BACHELOR OF ARTS IN EUROPEAN STUDIES STUDENT HANDBOOK. Tomasz Sieniow & Delaine R. Swenson (Editors)

Transcription

1 BACHELOR OF ARTS IN EUROPEAN STUDIES STUDENT HANDBOOK Tomasz Sieniow & Delaine R. Swenson (Editors) Lublin 2011

2 Korekta, skład, adiustacja i opracowanie graficzne: Edytor.org Lidia Ciecierska by Katolicki Uniwersytet Lubelski Jana Pawła II, 2011 ISBN Wydawnictwo KUL ul. Zbożowa 61, Lublin tel , fax Publikacja jest dystrybuowana bezpłatnie Projekt Najlepsze praktyki w strategicznej transformacji KUL współfinansowany ze środków Unii Europejskiej w ramach Europejskiego Funduszu Społecznego

3 CONTENTS From the Editors... 3 YEAR I... 7 History of Europe, Hubert Łaszkiewicz... 9 Critical thinking and research methods (lecture), Paweł Kawalec Critical thinking and research methods (tutorials), Piotr Lipski Introduction to law, Delaine R. Swenson International organizations, Kinga Stasiak Social and psychological underpinnings of european integration, Zbigniew Zaleski European integration, Andrzej Podraza Political science (lecture), Luc Reydams Political science (tutorials), Luc Reydams Introduction to European Union Law (lecture), Tomasz Sieniow Introduction to European Union Law (tutorials), Paweł Wojtasik Sociology, Wojciech Gizicki Information technology, Agnieszka Parol YEAR II European values, Maciej St. Zięba Political parties and party systems law (lecture), Paweł Gabryel The idea of the university in the european tradition, Sławomir Nowosad... 87

4 4 CONTENTS Institutions of the European Union, Renata Maria Pal History of the european legal culture, Antoni Dębiński Substantive law of the European Union, Edyta Krzysztofik Migration in Europe, Tomasz Sieniow Microeconomics, Marcin Marczuk Reason and faith in western civilisation, Piotr Gutowski Human rights protection in Europe, Krzysztof Motyka Macroeconomics (lecture), Adam Zadroga Macroeconomics (tutorials), Adam Zadroga Fundamentals of negotiations and mediation (lecture), Włodzimierz Broński Fundamentals of negotiations and mediation (tutorials), Kamil Golema YEAR III Ethics, Jan Kłos Schengen Co-operation, Anna Szachoń-Pszenny Culture in Europe, Anna Kosińska Environmental policy of the EU, Anna Haładyj Church State relations in Europe, Piotr Stanisz Electoral systems in european countries, Maciej Gapski Structural funds, Katarzyna Woch Media law, Lidia K. Jaskuła Euroislam. Islamization of Europe or europeanization of Islam?, Adam Wąs Customs policy of the European Union, Artur Kuś Common agricultural policy, Marcin Szewczak Fundamentals of diplomacy, Anna Szarek Public relations, Włodzimierz Broński FACULTY PROFILES

5 FROM THE EDITORS In the Fall of 2011 Poland is presiding over the work of the EU Institutions. This is an important and symbolic moment for Poland and its citizens. Since May 1, 2004 when ten European countries have acceded to the European Union, the understanding of European integration in Poland is better and better. The interest of this process may be proven by the growing number of courses and programs focused on the European Union. The John Paul II Catholic University of Lublin is one of these institutions where European affairs are treated seriously. In 1998 the Chair of European Union Law has been established and ten years later this Chair has initiated a new Bachelor Program in European Studies. The Chair has grown into the Institute of European Studies and in the Fall of 2011 this Institute is opening a unique and prestigious Undergraduate and Graduate program focusing on European Affairs, where the primary language of instruction is English. This Handbook is meant to be a tool helping our students to navigate through the curriculum and better understand the goals of the education. The process of creating an ever closer Union among the peoples of Europe is still under way. It has its ups and downs. After the collapse of the ratification process of the Constitutional Treaty European states have agreed on the reform Treaty signed in Lisbon that has (not without difficulties) entered into force on December 1, European Union post Lisbon was supposed to be a more effective and stronger organization, equipped with the new tools such as European External Action Service, but also more democratic and respectful of the constitutional identities of its members. As always life has written its own screenplay and European solidarity and cohesion is tested with

