UNRWA Resists Resettlement by Alex Joffe
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Right to Peace, Which Occurred on 19 December 2016 by a Majority of Its Member States
In July 2016, the Human Rights Council (HRC) of the United Nations in Geneva recommended to the General Assembly (UNGA) to adopt a Declaration on the Right to Peace, which occurred on 19 December 2016 by a majority of its Member States. The Declaration on the Right to Peace invites all stakeholders to C. Guillermet D. Fernández M. Bosé guide themselves in their activities by recognizing the great importance of practicing tolerance, dialogue, cooperation and solidarity among all peoples and nations of the world as a means to promote peace. To reach this end, the Declaration states that present generations should ensure that both they and future generations learn to live together in peace with the highest aspiration of sparing future generations the scourge of war. Mr. Federico Mayor This book proposes the right to enjoy peace, human rights and development as a means to reinforce the linkage between the three main pillars of the United Nations. Since the right to life is massively violated in a context of war and armed conflict, the international community elaborated this fundamental right in the 2016 Declaration on the Right to Peace in connection to these latter notions in order to improve the conditions of life of humankind. Ambassador Christian Guillermet Fernandez - Dr. David The Right to Peace: Fernandez Puyana Past, Present and Future The Right to Peace: Past, Present and Future, demonstrates the advances in the debate of this topic, the challenges to delving deeper into some of its aspects, but also the great hopes of strengthening the path towards achieving Peace. -
Strategic Nonviolent Struggle: a Training Manual
NONVIOLENT TRANSFORMATION OF CONFLICT—AFRICA STRATEGIC NONVIOLENT STRUGGLE: A TRAINING MANUAL Christopher A. Miller EDUCATION FOR PEACE AFRICA PROGRAMME The mission of the University for Peace is to provide humanity with an international institution of higher education for peace with the aim of promoting among all human beings a spirit of understanding, tolerance, and peaceful coexistence, to stimulate cooperation among peoples, and to help lessen obstacles and threats to world peace and progress in keeping with the noble aspirations proclaimed in the Char- ter of the United Nations. Charter of the University for Peace, Article , approved by the UN General Assembly in Resolution A/RES/5/55 University for Peace, Africa Programme PO Box 794, code 50 EDUCATION Addis Ababa, Ethiopia FOR PEACE AFRICA Tel: +5--68099 PROGRAMME Fax: +5--68099 Email: [email protected] Website: www.africa.upeace.org NONVIOLENT TRANSFORMATION OF CONFLICT—AFRICA Additional titles in this series: ‘Bite Not One Another’: Selected Accounts of Nonviolent Struggle in Africa Only Young Once: An Introduction to Nonviolent Struggle for Youths Also available: Teaching Model: Nonviolent Transformation of Conflict To order, contact [email protected] 4 NONVIOLENT TRANSFORMATION OF CONFLICT—AFRICA STRATEGIC NONVIOLENT STRUGGLE A TRAINING MANUAL Christopher A. Miller Mary E. King Series Editor EDUCATION FOR PEACE AFRICA University for Peace, Africa Programme PROGRAMME Addis Ababa, Ethiopia 5 Cover photo: Strained relations among the more than sixty ethnic groups in Côte d’Ivoire were exacerbated by the civil war that began in 99. Interethnic relations within the nation are thus a key factor in seeking a representative and democratic government and building national unity and sustainability. -
UN-Mandated University for Peace CURRICULUM VITAE A
CURRICULUM VITAE A. PERSONAL INFORMATION Name: Dr. Mihir Kanade Nationality: Indian Office Address: University for Peace, Apdo. 138-6100, Ciudad Colon, San Jose, Costa Rica. Email: [email protected] B. CURRENT PROFESSIONAL EXPERIENCE • Academic Coordinator, United Nations mandated University for Peace, Costa Rica (2016-present) • Head of Department, International Law and Human Rights, United Nations mandated University for Peace, Costa Rica (2014-present). • Director, Human Rights Centre, United Nations mandated University for Peace, Costa Rica (2009-present). • Adjunct Faculty a. Chaikh Anta Diop University, Dakar, Senegal (2013-present) b. Universidad Alfonso X El Sabio, Madrid, Spain (2012-present) c. Long Island University, New York, United States (2014-present) • Member, International Advisory Board for ‘Business and Human Rights’, International Bar Association (2016). C. PAST PROFESSIONAL EXPERIENCE • Assistant Professor, Department of International Law and Human Rights, United Nations-mandated University for Peace, Costa Rica (2009-2014). • Short Term Consultant, United Nations University, Japan, on project titled ‘WTO Agreements, United Nations and Human Security’ (2009-2011) • Legal Practitioner, Supreme Court of India and Bombay High Court (2003-2008). D. ACADEMIC BACKGROUND: • Doctor in Peace and Conflict Studies, United Nations mandated University for Peace, Costa Rica (2015). Dissertation: The Multilateral Trading System and Human Rights: A Governance Space Theory on Linkages. • Masters in International Law and the Settlement of Disputes, UN-University for Peace, Costa Rica (2009). P.O. Box 138-6100, San José, Costa Rica Tel: + (506) 2205-9000 Fax: + (506) 2249-1929 UN-mandated University for Peace E-mail: [email protected] www.upeace.org • LL.B. (Professional Degree), Nagpur University’s Dr. -
