<p>History is regrettably replete with wars and dictatorial regimes that claimed the lives of millions of people. Most of the time the planners were not held accountable for their misdeeds. Fortunately in recent years the idea of people being prosecuted for mass atrocities was launched and debated. The purpose of this study was to propose avenues for promoting respect for victims rights. It examined the rationale of the victims reparation, its evolution, its denial and its rebirth. It canvass victims rights in domestic law especially in the civil law in comparison with international law. It proposed means whereby the international community may better address the issue of victims rights.</p>

Thesis (M.A.(Hons.))--Griffith University, 2003. / Title from title page of document; viewed 1/5/2007. "October 2003" Includes bibliographical references (p. 79-83).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 99-101).

Thesis (Ph.D) -- Australian National University, 2006.

Thesis (M.A.)--Carleton University, 2004. / Includes bibliographical references (p. 172-182). Also available in electronic format on the Internet.

Thesis (doctoral), Universität, Düsseldorf, 2006. / Includes bibliographical references (p. 245-257).

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 120-130). Also available in electronic format on the Internet.

Thesis (doctoral), Universität, Düsseldorf, 2006. / Includes bibliographical references (p. 245-257).

Feminist criminologists have a long history of arguing against the use of imprisonment and other formal justice system processes for criminalized women. Often feminist analyses of the formal criminal justice system end with a call for community alternatives. There has not, however, been a corresponding analysis of community programs. Critical criminologists have examined informal justice and have shown the variety of ways that seemingly alternative programs reproduce and support the formal criminal justice system. This dissertation draws from both of these criminological literatures and examines alternative justice programs for criminalized women. Based on interviews with staff at community justice programs in Winnipeg MB, I argue that these programs are neither the complete alternatives called for by feminists nor spaces which simply reproduce dominant justice system norms as found by critical criminologists. Rather, they are complex spaces of governance of criminalized women. The community programs exhibit both informal and formal characteristics. These programs engage in a variety of informal justice practices. The programs also offer informal care, advocacy, and culture services. Alongside these informal aspects of the programs, staff also engage in highly formal criminal justice work of supervision and case processing. I account for the presence of both informal and formal practices using governmentality theorists’ concepts of government-at-a-distance and responsibilization of the community. This makes them spaces in which dominant discourses and practices are reproduced. However, a close examination of the ways in which the programs construct the subject of governance, the Criminalized Woman, shows the influence of feminist discourses and reveals these spaces to be spaces of resistance as well. The specific ways that the programs respond to criminalized women and the mentalities embedded in them also reflect a tension between neoliberal and social justice approaches. Both a neoliberal mentality of proper self-governance and an ethic of care are present in the work the programs do. I argue that the presence of the multiple types of work, the alternative subjectivities offered to criminalized women, and ethic of care and practices of self-care all make the alternative justice programs spaces of resistance to dominant neoliberal strategies of governance. / February 2016

Orientador: Cristiano Amaral Garboggini Di Giorgi / Banca: Maria Suzana de Stefano Menin / Banca: Tania Suely Antonelli Marcelino Brabo / Resumo: O presente estudo foi construído no âmbito da Linha de Pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores" e teve por objetivo investigar os reflexos do modelo de resolução de conflitos denominado Justiça Restaurativa sobre a prevenção da violência, a indisciplina grave e a promoção da cultura de paz numa escola da rede pública da Região Metropolitana de São Paulo. As práticas restaurativas são muito antigas como forma de resolução dialogada e pacífica de conflitos, com origem nos modelos de organização social das sociedades comunais pré-estatais européias e nas coletividades nativas, mas acabaram neutralizadas pelos esforços de colonização. A violência em meio escolar é um fenômeno que ganhou o debate público a partir da década de 1980, contemporaneamente ao processo de redemocratização do país. A escola não é impermeável aos fenômenos sociais, de forma que a violência e a indisciplina, quaisquer que sejam suas causas, atingem os atores envolvidos no processo educativo e a qualidade do ambiente de aprendizagem nesse espaço privilegiado de socialização secundária, também responsável pela formação da pessoa em desenvolvimento, seu preparo para o trabalho, o exercício da cidadania e do respeito mútuo. A violência em meio escolar reclama forma eficaz de enfrentamento, para além de experiências individuais e fragmentadas, mas como objeto de princípios e diretrizes traçadas em políticas públicas. A pesquisa situa tangencialmente a violência no cenário mundial e nacional, aborda seus efeitos na sociedade e em meio escolar, e analisa a experiência da utilização da chamada Justiça Restaurativa como esforço alternativo ou complementar de resolução conflitos em determinada escola da rede pública da Região Metropolitana de São Paulo ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study was constructed in the Research Line "Public Policy, School Organization and Teacher Education" and aimed to investigate the consequences of the model of conflict resolution called Restorative Justice on the prevention of violence, serious indiscipline and promotion of the culture of peace in a public school in the Metropolitan Region of São Paulo. Restorative practices are very old as a negotiated and peaceful resolution of conflicts, originated in the models of social organization of pre-state European communal societies and of native communities, but were eventually neutralized by the efforts of colonization. Violence in schools is a phenomenon that has won the public debate since the 1980s, along with the process of democratization of the country. The school is not impervious to social phenomena, so that violence and indiscipline, whatever its causes, affects those involved in the educational process and the quality of the learning environment in this special area of secondary socialization, also responsible for the person development, that must prepare them for work, citizenship and mutual respect. Violence in schools calls for effective coping, beyond individual and fragmented experiences, but as an object of principles and guidelines set forth in public policy. The research approaches tangentially violence in national and world stage, deals with its effects on society and in schools, and examines the experience of using restorative justice as an alternative or complementary effort on resolution of conflicts in a certain public school in the Metropolitan Region São Paulo ... (Complete abstract click electronic access below) / Mestre