6 6 FROM THE EDITORS the global economic crisis, which has revealed economic weakness of some of the Member States of the Union. This became a true test for the Euro-zone, and for the European integration process itself. So too is the Arab Spring and the migration movements experienced by Malta, Italy, Greece, Spain and France that have followed the revolutions and demonstrations in Tunisia, Egypt, Libya and other States in North Africa and the middle East. The idea of a multicultural society within the European Union has never been so contested as now. This opposition to the open immigration policy is reflected in the actions of France and Denmark that are trying to withdraw from the achievements initiated a quarter of the century earlier in Schengen, We still have to come up with the answer how to protect the rights of migrants in Fortress Europe where there is increased need for the protection of internal security. And also how to reverse demographic catastrophe and take advantage of immigration into Europe that is turning into a real Old continent. Europe is promoting its democracy as a model for the external world. The Council of Europe and its European Court for Human Rights serve as a guardian of individual rights and freedoms. In this matter we face interesting developments in Europe. How can one understand consent given by the Court to keep the Crucifix on the walls of public schools in Italy when confronted with the ban on wearing burqas in public places in France, Belgium or Holland? These and many other questions will be subject of our inquiry in the Bachelor of Arts in European Studies Program. This program is designed to give the students a multidisclipinary and multicultural approach to these important issues facing contemporary Europe, without ignorning Europe s place in the World or the importance of Europe as a global actor. At the same time the program is designed to develop in the students the critical thinking abilities and practical skills necessary to be successful in their eventual careers. We are convinced that studying these phenomena at the John Paul II Catholic University of Lublin will help our students to understand the processes that surround us and give them skills to be active players in the European Affairs in Lublin, Warsaw, Brussels or Strasbourg. Lublin, September 2011 Tomasz Sieniow & Delaine R. Swenson

7 YEAR I

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9 HISTORY OF EUROPE Course title HUBERT ŁASZKIEWICZ, PHD, HAB., UNIVERSITY PROFESSOR Lecturer BRIEF DESCRIPTION This is an introduction to the history of Europe presented through its greatest issues: Rome and Greece, Christianity, Colonialism, Social Questions, Wars and Reconciliation. The course provides students with knowledge about basic features of European history and makes him able to understand the most debated historical processes. AIMS The first aim is to give a general vision of Europe as a complex idea, changing across centuries, but still possessing its own identity, continent. Second point is to teach the basic abilities of historical analysis. And third aim is to give knowledge how to search, independently, outside of classes, answers to the questions raised by the historical development of Europe. CONTENT Class 1: History of Europe: Themes & Debates. An Introduction Themes to be discussed in class: The Idea of Europe: Geography & Civilization Precisions on lecture and course organization (readings; student s presentations; final examination) Class 2: Ancient Greece and its Impact on European History Themes to be discussed in class: Politics: Theory and Practice Philosophy Arts & Literature Invention of History

10 10 HUBERT ŁASZKIEWICZ Invention of Individuals Class 3: Ascent of Rome Themes to be discussed in class: Mediocrity of Beginnings: Pig s Shepherds Republicanism: Art of War & Art of Governance World of Values: Gravitas and Amor Patriae Class 4: Roman Empire An Institutional Model for further European Development Themes to be discussed in class: Empire legal concept and the practice of governance Roman Law: Conquest and Art of Administration Mass Society and Welfare State Class 5: Christian Revolution Themes to be discussed in class: Beginnings of Christianity Christianity versus other religious beliefs Romanisation of Christianity Western and Eastern Christianity Class 6: Dark Ages Barbarians on the Ruins of the Roman Empire Themes to be discussed in class: Change and continuity: Rome after Rome Step back or step forward? Evaluation of the new political, social and religious realities Class 7: Main Political, Social and Religious Characteristics of Medieval Europe Themes to be discussed in class: Three orders: Monks, Knights, Peasants Papacy and Empire Class 8: Return to the Wisdom of Antiquity Renaissance and Early Modern Europe: Intellectual and Popular Themes to be discussed in class: Return or step forward? Renaissance in Europe

