizationofLawsInternationalandRegionalInstrumentsInternationalHumanRightsandCybercrimeLawConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule4:IntroductiontoDigitalForensicsIntroduction&LearningOutcomesKeyIssuesDigitalEvidenceDigitalForensicsStandardsandBestPracticesforDigitalForensicsConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule5:CybercrimeInvestigationIntroduction&LearningOutcomesKeyIssuesReportingCybercrimeWhoConductsCybercrimeInvestigations?ObstaclestoCybercrimeInvestigationsKnowledgeManagementConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule6:PracticalAspectsofCybercrimeInvestigations&DigitalForensicsIntroduction&LearningOutcomesKeyIssuesLegalandEthicalObligationsHandlingofDigitalEvidenceDigitalEvidenceAdmissibilityConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule7:InternationalCooperationagainstCybercrimeIntroduction&LearningOutcomesKeyIssuesSovereigntyandJurisdictionFormalInternationalCooperationMechanismsInformalInternationalCooperationMechanismsDataRetention,PreservationandAccessChallengesRelatingtoExtraterritorialEvidenceNationalCapacityandInternationalCooperationConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule8:Cybersecurity&CybercrimePrevention-Strategies,Policies&ProgrammesIntroduction&LearningOutcomesKeyIssuesInternetGovernanceCybersecurityStrategies:BasicFeaturesNationalCybersecurityStrategiesInternationalCooperationonCybersecurityMattersCybersecurityPostureConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule9:Cybersecurity&CybercrimePrevention-PracticalApplications&MeasuresIntroduction&LearningOutcomesKeyIssuesAssets,VulnerabilitiesandThreatsRiskVulnerabilityDisclosureCybersecurityMeasuresandUsabilitySituationalCrimePreventionIncidentDetection,Response,Recovery&PreparednessConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule10:PrivacyandDataProtectionIntroduction&LearningOutcomesKeyIssuesPrivacy:WhatitisandWhyitisImportantPrivacyandSecurityCybercrimethatCompromisesPrivacyDataProtectionLegislationDataBreachNotificationLawsEnforcementofPrivacyandDataProtectionLawsConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule11:Cyber-EnabledIntellectualPropertyCrimeIntroduction&LearningOutcomesKeyIssuesIntellectualProperty:WhatitisTypesofIntellectualPropertyCausesforCyber-EnabledCopyright&TrademarkOffencesProtection&PreventionEffortsConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule12:InterpersonalCybercrimeIntroduction&LearningOutcomesKeyIssuesOnlineChildSexualExploitationandAbuseCyberstalkingandCyberharassmentCyberbullyingGender-BasedInterpersonalCybercrimeInterpersonalCybercrimePreventionConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule13:CyberOrganizedCrimeIntroduction&LearningOutcomesKeyIssuesCyberOrganizedCrime:Whatisit?ConceptualizingOrganizedCrime&DefiningActorsInvolvedCriminalGroupsEngaginginCyberOrganizedCrimeCyberOrganizedCrimeActivitiesPreventing&CounteringCyberOrganizedCrimeConclusionReferencesExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule14:Hacktivism,Terrorism,Espionage,DisinformationCampaigns&WarfareinCyberspaceIntroduction&LearningOutcomesKeyIssuesHacktivismCyberespionageCyberterrorismCyberwarfareInformationWarfare,Disinformation&ElectoralFraudResponsestoCyberinterventionsConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsFirearmsModule1:IntroductiontoFirearmsIntroduction&LearningOutcomesKeyIssuesFramingtheIssueofFirearmsDirectImpactofFirearmsIndirectImpactsofFirearmsonStatesorCommunitiesInternationalandNationalResponsesReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule2:BasicsonFirearmsandAmmunitionIntroduction&LearningOutcomesKeyIssuesTypologyandClassificationofFirearmsCommonFirearmsTypes'Other'TypesofFirearmsPartsandComponentsAmmunitionSummaryReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule3:LegalMarketinFirearmsIntroduction&LearningOutcomesKeyIssuesHistoryoftheLegitimateArmsMarketNeedforaLegitimateMarketKeyActorsintheLegitimateMarketSummaryReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule4:IllicitMarketinFirearmsIntroduction&LearningOutcomesKeyIssuesAuthorized&UnauthorizedArmsTransfersIllegalFirearmsinSocial,Cultural&PoliticalContextSupply,Demand&CriminalMotivationsLargerScaleFirearmsTraffickingActivitiesSmallerScaleTraffickingActivitiesSourcesofIllicitFirearmsConsequencesofIllicitMarketsSummaryReferencesExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule5:InternationalLegalFrameworkonFirearmsIntroduction&LearningOutcomesKeyIssuesInternationalPublicLaw&TransnationalLawInternationalInstrumentswithGlobalOutreachCommonalities,Differences&ComplementaritybetweenGlobalInstrumentsToolstoSupportImplementationofGlobalInstrumentsOtherUnitedNationsProcessesTheSustainableDevelopmentGoalsMultilateral&RegionalInstrumentsSummaryReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule6:NationalRegulationsonFirearmsIntroduction&LearningOutcomesKeyIssuesScopeofNationalFirearmsRegulationsNationalFirearmsStrategies&ActionPlansHarmonizationofNationalLegislationwithInternationalFirearmsInstrumentsAssistanceforDevelopmentofNationalFirearmsLegislationSummaryReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule7:Firearms,TerrorismandOrganizedCrimeIntroduction&LearningOutcomesKeyIssuesFirearmsTraffickingasaCross-CuttingElementOrganizedCrimeandOrganizedCriminalGroupsCriminalGangsTerroristGroupsInterconnectionsbetweenOrganizedCriminalGroups&TerroristGroupsGangs-OrganizedCrime&Terrorism:AnEvolvingContinuumInternationalResponseConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule8:CriminalJusticeResponseIntroduction&LearningOutcomesKeyIssuesInternationalandNationalLegalFrameworkFirearmsRelatedOffencesRoleofLawEnforcementFirearmsasEvidenceUseofSpecialInvestigativeTechniquesInternationalCooperationandInformationExchangeProsecutionandAdjudicationofFirearmsTraffickingSummaryReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsIntegrity&EthicsTeachingGuideIntroductionTeachingMethods&PrinciplesEthicalLearningEnvironmentsOverviewofModulesModuleAdaption&DesignGuidelinesTableofExercisesAcknowledgementsModule1:ConceptualFrameworkIntroduction&LearningOutcomesKeyIssuesExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule2:Ethics&UniversalValuesIntroduction&LearningOutcomesKeyIssuesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule3:Ethics&SocietyIntroduction&LearningOutcomesKeyIssuesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule4:EthicalLeadershipIntroduction&LearningOutcomesKeyIssuesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule5:Ethics,Diversity,PluralismIntroduction&LearningOutcomesKeyIssuesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule6:ChallengestoEthicalLivingIntroduction&LearningOutcomesKeyIssuesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule7:StrategiesforEthicalActionIntroduction&LearningOutcomesKeyIssuesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule8:BehaviouralEthicsIntroduction&LearningOutcomesKeyIssuesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule9:GenderDimensionofEthicsIntroduction&LearningOutcomesKeyIssuesBasicTermsFormsofGenderDiscriminationEthicsofCareReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule10:MediaIntegrity&EthicsIntroduction&LearningOutcomesKeyIssuesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule11:BusinessIntegrity&EthicsIntroduction&LearningOutcomesKeyIssuesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule12:Integrity,Ethics&LawIntroduction&LearningOutcomesKeyIssuesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule13:PublicIntegrity&EthicsIntroduction&LearningOutcomesKeyIssuesExercisesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseModule14:ProfessionalEthicsIntroduction&LearningOutcomesKeyIssuesExercisesCaseStudiesforProfessionalEthicsCaseStudiesforRoleMoralityAdditionalExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsGuidelinesforStand-AloneCourseOrganizedCrimeModule1:DefinitionsofOrganizedCrimeIntroduction&LearningOutcomesKeyIssuesDefiningOrganizedCrimeDefinitioninConventionSimilarities&DifferencesActivities,Organization,CompositionSummaryReferencesExercisesCaseStudiesThinkingCriticallyThroughFictionExcerptsofLegislationPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule2:OrganizingtheCommissionofCrimesIntroduction&LearningOutcomesKeyIssuesLegalDefinitionsofOrganizedCrimesConspiracyCriminalAssociationDefinitionsintheOrganizedCrimeConventionCriminalOrganizationsandEnterpriseLawsEnablingOffence:ObstructionofJusticeSummaryReferencesExercisesCaseStudiesThinkingCriticallyThroughFictionExcerptsofLegislationPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule3:OrganizedCrimeMarketsIntroduction&LearningOutcomesKeyIssuesDrugTraffickingFirearmsTraffickingWildlife&ForestCrimeCounterfeitProductsTraffickingFalsifiedMedicalProductsTraffickinginCulturalPropertyTraffickinginPersonsSummaryReferencesExercisesCaseStudies&ExercisesThinkingCriticallyThroughFictionPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule4:InfiltrationinBusiness&GovernmentIntroduction&LearningOutcomesKeyIssuesExtortionExtortionRacketeeringLoansharkingLinkstoCorruptionBriberyversusExtortionMoney-LaunderingLiabilityofLegalPersonsSummaryReferencesExercisesCaseStudies&ExercisesThinkingCriticallyThroughFictionExcerptsofLegislationPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule5:MeasuringOrganizedCrimeIntroduction&LearningOutcomesKeyIssuesHowmuchOrganizedCrimeisthere?AlternativeWaysforMeasuringMeasuringProductMarketsRiskAssessmentKeyConceptsofRiskAssessmentRiskAssessmentofOrganizedCrimeGroupsRiskAssessmentofProductMarketsRiskAssessmentinPracticeSummaryReferencesExercisesExercises&CaseStudiesThinkingCriticallyThroughFictionPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule6:CausesandFacilitatingFactorsIntroduction&LearningOutcomesKeyIssuesPositivism:EnvironmentalInfluencesClassical:Pain-PleasureDecisionsStructuralFactorsEthicalPerspectiveCrimeCauses&FacilitatingFactorsSummaryReferencesExercisesCaseStudiesThinkingCriticallyThroughFictionPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule7:ModelsofOrganizedCriminalGroupsIntroduction&LearningOutcomesKeyIssuesModelsandStructureHierarchicalModelLocal,CulturalModelEnterpriseorBusinessModelGroupsvsActivitiesNetworkedStructureSummaryReferencesExercisesCaseStudiesThinkingCriticallyThroughFictionPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule8:LawEnforcementToolsIntroduction&LearningOutcomesKeyIssuesJurisdictionInvestigatorsofOrganizedCrimeSpecialInvestigativeTechniquesControlledDeliveriesPhysical&ElectronicSurveillanceUndercoverOperationsFinancialAnalysisUseofInformantsRightsofVictims&WitnessesSummaryReferencesExercisesCaseStudies&ExercisesThinkingCriticallyThroughFictionExcerptsofLegislationPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule9:ProsecutionStrategiesIntroduction&LearningOutcomesKeyIssuesRoleofProsecutorsAdversarialvsInquisitorialLegalSystemsMitigatingPunishmentGrantingImmunityfromProsecutionWitnessProtectionSummaryReferencesExercisesCaseStudiesThinkingCriticallyThroughFictionExcerptsofLegislationPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule10:SentencingandConfiscationIntroduction&LearningOutcomesKeyIssuesAggravating&MitigatingFactorsSentencingOptionsAlternativestoImprisonmentDeathPenalty&OrganizedCrimeBackgroundsofConvictedOffendersConfiscationConfiscationinPracticeSummaryReferencesExercisesCaseStudies&ExercisesThinkingCriticallyThroughFictionExcerptsofLegislationRolePlayPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule11:InternationalCooperationIntroduction&LearningOutcomesKeyIssuesMutualLegalAssistance(MLA)ExtraditionTransferofCriminalProceedingsTransferofSentencedPersonsSummaryReferencesExercisesCaseStudiesThinkingCriticallyThroughFictionExcerptsofLegislationPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule13:CyberOrganizedCrimeIntroduction&LearningOutcomesKeyIssuesCyberOrganizedCrime:Whatisit?ConceptualizingOrganizedCrime&DefiningActorsInvolvedCriminalGroupsEngaginginCyberOrganizedCrimeCyberOrganizedCrimeActivitiesPreventing&CounteringCyberOrganizedCrimeConclusionReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule14:ConventionagainstTransnationalOrganizedCrimeIntroduction&LearningOutcomesKeyIssuesAdoptionofOrganizedCrimeConventionHistoricalContextFeaturesoftheConventionProtocolsRelatedinternationalinstrumentsUNODCConferenceofthePartiesSummaryReferencesExercisesCaseStudies&ExercisesMUNSimulationFormatRolesofParticipantsStructureandFlowRecommendedTopicsBackgroundMaterialsPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentResearch&IndependentStudyQuestionsAdditionalTeachingToolsModule15:GenderandOrganizedCrimeIntroduction&LearningOutcomesKeyIssuesWhatisSex/Gender/Intersectionality?KnowledgeaboutGenderinOrganizedCrimeGenderandOrganizedCrimeGenderandDifferentTypesofOrganizedCrimeSummaryReferencesExercises&CaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule16:LinkagesbetweenOrganizedCrimeandTerrorismIntroduction&LearningOutcomesKeyIssuesDefinitionsandTerminologyOrganizedcrimeandTerrorism-InternationalLegalFrameworkInternationalTerrorism-relatedConventionsUNSCResolutionsonTerrorismOrganizedCrimeConventionanditsProtocolsTheoreticalFrameworksonLinkagesbetweenOrganizedCrimeandTerrorismTypologiesofCriminalBehaviourAssociatedwithTerrorismTerrorismandDrugTraffickingTerrorismandTraffickinginWeaponsTerrorism,CrimeandTraffickinginCulturalPropertyTraffickinginPersonsandTerrorismIntellectualPropertyCrimeandTerrorismKidnappingforRansomandTerrorismExploitationofNaturalResourcesandTerrorismSummaryReferencesCaseStudiesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentReviewandAssessmentQuestionsQuiz16ResearchandIndependentStudyQuestionsAdditionalTeachingToolsTraffickinginPersons&SmugglingofMigrantsTeachingGuideModule1:MigrantSmugglingasaSpecificCrimeTypeIntroduction&LearningOutcomesKeyIssuesCriminalizationofSmugglingofMigrantsUNTOC&theProtocolagainstSmugglingofMigrantsOffencesundertheProtocolFinancial&OtherMaterialBenefitsAggravatingCircumstancesCriminalLiabilityNon-CriminalizationofSmuggledMigrantsScopeoftheProtocolHumanitarianExemptionJurisdictionMigrantSmugglingv.IrregularMigrationMigrantSmugglingvis-a-visOtherCrimeTypesExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule2:ProtectionofRightsofSmuggledMigrantsIntroduction&LearningOutcomesKeyIssuesAssistanceandProtectionintheProtocolInternationalHumanRightsandRefugeeLawVulnerablegroupsPositiveandNegativeObligationsoftheStateIdentificationofSmuggledMigrantsParticipationinLegalProceedingsRoleofNon-GovernmentalOrganizationsSmuggledMigrants&OtherCategoriesofMigrantsShort-,Mid-andLong-TermMeasuresExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule3:CriminalJusticeResponsetoMigrantSmugglingIntroduction&LearningOutcomesKeyIssuesCriminalJusticeReponse:ScopeInvestigative&ProsecutorialApproachesDifferentRelevantActors&TheirRolesTestimonialEvidenceFinancialInvestigationsMediaNon-GovernmentalOrganizations‘OutsidetheBox’MethodologiesIntra-andInter-AgencyCoordinationAdmissibilityofEvidenceSentencingInternationalCooperationExchangeofInformationTrainingExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule4:PreventionandNon-CriminalJusticeResponsestoMigrantSmugglingIntroduction&LearningOutcomesKeyIssuesNon-CriminalLawRelevanttoSmugglingofMigrantsAdministrativeApproachComplementaryActivities&RoleofNon-criminalJusticeActorsMacro-PerspectiveinAddressingSmugglingofMigrantsHumanSecurityInternationalAidandCooperationExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule5:SmugglingofMigrantsintheBroaderContextofMigrationanditsDriversIntroduction&LearningOutcomesKeyIssuesMigration&MigrantSmugglingMixedMigrationFlowsSocialPoliticsofMigrantSmugglingVulnerabilityProfileofSmugglersRoleofOrganizedCriminalGroupsHumanitarianism,SecurityandMigrantSmugglingExercisesAdditionalExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule6:DefiningtheConceptofTraffickinginPersonsIntroduction&LearningOutcomesKeyIssuesCrimeofTraffickinginPersonsInternationalLegalFrameworkTheIssueofConsentThePurposeofExploitationTheabuseofapositionofvulnerabilityIndicatorsofTraffickinginPersonsDistinctionbetweenTraffickinginPersonsandOtherCrimesMisconceptionsRegardingTraffickinginPersonsExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule7:PreventionofTraffickinginPersonsIntroduction&LearningOutcomesKeyIssuesRootCausesSupplySidePreventionStrategiesDemandSidePreventionStrategiesRoleoftheMediaSafeMigrationChannelsCrimePreventionStrategiesMonitoring,Evaluating&ReportingonEffectivenessofPreventionExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule8:HumanRights-BasedApproachtoTraffickinginPersonsIntroduction&LearningOutcomesKeyIssuesTraffickedPersonsasVictimsProtectionundertheProtocolagainstTraffickinginPersonsBroaderInternationalFrameworkStateResponsibilityforTraffickinginPersonsIdentificationofVictimsPrincipleofNon-CriminalizationofVictimsExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule9:CriminalJusticeResponsestoTraffickinginPersonsIntroduction&LearningOutcomesKeyIssuesCriminalJusticeDutiesImposedonStatesRoleoftheCriminalJusticeSystemCurrentLowLevelsofProsecutionsandConvictionsChallengestoanEffectiveCriminalJusticeResponseRightsofVictimstoJusticeandProtectionPotentialStrategiesto“TurntheTide”ExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule10:RoleofCivilSocietyandthePrivateSectorinCounteringTraffickinginPersonsIntroduction&LearningOutcomesKeyIssuesStateCooperationwithCivilSocietyCivilSocietyActorsThePrivateSectorThePublicExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule11:SOM&TIP-DifferencesandCommonalitiesIntroduction&LearningOutcomesKeyIssuesComparingSOMandTIPDifferencesandCommonalitiesVulnerabilityandContinuumbetweenSOM&TIPWhenTheoryMeetsPractice:SOMorTIP?LabourExploitationForcedMarriageOtherExamplesExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule12:ChildrenasSmuggledMigrants&VictimsofTraffickingIntroduction&LearningOutcomesKeyIssuesChildrenontheMoveProtectingSmuggledandTraffickedChildrenProtectioninPracticeChildrenAllegedasHavingCommittedSmugglingorTraffickingOffencesExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule13:GenderDimensionsofTraffickinginPersonsandSmugglingofMigrantsIntroduction&LearningOutcomesKeyIssuesBasicTerms-GenderandGenderStereotypesInternationalLegalFrameworksandDefinitionsofTIPandSOMGlobalOverviewonTIPandSOMGenderandMigrationKeyDebatesintheScholarshiponTIPandSOMGenderandTIPandSOMOffendersResponsestoTIPandSOMExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsModule14:LinksbetweenCybercrime,TraffickinginPersonsandSmugglingofMigrantsIntroduction&LearningOutcomesKeyIssuesUseofTechnologytoFacilitateTIPandSOMTechnologyFacilitatingTraffickinginPersonsTechnologyinSmugglingofMigrantsUsingTechnologytoPreventandCombatTIPandSOMPrivacyandDataConcernsEmergingTrendsExercisesPossibleClassStructureCoreReadingAdvancedReadingOtherResourcesStudentAssessmentAdditionalTeachingToolsWildlifeCrimeModule1:IllicitMarketsforWildlife,Forest&FisheriesProductsIntroduction&LearningOutcomesKeyIssuesDemandandConsumptionDataSupplyandDemandImplicationsofWildlifeTraffickingLegalandIllegalMarketsPerpetratorsandtheirNetworksLocationsandActivitiesrelatingtoWildlifeTraffickingReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule2:InternationalFrameworksforCombatingWildlifeTraffickingIntroduction&LearningOutcomesKeyIssuesEnvironmentalProtection&ConservationCITES&theInternationalTradeinEndangeredSpeciesOrganizedCrime&CorruptionAnimalWelfareReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule3:CriminalJusticeResponsestoWildlifeTraffickingIntroduction&LearningOutcomesKeyIssuesCriminalJusticeActorsandAgenciesCriminalizationofWildlifeTraffickingChallengesforLawEnforcementInvestigationMeasuresandDetectionMethodsDNAProsecutionandJudiciaryReferencesExercisesPossibleClassStructureCoreReadingAdvancedReadingStudentAssessmentAdditionalTeachingToolsModule4:IllegalExploitationofWildFloraIntroductionandLearningOutcomesKeyIssuesWildFloraastheTargetofIllegalTraffickingPurposesforwhichWildFloraisIllegallyTargetedHowisitDoneandWhoisInvolved?ConsequencesofHarmstoWildFloraCriminalJusticeResponsesReferencesExercisesCoreReadingAdvancedReadingAdditionalTeachingToolsModule5:SustainableLivelihoodsandCommunityEngagementIntroductionandLearningOutcomesKeyIssuesTerminologyBackground:Communitiesandconservation:AhistoryofdisenfranchisementIncentivesforcommunitiestogetinvolvedinillegalwildlifetrafficking:thecostofconservationIncentivestoparticipateinillegalwildlife,loggingandfishingeconomiesInternationalandregionalresponsesthatfightwildlifetraffickingwhilesupportingIPLCsMechanismsforincentivizingcommunityconservationandreducingwildlifetraffickingCritiquesofcommunityengagementOtherchallengesposedbywildlifetraffickingthataffectlocalpopulationsReferencesExercisesPossibleClassStructureAdditionalTeachingToolsGlobalPodcastSeriesEvents,Calls,StoriesApr.2021:CallforExpressionsofInterest:OnlinetrainingforacademicsfromfrancophoneAfricaFeb.2021:SeriesofSeminarsforUniversitiesofCentralAsiaDec.2020:UNODCandTISSConferenceonAccesstoJusticetoEndViolenceNov.2020:ExpertWorkshopforUniversityLecturersandTrainersfromtheCommonwealthofIndependentStatesOct.2020:E4JWebinarSeries:YouthEmpowermentthroughEducationforJusticeInterview:HowtouseE4J'stoolinteachingonTIPandSOME4J-OpenUniversityOnlineTraining-of-TrainersCourseTeachingIntegrityandEthicsModules:SurveyResultsGrantsProgrammesPartnersModelUnitedNations(MUN)E4JMUNResourceGuideEngagewithUsContactUsaboutMUNConferencesSupportingE4JLibraryofResourcesNewsMultimediaNetworkRegisterContactusTertiaryCounter-TerrorismModule2:ConditionsConducivetoSpreadofTerrorismKeyIssuesRadicalization&ViolentExtremismSharethispageToggleDropdown Activelist:{{getNameForId(activeStack)}}  Opensavedpages{{item.name}}({{item.items.length}})itemsAddnewlist  AddselectionCreateyourowncourse: E4JUniversityModuleSeries:Counter-Terrorism Module2:ConditionsConducivetotheSpreadofTerrorism Introductionandlearningoutcomes Keyissues 'Radicalization'and'violentextremism' Preventingandcounteringviolentextremism(PVE/CVE) Driversofviolentextremism Internationalapproachestopreventingandcounteringviolentextremism Regionalandmultilateralapproachestopreventingandcounteringviolentextremism Exercisesandcasestudies Possibleclassstructure Corereading Advancedreading Studentassessment Additionalteachingtools References   PublishedinJuly2018.      