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Selon la lecture classique du principe de complémentarité, le Statut de Rome confère à la CPI une fonction purement supplétive : elle n’a vocation à intervenir que si l’ordre juridique national, ayant la compétence prioritaire sur le crime international, est défaillant. La présente thèse part de l’insuffisance de cette lecture et propose d’élargir la définition de la complémentarité pour la fonder sur l’idée d’interaction et de partenariat des ordres juridiques international et national, et, ce faisant, plaide pour une reconstruction de la justice pénale internationale s’appuyant sur une nouvelle répartition du contentieux des crimes internationaux à la fois légitime et efficace. À cette fin, dans l’ordre international, l’auteur préconise, d’un côté, d’instaurer une primauté sélective de la CPI pour les hauts dirigeants étatiques ayant conçu et dirigé le dessein criminel, et d’un autre côté, pour le contentieux ne concernant pas ces auteurs, d’impulser une nouvelle dynamique de complémentarité qui permettrait d’associer l’État à la procédure menée par la CPI, grâce à une dissociation des phases du procès (dissociation enquête/poursuite ou jugement sur la culpabilité/prononcé de la peine). Dans l’ordre étatique, il conviendrait de renforcer la mise en œuvre de deux perspectives conjointes : d’une part, devrait être confortée la restauration de la paix sociale grâce à des commissions de vérité inspirées de la théorie de justice restaurative ; d’autre part, devraient être diversifiés les mécanismes de lutte contre l’impunité consistant à recourir à la justice accélérée (plaidoyers de culpabilité, pratiques ancestrales) ainsi qu’à la technique des juridictions hybrides. / According to the traditional understanding of the principle of complementarity, the Rome Statute gives the ICC a purely auxiliary function: it should intervene only if the national judicial system, which enjoys jurisdictional priority to prosecute international crimes, has failed. The thesis draws away from this unsatisfactory reading. It suggests expanding the definition of complementarity to base it on the concept of interaction and partnership between the international and the national legal orders. In doing so the thesis calls for a new distribution of international criminal cases that would be both legitimate and effective. It would be the foundation to rebuild international criminal justice. To this end, at the international level, the author recommends to establish the selective primacy of the ICC to prosecute senior state leaders who conceived and directed the criminal plan, whereas new dynamics of complementarity are suggested to judge the other perpetrators. It would involve the State in the proceedings conducted by the ICC, by dividing the stages of the trial (dissociation of the investigation/prosecution or judgment/sentencing). At the national level, the author recommends to strengthen two joint approaches. On the one hand, the restoration of social peace should be strengthened through truth commissions inspired by the restorative justice theory. On the other hand, the diversity of the mechanisms to fight impunity such as expeditious procedures (guilty pleas, traditional practices) and the use of hybrid courts should be fostered.

Magister Legum - LLM / The Rome Statute established the International Criminal Court (ICC). It provides that the Court is complementary to national jurisdictions. This entails that the primary jurisdiction over core crimes lies at the domestic level. However, in the absence of express provision for implementation, States have adopted different methods in the incorporating of the substantive and the procedural provisions of the Rome Statute. The German Code of Crimes against International Law and the South African Implementation of the Rome Statute Act considered under this study are indicative of the existing divergence. This paper argues that complementarity necessitates the divergence in approach. It further argues that the diversity is an issue of pluralism rather than fragmentation of international criminal law.

Dementia disorders are difficult to detect in the early stages of the disease. Therefore, it is of importance to develop new methods in early diagnostics. The Uppsala Dalarna Dementia and Gait Study has established a new method in diagnosing early stages of cognitive impairments. The new method Timed-Up-and-Go (TUG) dual-task, combines a gait test with a verbal task. This thesis analyses nine TUG variables for healthy controls and discusses differences between two age groups, subjects younger than 72 years and subjects 72 years or older. Reliability of the new method is the primary focus point and is assessed using Intraclass Correlation Coefficients (ICC) and Bland-Altman plots. Normative reference values for the continuous variables are estimated with the help of bootstrap confidence intervals for the 2.5 and 97.5 percentiles. The results show that the three variables measuring the time to complete the test have good to excellent reliability, while variables that measure combinations of gait and verbal tasks show poor to moderate reliability. The lower reliability for these variables could be explained by them being ratios or differences of other variables. Differences in reliability can be seen between the age groups, where younger subjects have lower reliability partly due to homogeneity. Results show that the reference values of healthy controls are different for the two age groups.

