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Case of the Monetary Gold Removed from Rome in 1943: On June 15, 1954, the International Court of Justice rendered a judgment on the preliminary question raised by Italy in the case of the monetary gold removed from Rome in 1943. Italy had asked the Court to declare itself incompetent to determine the first question raised by Italy in its application instituting proceedings; namely, whether or not the United States, United Kingdom, and France should deliver to Italy rather than Albania any share of the monetary gold which might be due to Albania under the Paris Act of January 14, 1946, in partial satisfaction for the damage caused to Italy by the Albanian law of January 13, 1945. Italy felt that the Court could not decide this question without passing judgment upon the international responsibility of Albania to Italy as a result of the Albanian law in question; Italy felt that the Court could not adjudicate such a question without the consent of Albania. Neither the United States nor France deposited formal submissions to the Court on the preliminary question; the United Kingdom, the third defendant in the case, argued that in view of Italy's objection to the competence of the Court, its application instituting proceedings of May 19, 1953, no longer conformed to the conditions or intentions of the tripartite Washington statement of April 25, 1951, and was, therefore, invalid and void. As an alternative, the United Kingdom argued that the action of the Italian government in raising the preliminary question constituted in fact a withdrawal or cancellation of its application.

Strategies of reassurance (S. der erneuten Versicherung oder Bestätigung) gehen von anderen Annahmen aus als die der Abschreckung. Sie setzen zwar ebenso Feindseligkeit als gegeben voraus, aber im Unterschied zur Abschreckung sehen sie die Wurzeln der Feindseligkeit nicht im Streben des Gegners nach einer günstigen Gelegenheit zum Angriff, sondern in seinen Nöten und Schwächen. Sie versuchen nicht, einer Fehleinschätzung durch verbale reassurance vorzubeugen, sondern bieten eine Palette von Reaktionsmöglichkeiten, auf die der Gegner zurückgreifen kann, um die Wahrscheinlichkeit der Androhung oder des Gebrauchs von Gewalt zu verringern. Vier strategies of reassurance - the exercise of restraint, the creation of norms of competition, the making of evocable commitments, regime building - werden an Hand von konkreten Beispielen vorgestellt. (SWP-Hck)

To that small band of faithful followers who are devoted to the unification of private international law, October 9 is a day to be commemorated with fetes and galas replete with jest and jollity. On that splendid day in 1986, the Senate of the United States by a vote of 98-0 gave its advice and consent to the ratification of four private law treaties:
the 1980 International Sales Convention;the 1980 International Child Abduction Convention;the 1975 Inter-American Convention on International Commercial Arbitration; andthe 1975 Inter-American Convention on Letters Rogatory with Additional Protocol.

This research presents the effect of innovation in the educational methodology applied to the teaching of topics in different areas, especially in public international law, trying to demonstrate how learning can be stimulated through artistic awareness. When comparing the different generations of students, we wonder if it is possible for teachers to follow the step of digital natives. In order to fill this generation gap, Tecnológico de Monterrey proposed to support projects of experimentation in educational innovation in various topics related to improving the teaching-learning process. Based on this premise, a group of teachers generate a model of educational innovation training, to facilitate learning for students through the development of creativity in how, when and where to generate learning, integrating challenging and interactive experiences through activities within the teaching practice. The use of traditional methods has led to the overwhelm of teachers, fatigue and pressure, therefore, the contribution of this project is aimed at the teacher to internalize his innovative and creative work, and see himself as a leader transformative in its teaching practice, establishing new teaching-learning spaces. Implementing learning activities through the imagination and measuring the impact on the student of the use of creative activities allows us to improve what we currently do. For this, an interdisciplinary workshop was created (thought and word, mind and body, music, visual arts) where the teacher, through practical and experiential activities, stimulates his imagination, recognizes his talents in creative and innovative thinking and develops resources which then leads to their teaching practice, by designing challenging learning experiences that inspire the student to creatively solve tasks and projects. In order to carry out the objective, we gathered eight professors from different areas (law, international relations, political science, languages, architecture, art, cultural diffusion) convinced that creativity improves the teacher's performance who rethinks its activities to allow learn more dynamically. It was sought to improve the performance of students who appreciated the approach to the subjects through didactic methods that the teacher had modified according to the passions observed outside the classroom.