11 HISTORY OF EUROPE 11 Change and Continuity in the World Representation Class 9: European Societies in Early Modern Times: Power, Family, Order and Disorder Themes to be discussed in class: Society: Clergy, Aristocracy, Burghers and Peasants Theory and Practice of Political Representation Utopias Class 10: European Expansion and Curiosity Discovering Other Worlds Themes to be discussed in class Quest for Knowledge and Money Beginnings of Great Change: Europeans outside Europe Class 11: Great Religious Conflict End of Unity: Catholic and Protestant Antagonists Themes to be discussed in class Reformation, Catholic Reform and Counter- Reformation Religious Wars Divided Europe Class 12: Growth and Crisis XVIIth Century in Europe Themes to be discussed in class: Monetary and Social Crisis Classical Age of Europe Class 13: Rational and Pragmatic. Age of Enlightenment Europe Themes to be discussed in class: Philosophy and Politics Society in the Quest for a New Order Class 14: Europe Outside Europe: Ambivalence of European Dynamism as Seen by Non-Europeans Themes to be discussed in class: Population, Religion, Languages from Europe Slavery

12 12 HUBERT ŁASZKIEWICZ Class 15: The French Revolution its Causes, Deeds and Aftermath Themes to be discussed in class: Society in Revolt Republicanism: Liberty, Equality, Fraternity Class 16: Napoleonic Europe Themes to be discussed in class: Integration by Domination British Empire Class 17: Classic Diplomatic Ideal Political Balance. Europe as Well Ordered World Themes to be discussed in class: Politics as Game Europe as Great Chessboard Class 18: Social Question Discovery and Responses to the Challenge Themes to be discussed in class: Moral, philosophical and political answers Class 19: Religion Decline of Feudal World. New Evangelisation Themes to be discussed in class: Papacy and Catholic Church at the XIXth Century Class 20: Population Growth and Industrial Revolution Class 21: National Question The Quest for the Social and Political Self Class 22: Old Nations and New States at XIXth Century Themes to be discussed in class: Germany Italy Balkans Class 23: White Man Heavy Burden Colonialism at XIXth Century Themes to be discussed in class:

13 HISTORY OF EUROPE 13 European World System: Global Market White Man, Black Man, Yellow Man Inequality of Human Races? Class 24: Modernization: Steam, Electricity and Democracy Themes to be discussed in class: Technology and Progress Rights for Women Class 25: Wars Outside and Inside: International Conflicts and Revolutions Themes to be discussed in class: Wars for Domination Revolutions Conflicts from Inside Class 26: European Identity at the Turn of XIXth and XXth Century Themes to be discussed in class: Civilized World Mass Society Migrations Class 27: I World War and its Results Themes to be discussed in class: Hostilities Fall of Old Powers and Rise of New Nation-States Class 28: Gathering Storm Totalitarian Systems: Communist, Fascist and Nazi Ideologies and Practices Themes to be discussed in class: Typology of Totalitarian Regimes New Brave World and the New Man Discovery of Macroeconomics Class 29: II World War The End of Old Europe Themes to be discussed in class: Hostilities Holocaust Soviet Domination & US Protection