Israeli–Palestinian Peacemaking January 2019 Middle East and North the Role of the Arab States Africa Programme
Briefing Israeli–Palestinian Peacemaking January 2019 Middle East and North The Role of the Arab States Africa Programme Yossi Mekelberg Summary and Greg Shapland • The positions of several Arab states towards Israel have evolved greatly in the past 50 years. Four of these states in particular – Saudi Arabia, Egypt, the UAE and (to a lesser extent) Jordan – could be influential in shaping the course of the Israeli–Palestinian conflict. • In addition to Egypt and Jordan (which have signed peace treaties with Israel), Saudi Arabia and the UAE, among other Gulf states, now have extensive – albeit discreet – dealings with Israel. • This evolution has created a new situation in the region, with these Arab states now having considerable potential influence over the Israelis and Palestinians. It also has implications for US positions and policy. So far, Saudi Arabia, Egypt, the UAE and Jordan have chosen not to test what this influence could achieve. • One reason for the inactivity to date may be disenchantment with the Palestinians and their cause, including the inability of Palestinian leaders to unite to promote it. However, ignoring Palestinian concerns will not bring about a resolution of the Israeli–Palestinian conflict, which will continue to add to instability in the region. If Arab leaders see regional stability as being in their countries’ interests, they should be trying to shape any eventual peace plan advanced by the administration of US President Donald Trump in such a way that it forms a framework for negotiations that both Israeli and Palestinian leaderships can accept. Israeli–Palestinian Peacemaking: The Role of the Arab States Introduction This briefing forms part of the Chatham House project, ‘Israel–Palestine: Beyond the Stalemate’. -
General Assembly Fourth Committee
General Assembly Fourth Committee Recent Developments In its 67th session, the General Assembly adopted nearly 30 different texts based on the recommendation of the Special Political and Decolonization committee—or the General Assembly Fourth Committee.1 As per its mandate, the GA Fourth Committee produced draft resolutions and adopted reports on a plethora of topics, including but not limited to: the University for Peace, the work of the United Nations Scientific Committee on the Effects of Atomic Radiation, decisions concerning decolonization, peacekeeping, the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), Israeli practices in Palestine, outer space, and information governance.2 The GA Fourth Committee produced four draft-resolutions on UNRWA: Assistance to Palestine refugees, Persons displaced as a result of the June 1967 and subsequent hostilities, Operations of the United Nations Relief and Works Agency for Palestine Refugees in the Near East, and Palestine refugees’ properties and their revenues—all of which were contained within the GA Fourth’s report on the UNRWA.3 The first resolution—adopted with 170 in favor, 1 against, and 8 abstentions— regretted the continued plight of the refugees, specifically that they still required basic health, education and living assistance.4 The second resolution, with a similar amount of support, reaffirmed the right of return for Palestinian refugees.5 The third resolution, also with similar support, expressed concern with UNRWA’s current funding levels -
Hofstra University Model United Nations Conference United Nations
Hofstra University Model United Nations Conference United Nations General Assembly Special Political and Decolonization Committee Fourth Committee Elizabeth Wolf Chairperson 1 Delegates, Welcome to Hofstra University’s Model United Nations Conference! During this amazing conference, you will be spending a lot of time with me during committee sessions so I would just like to let you know a little bit about myself and my involvement with Model UN. I am currently a senior History and Geology double major with a minor in Sustainability at Hofstra. When I am not working on lab reports or working at one of my two jobs, I try to be an active member of the Hofstra community. I am Vice President of the Democrat club on campus that I helped establish my freshman year. I am also involved with the Geology club, Students for a Greener Hofstra, and a divestment campaign. I joined Model UN last spring because my dream career is to work with the United Nations Environmental Programme. HUMUN 2013 was my first Model UN conference. I had the honor of being dais for the Future Crisis Committee, where we worked with the issue of the Arctic race for resources after climate change had opened up a “Northwest Passage” and access to oil reserves in the region many years into the future. Delegates were forced to think of the effects of climate change on different countries and how to handle the new resources available in a way that helped not only individual countries, but also the world as a whole. I’m glad to say that I caught the Model UN “bug” and have come back to chair this year’s SPECPOL committee! During these committee sessions, we will be discussing the treatment of the Kurdish people in Iraq, Iran, Syria, and Turkey and the reformation of the UN Peacekeeping Missions to prevent abuses. -
