The final substantive chapter of the book looks at how all these rules are implemented and enforced, and what mechanisms exist to hold violators of the law accountable for their acts. Common Article 1 of the Geneva Conventions requires states to ‘ensure respect’ for the rules of IHL, which is achieved through a range of measures such as education of the armed forces and civil society in the rules of IHL and entrenching the rules in domestic legislation. The chapter describes the roles of the ICRC, Protecting Powers and the International Humanitarian Fact-Finding Commission. The development and content of international criminal law are examined, including individual responsibility for war crimes, lesser violations of IHL, crimes against humanity and genocide, and the concept of command responsibility is explained. The growth in international and hybrid criminal tribunals is noted, as well as the roles played by the United Nations and other organisations in encouraging adherence to the rules of IHL. Finally the chapter examines mechanisms for implementation, enforcement and accountability in non-international armed conflict.

Exposure therapy is widely recognized as an effective psychological treatment for OCD but it is not successful in every case. Poorly executed exposure techniques could be implicated. Negative perceptions contribute to poor execution, pitfalls, or the underutilization of this therapy altogether. This, along with common ED misconceptions that are cultural and disorder-specific, can also result in poor treatment for those with EDs. It is important that the therapist has a thorough understanding of the patient’s presentation to ensure that exposures target the precise core fear for new learning. Lack of understanding can lead to mistakes and missed opportunities to enhance exposure, such as failing to explain the rationale, reducing safety behaviors, or overusing a hierarchy. An inexperienced therapist may not understand the importance of discussing the role of family and friends and how their accommodation can perpetuate symptoms, hindering new learning and preventing lasting change. The therapist should be able to identify the core fear, triggers, and avoidance behaviors in the patient and use strategies to enhance inhibitory learning and maximize the chances of successful treatment.

Numerous bands and their fans see themselves as having revolutionised rock music in the late 1960s and the early 1970s and given birth to a harder style that was to become known as heavy metal. British bands Black Sabbath, Deep Purple, Led Zeppelin and The Kinks are considered pioneers within the two countries of metal’s origin; their counterparts in the US were Steppenwolf, Iron Butterfly and Blue Cheer. Although it is safe to say that these bands were among those that gave the initial spark for a musical genre that has taken hold around the globe in the more than fifty years of its existence, this introduction is not meant to debate the origins of metal.

Today, metal music is a genre popular with fans worldwide, facilitated by a vast industry with specialised professions, such as journalists, artist and repertoire managers, record producers, concert promoters and stage crews.

By disseminating findings from psychological research and promoting psychological services to the public, the media serves an important function benefiting the public and our field. Psychologists early in their career can serve an important role contributors to social media, as consultants to trade media, community media outlets, or even national/international media conglomerates. We asked Dr. Phil Zimbardo to discuss his vision for the role of the media in psychology, his advice for psychologists who are contacted by the media, and also to discuss his own groundbreaking experiences with the media on behalf of psychology over the years.

This chapter considers Telemann’s professional networks in Hamburg’s environs, using Lüneburg as a case study. Among the works acquired by institutions and individuals in Lüneburg were numerous manuscript overture-suites and several published collections by Telemann, including the Musique de table (Hamburg, 1733), Nouveaux quatuors en six suites (Paris, 1738), and the Musikalisches Lob Gottes in der Gemeine des Herrn (Nuremberg, 1744). Regular performances of the music are likely to have occurred in the city, even if these were seldom documented. The composer’s personal contacts with Lüneburg led to a visit there in 1735. Additionally, two of his former students auditioned for the organist position at St. John’s Church, both bearing letters of recommendation from him. Johann Christoph Schmügel was unsuccessful in 1754, but obtained the position in 1758 (when the auditions involved two fugue themes by Telemann); Caspar Daniel Krohne was unsuccessful in his bid to succeed Schmügel in 1766. The chapter also establishes that the theologian Roger Brown, who spent much of his career in Lüneburg as senior pastor of St. Michael’s Church and the city’s school superintendent, had previously copied out works by Telemann while working as a scribe for the Hamburg Opera’s archive.

New documents reveal an intensive cultivation of Telemann’s church music in some unlikely places during the eighteenth century. Especially striking evidence comes from Breslau, where Gottfried Sauer, cantor at St. Maria Magdalena from 1740 to 1757, compiled an inventory containing no fewer than eight annual cycles of church cantatas by Telemann. From this one may conclude that during Sauer’s tenure at the city’s most important church, fully half of the music he performed was by Telemann. A similarly intensive use of Telemann’s cantata cycles occurred in Augsburg. In both cases, the driving force behind the cultivation of this repertory was a cantor who had contact with Johann Sebastian Bach. Yet despite these personal connections, it was not the church music of the Leipzig Thomaskantor that was performed but the cantata cycles of Telemann – works that were heard again and again. Thus, we may justifiably regard Telemann as the unofficial church music director of Protestant Germany as a whole.

The dissemination of research via publications and conference presentations gives students the opportunity to understand their work in even more detail, to receive and respond to criticism, and to contribute confidently to academic conversations. However, this last phase of the research cycle is one that is often not comprehensively addressed at the undergraduate level. Over more than a decade, the authors have developed opportunities for international dissemination of undergraduate research, including training and support activities. Co-created with students, their projects include a long-standing international undergraduate research journal, Reinvention, and the International Conference of Undergraduate Research (ICUR). The authors will draw upon their own experiences to explore both the benefits and challenges of providing such opportunities at the undergraduate level and offer some suggestions and solutions to sustain these projects over the long term.

Exercise science is a multifaceted discipline with roots in many different natural science backgrounds.Most concepts associated with it can be made accessible and understandable to the most novice researcher. Students are exposed to knowledge relating to the discipline in the news, at school, during recreational sports, and in general dinner table conversation. This tends to make exercise science research less intimidating and more appealing to students of all backgrounds and majors than traditional sciences such as chemistry and biology. Even though this type of research can include complicated instrumentation that requires extensive training to operate, there are always aspects that benefit from undergraduate participation. In turn, exercise science investigations offer undergraduate researchers a level of accomplishment and responsibility that will directly impact future career aspirations.

Part II describes how undergraduate research is put into practice. The first five chapters present implementation models of undergraduate research programs at the curricular and co-curricular level that are common in European and US institutions. Subsequent chapters outline key characteristics of these models as they relate to student mentoring, phases of research-based learning, assessment of student learning, and dissemination of scholarly work.