14 14 HUBERT ŁASZKIEWICZ Class 30: Postwar: The Quest for Security, Development and Reconciliation Themes to be discussed in class: Reconfiguration of Frontiers and Settlements Cold War Premises of European Integration TEXTBOOK R. Brague, Eccentric Culture: A Theory of Western Civilization, transl. by S. Lester, South Bend Indiana, St Augustine s Press, T. Judt, Postwar. A History of Europe since 1945, New York, Penguin Press, J. M. Roberts, A History of Europe, Oxford, Helicon, RECOMMENDED READING N. Davies, Europe. A History, Oxford, New York, Oxford University Press, Europe and Asia beyond East and West, ed. by G. Delanty, London, New York, Routledge, N. Ferguson, The Ascent o Money. A Financial History of the World, London, Penguin Books, M. E. Wiesner-Hanks, Early Modern Europe: , Cambridge, New York, Cambridge University Press, 2006.

15 CRITICAL THINKING AND RESEARCH METHODS (Lecture) Course title PAWEŁ KAWALEC, PHD, HAB., UNIVERSITY PROFESSOR Lecturer BRIEF DESCRIPTION This is an elementary introduction to logical and critical thinking with application thereof to public communication, esp. argument analysis. It introduces the fundamental principles exemplified with multimedia factual material, in particular the sample arguments presented at the European Parliament. AIMS The aim of this course is to introduce students to the basics of logical and critical thinking pertaining to research abilities such as defining, question posing, logical categorizing, typology, inference and analysis of scientific test and public discussion. Ways of tackling typical fallacies and errors are presented. An integral part of the course is a tutorial which enables the accomplishment of the relevant skills. On completion of this course students will be able to: Understand the principles of logical and critical thinking Characterize the role of arguments in public communication Identify main kinds of arguments and pseudo-arguments Identify and interpret the key structural elements of arguments (concepts, claims) Analyse the structure of complex deductive and inductive arguments Apply the general principles of logic and critical thinking to typical arguments. CONTENT Class 1: Basic notions and history of logic, critical thinking and research methods

16 16 PAWEŁ KAWALEC Class 2: Language its structure and role in communication Class 3: Cognitive and noncognitive functions of language in communication Class 4: General principles of successful communication Class 5: Definitions their role, kinds, criteria of correctness Class 6: Conceptual tools in domain ordering Class 7: The role of questioning in inferential claims and research Class 8: Nature, structure and kinds of arguments Class 9: Main types of deductive arguments Class 10: Main types of inductive arguments Class 11: Informal argument analysis and counterarguments Class 12: Formal argument analysis categorical claims Class 13: Formal argument analysis syllogisms Class 14: Formal argument analysis propositional logic Class 15: Public discussion and argumentation principles and skills TEXTBOOK K. Ajdukiewicz, Pragmatic logic, Warsaw M. Deane, E. Borg, Critical thinking and analysis, Pearson Longman, J. Warren, Communication: a critical/cultural introduction, SAGE Publications, RECOMMENDED READING P. Washburn, The vocabulary of critical thinking, Oxford University Press, L. Vaughn, The power of critical thinking: effective reasoning about ordinary and extraordinary claims, Oxford University Press, D. Walton, Argumentation Schemes, Cambridge University Press /Material prepared by Piotr Lipski/

17 CRITICAL THINKING AND RESEARCH METHODS (Tutorials) Course title PIOTR LIPSKI, MA Lecturer BRIEF DESCRIPTION These are supplementary classes to prof. Paweł Kawalec s lectures (Critical Thinking and Research Methods). The course is supposed to be an elementary introduction to logical and critical thinking with application thereof to public communication, especially argument analysis. AIMS The aim of this course is to introduce students to the basics of logical and critical thinking. Main syntax categories, types of definitions and kinds of arguments will be presented. Since the course is supplementary to lectures by prof. Paweł Kawalec, it consists mostly of exercises, which are supposed to enable students to develop a practical use of concepts introduced by prof. Kawalec. Special stress will be put on methods of verification of argument s validity and on ways of tackling typical fallacies and errors. On completion of this course students will be able to understand the principles of logical and critical thinking and identify and avoid most typical errors in thinking and arguing. Students will be able to identify main kinds of arguments and informal fallacies and to verify validity of arguments. The course will help with analyses of the structure of complex deductive and inductive arguments. Student will know how to apply the general principles of logic and critical thinking to typical arguments. CONTENT Class 1: Basic notions and history of logic, critical thinking and research methods Definition and subject of logic

18 18 PIOTR LIPSKI Brief history of logic with special stress put on Polish achievements Language, expression, meaning Classification of expressions: constants, variables, auxiliary signs ambiguous and unambiguous expressions Class 2: Main syntactical categories sentences (statements) Sentence as a main syntactical category of modern logic Definition of sentence and propositional function. Fulfilling propositional functions. Classification of sentences: synthetic, analytic positive (affirmative), negative Categorical sentences: (1) general affirmative, (2) general negative, (3) particular affirmative, (4) particular negative Class 3: Main syntactical categories terms Definition of term, Designating, designata, extension, intension Relations between extensions Classification of terms: empty, singular, general Logical partition with a clear meaning, with an intuitive meaning vague, with clearly defined extension Class 4: Main syntactical categories functors Definition of functor Types of functors: sentence forming term forming functor forming Functor s arguments Categorial (categorical) grammar introduction and exercises Class 5: Euler diagrams and Venn diagrams

19 CRITICAL THINKING AND RESEARCH METHODS (TUTORIALS) 19 Presentation of Euler diagrams Presentation of Venn diagrams Similarities and differences Converting Euler diagrams to Venn diagrams exercises Class 6: Definitions their role and kinds General definition of definition; definiendum, definiens Types of definitions: nominal, real explicite, contextual stipulative, lexical, precising persuasive ostensive, enumerative, definition by subclass synonymous operational definition by genus and difference Exercises students will construct definition of given type of given concepts; students will identify type of given definitions Class 7: Definitions criteria of correctness Hurley s criteria for lexical definitions: Definition should be grammatically correct Definition should convey essential meaning of definiendum Definition should be adequate neither too narrow, nor too broad Definition must avoid circularity Definition should be affirmative (if it is possible) Definition should avoid figurative, obscure, vague and ambiguous language Definition should avoid affective terminology Definition should indicate context to which definiens pertains Exercises students will identify errors in given definitions Class 8: Nature, structure and kinds of arguments

20 20 PIOTR LIPSKI Definition of argument Premises, conclusion Deductive arguments Inductive arguments Validity and soundness Class 9: Informal fallacies (pseudo-arguments) Appealing to force Weak induction Presumption Ambiguity Grammatical analogy Exercises students will identify fallacies in given arguments Class 10: Square of opposition Exercises students, using Euler diagrams and Venn diagrams, will identify all relations between categorical claims, i.e.: contradictories contraries subcontraries subalterns Relations will be put into square of oppositions Exercises students, using square of opposition, will verify validity of some simple, immediate inferences Class 11: Conversion, obversion, contraposition Presentation of conversion, obversion nad contraposition rules Exercises students, using Venn diagrams, will verify those rules; students, using conversion, obversion nad contraposition, will verify validity of some simple, immediate inferences Class 12: Syllogisms introduction Definition of categorical syllogism Major term, minor term and middle term Standard form

21 CRITICAL THINKING AND RESEARCH METHODS (TUTORIALS) 21 Figures and moods of syllogisms Table of valid syllogisms Class 13: Syllogisms Venn diagrams method Using Venn diagrams to verify validity of syllogism introduction to the method Exercise students will verify validity of given syllogisms Class 14: Propositional logic basic concepts Operators (connectives), statement variables, well formed formulas Negation, conjunction, disjunction, conditional, biconditional Main operator Truth functions Truth tables Tautologies, self contradictories, contingents Exercises students will verify whether given formula is tautology Class 15: Propositional logic argument analysis Using truth tables to verify validity of arguments introduction to the method Exercise students will verify validity of given arguments TEXTBOOK K. Ajdukiewicz, Pragmatic logic, PWN, Warsaw P. J. Hurley, A Concise Introduction to Logic, Wadsworth Publishing Company, RECOMMENDED READING J. Baggini, P. S. Fosl, The Philosopher s Toolkit. A Compedium of Philosophical Concepts and Methods, Wiley- Blackwell, M. Deane, E. Borg, Critical thinking and analysis, Pearson Longman, P. Washburn, The vocabulary of critical thinking, Oxford University Press, 2010.