Thismoduleisaresourceforlecturers     'Radicalization'and'violentextremism'   Aswiththeconceptof'terrorism',thereisnouniversallyagreeddefinitionoftheterm'violentextremism';indeed,somewhatconfusingly,thetermscansometimesbeemployedinterchangeably.Thereare,however,anumberofdefinitionswhichhavebeendevelopedatthenational,regionalandinternationallevels.ArecentUnitedNationsHighCommissionerforHumanRights(UNHCHR)ReportongoodpracticesandlessonslearnedonhowprotectingandpromotinghumanrightscontributetopreventingandcounteringviolentextremismexaminedexistingStatepracticeonpoliciesandmeasuresgoverning'violentextremism'(GeneralAssembly,HumanRightsCouncilreportA/HRC/33/29).Thisrevealedverydiversenationalapproaches(para.17),anumberofwhichareincludedinthe'interestbox'below.ThechallengesassociatedwithdefiningthephenomenonarealsorevealedintheReport'sfindingthat"[i]nothercases,definitionsemployeddonotmakefullyclearwhether'violentextremism'presupposesviolentactionorincitingviolentaction,orwhetherlesserformsofconductthatdonotnormallytriggercriminallawsanctionswouldalsobeincluded."(Para.17).Generally,thediversityofdefinitionalapproachesrevealssomeconsistencyinthatthephenomenonof'violentextremism'isregardedasbeingbroaderthanthatofterrorism.ThisisalsoreflectedintheVEActionPlaninwhichtheSecretary-Generalobservedthat"violentextremismencompassesawidercategoryofmanifestations"thanterrorismsinceitincludesformsofideologicallymotivatedviolencethatfallsshortofconstitutingterroristacts(GeneralAssemblyreportA/70/674,para.4). Thediversityofwhatmayconstitute'violentextremism'has,tosomeextent,beenshapedbytheactivitiesofterroristgroupssuchasIslamicStateofIraqandtheLevant(ISIL),AlQaedaandBokoHaram,whichspreadmessagesofhateandviolenceaswellasreligious,culturalandsocialintolerance.Indoingso,groupsengagedinviolentextremismoftendistortandexploitreligiousbeliefs,ethnicdifferencesandpoliticalideologiestolegitimizetheiractionsaswellastorecruitandretaintheirfollowers. Potentialpitfalls,thatsomePVE/CVEeffortshavebecomecasualtiesof,includeoversimplificationofthephenomenoninteraliawithrespecttoitsassociationwithanyspecificreligion,nationality,civilizationorethnicgroupwhichcanhavetheeffectoffurtheringratherthanhinderingviolentextremismagendas.Forinstance,theUnitedStatesofAmerica'sDepartmentofState,inits2016StrategyonCounteringViolentExtremism,recognizedthisdiversitywhereitnotedthat"thedriversofviolentextremismvaryacrossindividuals,communities,andregions"(USDepartmentofStateandUSAID,2016,p.3).Despitethefocusbeingonreturningforeignterroristfighters,theunderstandingoftheUnitedStatesresonateswiththecontentsofTheHague-MarrakechMemorandum,whereitwasrecognizedthatthereisaneedforamovetowardsanindividualapproachtoPVE/CVEefforts.Forinstance,atGoodPractices16and19,theMemorandumsuggestedthatStatesshoulddeployindividualriskassessmenttools,thatconsideravarietyoffactors,withtheassessmentsbeingoverseenbytrainedprofessionals(GCTF,(A),p.8).ThiswasreinforcedintheaddendumtotheMemorandum,whichrecommendedfortheindividualriskassessmenttooltobeimplementedbyanexpert"proficientinunderstandingthemanyfacetsofradicalisationandthelocalandculturalcontext"(GCTF,(B),p.4). OneaspectthatStatesaswellascommentatorshavesometimesoversimplifiedisthenotionof'radicalization',aconceptwhichhasattractedmuchattention(andrelatedcontroversies)includinginrelationtocounter-terrorismpreventiondiscourseandefforts.TheUNHCHRReportobservedthat: Thenotionof'radicalization'isgenerallyused[bysomeStates]toconveytheideaofaprocessthroughwhichanindividualadoptsanincreasinglyextremistsetofbeliefsandaspirations.Thismayinclude,butisnotdefinedby,thewillingnesstocondone,support,facilitateoruseviolencetofurtherpolitical,ideological,religiousorothergoals.(ReportA/HRC/33/29,para.19). Somecommentatorshavesuggestedthat'radicalization'canbeunderstoodastheprocessbywhichindividualsadoptviolentextremistideologiesthatmayleadthemtocommitterroristacts,orwhicharelikelytorenderthemmorevulnerabletorecruitmentbyterroristorganizations(Romaniuk,2015,pp.7-8). Recruitmentpatterns Recruitmentcantakemanydifferentapproaches.Hereisonesetofproposedmodelsastohowthesemightbecategorizedandcritiqued:* 'TheNet':violentextremistandterroristgroupsdisseminateundifferentiatedpropaganda,suchasvideoclipsormessages,toatargetpopulationdeemedhomogeneousandreceptivetothepropaganda. 