Thesis briefly discusses the issues of color perception and effects associated with it. Further describes color model and its mathematical definition, which are used by color management. Briefly analyzes important elements of ICC profile. In second part two java applications were designed and programmed. First one evaluates visible spectrum and graphically demonstrate procedure for obtaining trichromacy information from this spectrum. Second application analyzes ICC profile and derives gamut of described device.

According to chapter 5, section 3 of the Swedish School Law (2010: 800), it is written that "The education should be designed in such a way that all pupils are assured of a school environment characterized by safety and education". Today's school students are our future and it is therefore important to analyze puplis’ safety at school. This study investigates whether there is variation between schools, between municipalities and between schools within municipalities in Östergötland regarding pupils' safety at school. This study also investigates which variables that can affect school safety. The reason for this study is to provide a basis for further work to improve puplis’ school safety. The study is based on survey responses from the survey Om mig, which was sent to secondary grade in elementary school and grade 2 in upper secondary school. Data is divided into three parts, where respondents from primary school are in one, respondents from upper secondary school in one and finally one data for the whole of Östergötland, which contains both respondents for elementary school and upper secondary school. The response variable is the question How often do you feel safe at school?, Where students could answer, Always, Often, Sometimes, Rarely or Never. The explanatory variables are variables related to the school and to the student's health, such as trustworthy friend, bullying, stress, support and help developing. In Bilaga1, all of the variables examined are described. This study uses a multilevel logistic regression. Parameters are estimated using Bayesian inferences with noninformative prior distributions. The response variable is converted to a binary variable, where Always and Often was merged, and Sometimes, Rarely and Never was merged. The result showed that there is a small variation in puplis’ safety at school between schools, between municipalities and between schools within municipalities for primary school, upper secondary school and the whole of Östergötland. It was also investigated which variables affect school safety, it proved to be very similar between elementary school and upper secondary school, including bullying, how often students experience good mood at school, and if the students feel that they are treated equally by the teachers have an effect on the puplis’ safety at school. / Enligt 5 kapitlet 3 § i skollagen (2010:800) står det skrivet att ”Utbildningen ska utformas på ett sådant sätt att alla elever tillförsäkras en skolmiljö som präglas av trygghet och studiero”. Dagens skolelever är vår framtid och det är därför viktigt att analysera elevers trygghet i skolan. Denna studie undersöker om det finns variation mellan skolor, mellan kommuner samt mellan skolor inom kommuner i Östergötland vad gäller elevers trygghet i skolan. Studien undersöker även vilka variabler som kan ha effekt på tryggheten i skolan. Anledning till att denna studie genomförs är för att ha ett underlag i fortsatt arbete för att förbättra tryggheten i skolan. Studien bygger på enkätsvar från enkäten Om mig, som skickas ut till årskurs 8 i grundskolan samt årskurs 2 på gymnasiet. Datamaterialet är uppdelat i tre delar, där respondenter från grundskolan finns i ett, respondenter från gymnasiet i ett och till sist ett datamaterial för hela Östergötland som innehåller båderespondenter från grundskolan och gymnasieskolan. Responsvariabeln är frågan Hur ofta känner du dig trygg i skolan?, där eleverna kunde svara, Alltid, Ofta, Ibland, Sällan eller Aldrig. Förklaringsvariablerna är variabler som är relaterade till skolan och till elevens hälsa, till exempelpålitlig vän, mobbning, stress, stöd och hjälp att utvecklas. I bilaga 1 finns samtliga undersökta variabler beskrivna. Studien använder sig av en logistisk regression med flera nivåer. Parametrarna skattas med hjälp av Bayesiansk inferens med icke-informativa priorfördelningar. Responsvariabeln kodas om till en binärvariabel, där Alltid och Ofta slås ihop samt Ibland, Sällan och Aldrig slås ihop. Resultatet visade att det finns en liten variation i trygghet mellan skolor, mellan kommuner och mellan skolor inom kommuner, för grundskolan, gymnasiet och för hela Östergötland. Det undersökts även vilka variabler som har effekt på tryggheten i skolan, det visade sig vara väldigt lika mellan grundskolan och gymnasiet där bland annat mobbning, hur ofta eleverna upplever bra stämning i skolan samt om eleverna upplever att de blir rättvist behandlade av lärarna har en effekt på tryggheten i skolan.

Magister Legum - LLM