22 INTRODUCTION TO LAW Course title DELAINE R. SWENSON, JD, UNIVERSITY PROFESSOR Lecturer BRIEF DESCRIPTION This course is designed to introduce students to law and legal systems and the role they play in society and government. AIMS Introduce the concepts and practical application of legal systems and laws and the effect they have on individual rights, governmental systems and democracy. CONTENT Class 1: What is Law? Historical and Contemporary Sources of Law. Historical and Contemporary Types of Law and legal systems. Class 2: Legal Systems and Lawyers Development of the Civil Law System Development of the Common Law System Civil and Common Law systems in contemporary context Example: Modern Trial Techniques Class 3: Constitutional Law 1: Organization of Governmental Powers Organization of Government: Concept of the Separation of Powers The Legislative Branch The Executive Branch

23 INTRODUCTION TO LAW 23 The Judicial Branch Comparative application of these concepts in contemporary governments Class 4: Constitutional Law 2: Limitations on Governmental Powers Federalism and other attempts to share governmental powers. Human Rights Protections in Constitutional systems. The concepts of fundamental rights. Due Process and Equal Protection. Free Speech under the European and American models. Class 5: Criminal Law: Why are some acts criminalized? Differences between civil harm and criminal harm. Types of crimes. Punishment including the death penalty Class 6: Criminal Procedure: Basic human rights in the criminal process. A comparison of legal systems approach to criminal trial process. Class 7: Civil Law: Family Law Government Regulation of the Marriage Relationship Government Regulation of the Parent/Child Relationship Contemporary challenges in family law Class 8: Civil Law: Torts 1 Definition of a Tort. Responsibility for an Intentional Tort Negligence Strict Liability Class 9: Civil Law: Torts 2 Damages in Tort Cases Exercise: How would you resolve this personal injury case?

24 24 DELAINE R. SWENSON Class 10: Civil Law: Contracts Basic Requirements of a valid Contract Types of Contracts Illegal Contracts Class 11: Civil Law: Organization and Regulation of Business Forms of organization of Business Regulation of Business Class 12: International Law 1 Development of International Law International Organizations and Institutions including International Courts Class 13: International Law 2 Private International Law International Humanitarian and Human Rights Law The European Court of Human Rights Class 14: Special Problems in the Law Balancing decisions by democratic institutions with decision by judges. Technology and the law. Morality and the law. Class 15: Wrap-up class Review TEXTBOOK There is no single textbook for this course. The set of materials will be distributed before class. RECOMMENDED READING Stephen J. Burten, An Introduction to Law and Legal Reasoning, Aspen Publishers, Second Edition, 2005

25 INTERNATIONAL ORGANIZATIONS Course title KINGA STASIAK, PHD, ASSOCIATE PROFESSOR Lecturer BRIEF DESCRIPTION This is introductory law on international organizations. The course introduces students to international and regional organizations through analyzing the treaties, organization s documents and case law. Students will analyze the current problems of international law. AIMS To give basic knowledge about the functioning of international organizations (the UN system and regional systems), to use in practice this knowledge, especially in connection to human rights protection and also in connection to international peace protection and dispute settlement, to develop students' ability to identify and apply international legal principles relevant to current issues and problems. The basic method in the research work will be legal analysis of the provisions of the UN documents, decisions of international bodies and most recognized judgments. On completion of this course students will be able to understand the relationship between different international organizations and will be able to apply law of international organizations to certain situations. CONTENT Class 1: Introduction to the law of international organizations: definitions and types of international organizations; sources of international law Art. 38 of International Court of Justice Jose E. Alvarez, The United Nations as Lawmaker,