'Thefunnel':entailsanincrementalapproach,totargetspecificindividualsconsideredreadyforrecruitment,usingpsychologicaltechniquestoincreasecommitmentanddedication.Eventargetedchildrenwhoresistcompleterecruitmentmaydeveloppositiveoutlooksonthegroup'sactivities. 'Infection':whenthetargetpopulationisdifficulttoreach,an'agent'canbeinsertedtopursuerecruitmentfromwithin,employingdirectandpersonalappeals.Thesocialbondsbetweentherecruiterandthetargetsmaybestrengthenedbyappealingtogrievances,suchasmarginalizationorsocialfrustration. *Gerwehr,Scott,andSaraA.Daly(2006).Al-Qaida:terroristselectionandrecruitment.SantaMonica,California,RANDCorporation. Pp.76-80.CitedinUnitedNations,UNODC(2017).HandbookonChildrenRecruitedandExploitedbyTerroristandViolentExtremistGroups:RoleoftheJusticeSystem.Vienna.P.13. Asmanycommentatorsandgovernmental/intergovernmentalentitiesnowrecognize,historicallytoomuchemphasiswasgiventoreligio-centricideologyasadriverofterrorism(Kundnani,2015,pp.10-11),oftenattheexpenseofothercriticalunderlyingfactorsbeingoverlookedorgiveninadequateattention.AttheheartofthemovementcriticalofthislimitedapproachistheworkofBotha,whodrewattentiontothesignificanceofindividualpsychologyasbeinganessentialcomponentintheturntoextremism(includingterrorism),withBothaconcludingthatinordertofurtherpreventterrorismitisessentialthatimprovedunderstandingisdevelopedastowhatmotivatesanindividualtoturntoterrorism(Botha,2015,p.3).Forexample,oneofthekeyfindingsoftheUnitedNationsDevelopmentProgramme(UNDP)report,JourneytoExtremisminAfrica(UNDPReport)(2017),wasthatwhile51%ofpeopleinterviewedcitedreligiousgroundsasareasonforjoiningviolentextremistgroups,asmanyas57percentoftherespondentsalsoadmittedtolimitedornounderstandingofreligioustexts. ThepreviouslymentionedstudyconductedbyBothasupplementsthis,asitwasdeterminedthatfarfromreligionbeingakeycomponentinradicalization,oneofthestrongestinfluenceswasthatofanindividuallosingfaithinpoliticiansandpoliticalsystems.Critically,Botha'sstudyrevealedthatangerwascommonlytargetedatagentsoftheState,duetotheirroleinprotectingtheincumbent;theimpactofthiscanbeseenwhenthefollowingisconsidered:"insteadofpreventingandcombatingterrorism[therepressiveapproachesofagentsoftheState]ensurethatyoungpeopleaffectedbythem-andevenotherfamilymembers-[were]radicalised"(Botha,2015,p.13).Certainly,therehasbeenincreasedrecognitionthatanoveremphasisonradicalizationmayleadtooverlysimplisticconclusionsregardingthecausallinksbetweenradicalization(resultinginextremistthoughts)andactsofviolentextremism.Thismayinvitea'deprogramming'approachasa/thesolutioninresponsewithoutadequatelyexaminingotherpathwaystoviolencesuchassocio-economicfactors,discussedinthenextsection.Certainly,thebenefitofincreasedunderstandingandlessonslearntarereflectedintheapproachoftheVEActionPlanaroundwhichtheanalysisinthisModulehasbeenframed. Itisinterestingtonotethat,attimes,academicscholarshiphasbeenaheadofgovernmentalandintergovernmentalinstitutionsintermsofitsunderstandingandthinkingonPVE/CVErelatedissues.Forexample,MarthaCrenshaw,writingbackin1988,notedthatthe"actionsofterroristorganisationsarebasedonasubjectiveinterpretationoftheworldratherthanobjectivereality",withCrenshawarguingthattheperceptionofthepoliticalandsocialenvironmentisfilteredthroughtheirownbeliefsandattitudes(Crenshaw,1988,p.2).Nowadays,thereisincreasedunderstandingthattheprocessofradicalizationishighlyindividualized,withnosinglepathwayandoftentakingmanydifferentforms(GeneralAssembly,HumanRightsCouncilreportA/HRC/31/65,para.15).Scholarshavedrawnonthesocial-psychologicaldistinctionswithinbeliefs,feelings,andbehaviourstodisaggregatetheradicalizationprocess.Thosewhoturntoterroristactiononlyformtheapexofapyramidofalargergroupofsympathizerswhosharetheirbeliefsandfeelings(McCauleyandMoskalenko,2008;GeneralAssemblyreportA/70/674,para.32). Inexaminingdriversofviolentextremism,greatcautionmustbeexercisedintheterminologyusedinordertoavoidbeingmisinformedbyincorrectand/orunchallengedrelatedassumptions.Consequently,someentitieshavereviewedtheirdefinitionalandconceptualapproaches,suchastheEuropeanPoliceOffice(Europol)whichrecentlyproposedamoveawayfromtheterm"radicalization"to"violentextremistsocialtrend"(EUROPOL,2016). Onesignificantissue,whichmustbeclarifiedfromtheoutset,isthatwhatiscriticaltocounter-terrorismdiscourseandeffortsisnotpersewhetherindividualshold'radical'or'extremist'views(termswhichcanberelativelysubjectiveinnatureandthereforesusceptibletomisunderstanding)butwhethersuchviewsaretranslatedintoviolentacts(whichistheexceptionratherthanthenorm).Potentially,millionsofpeopledrawnfromdifferentsocial,ethnic,cultural,religious,orgeographicalbackgroundshavewhatsomeothersmightregardas'radical'or'extremist'views,especiallywhencomparedwiththeirownones,yetdonotcommitviolentorterroristacts.Indeed,evenhowtheterms'violent'and'violentextremism'aredefinedcanvarycontextuallydependingonthemethodandmethodologiesused.Forinstance,apositivistunderstandingof'violentextremism'woulddifferfromonederivedfromtheapplicationofamethodof'micro-narratives'orcollectinglifestories.Micro-narrativesareundoubtedlyimportantforbettercomprehendingoraddressingmorelocaldriversofviolentextremism. Definitionalapproachesto'violentextremism' Therearemanydifferentgovernmentalandintergovernmentaldefinitionalapproachestotheconceptofviolentextremism,someexamplesofwhicharegivenhere. Governmental Australia(1*):"Violentextremismisthebeliefsandactionsofpeoplewhosupportoruseviolencetoachieveideological,religiousorpoliticalgoals.Thisincludesterrorismandotherformsofpoliticallymotivatedandcommunalviolence." Canada(2**):"[V]iolentextremism"iswhereanoffenceis"primarilymotivatedbyextremepolitical,religiousorideologicalviews".Somedefinitionsexplicitlynotethatradicalviewsarebynomeansaprobleminthemselves,butthattheybecomeathreattonationalsecuritywhensuchviewsareputintoviolentaction USA(3*):TheFBIdefinesviolentextremismasthe"encouraging,condoning,justifying,orsupportingthecommissionofaviolentacttoachievepolitical,ideological,religious,social,oreconomicgoals",whilstUSAIDdefinesviolentextremistactivitiesasthe"advocating,engagingin,preparing,orotherwisesupportingideologicallymotivatedorjustifiedviolencetofurthersocial,economicorpoliticalobjectives". Norway(4*):Violentextremismconstitutesactivitiesofpersonsandgroupsthatarewillingtouseviolenceinordertoachievepolitical,ideologicalorreligiousgoals. Sweden(5*):Aviolentextremistissomeone"deemedrepeatedlytohavedisplayedbehaviourthatdoesnotjustaccepttheuseofviolencebutalsosupportsorexercisesideologicallymotivatedviolencetopromotesomething". UK(6*):Extremismisdefinedasthevocaloractiveoppositiontofundamentalvalues,includingdemocracy,theruleoflaw,individuallibertyandthemutualrespectandtoleranceofdifferentfaithsandbeliefs,aswellascallsforthedeathofUnitedKingdomarmedforcesathomeorabroad. Intergovernmental OrganizationforEconomicCooperationandDevelopment(OECD)(7*):"[P]romotingviewswhichfomentandinciteviolenceinfurtheranceofparticularbeliefs,andfosterhatredwhichmightleadtointer-communityviolence". UnitedNationsEducational,ScientificandCulturalOrganisation(UNESCO)(8*):Whilstrecognizingthatthereisnointernationallyagreed-upondefinition,UNESCO,withinthePreventingviolentextremismthrougheducation:aguideforpolicy-makersdocument,suggestedthatthemostcommonunderstandingoftheterm,andtheonewhichitfollowswithintheguide,isonethat"referstothebeliefsandactionsofpeoplewhosupportoruseviolencetoachieveideological,religiousorpoliticalgoals".Thiscaninclude"terrorismandotherformsofpoliticallymotivatedviolence". 1*ParliamentofAustralia(2015)."AustralianGovernmentmeasurestocounterviolentextremism:aquickguide."February. 2*PublicSafetyCanada(2009)."AssessingtheRiskofViolentExtremists."ResearchSummary,vol.14,no.4. 3*USAID(2011)."TheDevelopmentResponsetoViolentExtremismandInsurgency:PuttingPrinciplesIntoPractice."USAIDPolicy,September2011.P.2. 4*NorwegianMinistryofJusticeandPublicSecurity(2014)."ActionPlanAgainstRadicalizationandViolentExtremism."P.7. 5*GovernmentOfficesofSweden(2011)."SwedenActionPlantoSafeguardDemocracyAgainstViolencePromotingExtremism."GovernmentCommunication2011/12:44,Point3.2. 6*HMGovernment(UK)(2015).Counter-ExtremismStrategy.London,Counter-ExtremismDirectorate,HomeOffice.Para.1.SeetooHMGovernment(2011).PreventStrategy.TheStationeryOffice,Norwich.AnnexA.Notethatthe2013UKTaskForceonTacklingRadicalisationandExtremismdefined"Islamistextremism". 7*OrganizationforEconomicCooperationandDevelopment(OECD),DevelopmentAssistanceCommittee(2016).DACHighLevelMeeting,Communiquéof19February2016. 8*UnitedNations,UNESCO(2017).Preventingviolentextremismthrougheducation:Aguideforpolicy-makers.Paris,France.   Nextpage Backtotop  SupportedbytheStateofQatar60yearsCrimeCongress