26 26 KINGA STASIAK in. T. G. Weiss, S. Daws, The Oxford Handbook on the United Nations, Oxford University Press 2007, p Chorzow Factory Case Advisory Opinion on Legality of the Threat or Use of Nuclear Weapons Class 2: Evolutionary development of International Organizations: League of Nations and United Nations: origin, membership, main principles and members obligations UN Charter M. Barnett, M. Finnemore, Political Approaches, in. T. G. Weiss, S. Daws, The Oxford Handbook on the United Nations, Oxford University Press 2007, p K. C. Joshi, International Law & Human Rights, Eastern Book Company 2006, p Class 3: UN: structure and functioning, financing, prospects of reform, specialized agencies M.J. Peterson, General Assembly, in. T. G. Weiss, S. Daws, The Oxford Handbook on the United Nations, Oxford University Press 2007, p D. M. Malone, Security Council, in. T. G. Weiss, S. Daws, The Oxford Handbook on the United Nations, Oxford University Press 2007, p Class 4: The UN role in international peace protection part. 1: principles of use of force, sanctions, terrorism GA Resolution 67/272, The United Nations Global Counter-Terrorism Strategy. UN Resolution An Agenda for Peace-Preventive Diplomacy, A/RES/47/120. Class 5: The UN role in international peace protection part. 2: peace-keeping operations and post-conflict building

27 INTERNATIONAL ORGANIZATIONS 27 UN Resolution 1244, 10 June UN Resolution 1528, 27 February Report of the International Commission on Intervention and State Sovereignty. Class 6: The UN role in dispute settlement. The International Court of Justice, theory and practice Statute of International Court of Justice Advisory Opinion on Legal Consequences of the Construction of a Wall in the Occupied Palestinian Territory, or Accordance with international law of the unilateral declaration of independence in respect of Kosovo Congo v. Uganda Case, ICJ Reports Class 7: Group exercise: Security Council discussion The new era of United Nations (debate and voting) 20% Debate will focus on issue discussed on classes concerning UN system. Class 8: The UN and criminal justice part. 1: ICTY and ICTR UN Charter Tadic Case, Milosevic Case SC Resolution 827 (1993), SC Resolution 955 (1994) Class 9: UN and criminal justice part. 2: International Criminal Court and Internationalized tribunals C. Kreb, The International Criminal Court as a Turning point in the History of International Criminal Justice, in. The Oxford Companion to International Criminal Justice, p Bing Bing Ja, The International Criminal Court and Third States, in. The Oxford Companion to International Criminal Justice, p Class 10: The UN role in human rights protection. UN human rights protection system

28 28 KINGA STASIAK K. C. Joshi, International Law & Human Rights, Eastern Book Company 2006, p , , Class 11: The role of World Trade Organization in dispute settlement and Organisation for Economic Co-operation and Development (OECD) J. G. Merrills, International Dispute settlement, third ed., Cambridge University Press 2006, p Class 12: Oral presentation: Current problems in UN system (20%) Students will be given a list of topics, they will present the current law on the issue as well their opinion how the State Parties to the UN should solve it. Class 13: Regional organizations. Introduction. Different systems and principles. Council of Europe: functioning and role in human rights protection. J. G. Merrills, International Dispute settlement, third ed., Cambridge University Press 2006, p L. R. Helfer, Redesigning the European Court of Human Rights: Embeddedness as a Deep Structural Principle of the European Human Rights Regime, European Journal of International Law, Vol. 19, p. 125, 2008 Class 14: American, African and Arab Regional Systems, comparison J. G. Merrills, International Dispute settlement, third ed., Cambridge University Press 2006, p Class 15: Wrap-up class Review Discussion TEXTBOOK T. G. Weiss, S. Daws, The Oxford Handbook on the United Nations, Oxford University Press 2007.