Donald Trump, the Changes: Aanti
Ethnic and Racial Studies ISSN: 0141-9870 (Print) 1466-4356 (Online) Journal homepage: https://www.tandfonline.com/loi/rers20 Donald Trump, the anti-Muslim far right and the new conservative revolution Ed Pertwee To cite this article: Ed Pertwee (2020): Donald Trump, the anti-Muslim far right and the new conservative revolution, Ethnic and Racial Studies, DOI: 10.1080/01419870.2020.1749688 To link to this article: https://doi.org/10.1080/01419870.2020.1749688 © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 17 Apr 2020. Submit your article to this journal Article views: 193 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rers20 ETHNIC AND RACIAL STUDIES https://doi.org/10.1080/01419870.2020.1749688 Donald Trump, the anti-Muslim far right and the new conservative revolution Ed Pertwee Department of Sociology, London School of Economics, London, UK ABSTRACT This article explores the “counter-jihad”, a transnational field of anti-Muslim political action that emerged in the mid-2000s, becoming a key tributary of the recent far- right insurgency and an important influence on the Trump presidency. The article draws on thematic analysis of content from counter-jihad websites and interviews with movement activists, sympathizers and opponents, in order to characterize the counter-jihad’s organizational infrastructure and political discourse and to theorize its relationship to fascism and other far-right tendencies. Although the political discourses of the counter-jihad, Trumpian Republicanism and the avowedly racist “Alt-Right” are not identical, I argue that all three tendencies share a common, counterrevolutionary temporal structure. -
UNESCO's Work on Education for Peace and Non-Violence: Building
UNESCO’S Work on Education for Peace and Non-Violence BUILDING PEACE THROUGH EDUCATION ED-2008/WS/38 ED-2008/WS/38 UNESCO’S Work on Education for Peace and Non-Violence BUILDING PEACE THROUGH EDUCATION ED-2008/WS/38 Education shall be directed toward the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and “ friendship among all nations, racial or religious groups and shall further ” the activities of the United Nations for the maintenance of peace. Article 26, The Universal Declaration of Human Rights The promotion of peace through education is The goal of UNESCO’s education programmes at the heart of UNESCO’s mission. As stated and partnerships is the development of com- in its constitution of 1945, UNESCO advances prehensive systems of education that embrace international peace and the common welfare the values of human rights, intercultural under- of humanity through educational, scientific and standing and tolerance. Education for peace cultural relations between peoples of the world. and non-violence promotes the knowledge, skills, attitudes and behaviours that reflect and Though the world has changed over the past sixty inspire these values. years and continues to change at an ever in- creasing rate, UNESCO’s mission - a commitment The International Decade for a Culture to promoting universal values of peace and non- of Peace and Non-Violence for the violence, human rights and social justice, intercul- Children of the World, 2001-2010: tural dialogue and mutual understanding – persists with growing urgency. UNESCO’s approach to As the lead agency within the UN system for the educating for peace is multidimensional, in that International Decade for a Culture of Peace and it links education with a range of activities that Non-Violence for the Children of the World, 2001- address the root causes of violence, from human 2010, UNESCO is responsible for coordinating security to sustainable development. -
References: Child Soldiers
1 References: Child Soldiers Books Beah, Ishmael. A Long Way Gone: Memoirs of a Boy Soldier (Farrar, Straus, Giroux, 2008). Bok, Francis. Escape from Slavery: The True Story of My Ten Years in Captivity and My Journey to Freedom in America (St. Martin's Griffin, 2004). Brett, Rachel and Irma Specht. Young Soldiers: Why they Choose to Fight (Lynne Rienner Publishers, Inc., 2004). Briggs, Jimmie. Innocents Lost: When Child Soldiers Go to War (Basic Books, 2005). Dallaire, Romeo. They Fight Like Soldiers, They Die Like Children: The Global Quest to Eradicate the Use of Child Soldiers (Random House, 2010). Denov, Myriam. Child Soldiers: Sierra Leone's Revolutionary United Front (Cambridge University Press, 2010). de Temmerman, Els. Aboke Girls, Children Abducted in Northern Ugan da (Fountain Publishers, 1995). Dunson, Donald. Child, Victim, Soldier: The Loss of Innocence in Uganda (Orbis Books, 2008). Eichstaedt, Peter. First Kill Your Family: Child Soldiers of Uganda and the Lord's Resistance Army (Lawrence Hill Books, 2009). Gates, Scott and Simon Reich. Child Soldiers in the Age of Fractured States (University of Pittsburgh Press, 2009). Honwama, Alcinda. Child Soldiers in Africa (University of Pennsylvania Press, 2007). Jal, Emmanuel. War Child: A Child Soldier's Story (St. Martin's Griffin, 2010). Kahn, Leora. Child Solders (PowerHouse Books, 2008). London, Charles. One Day the Soldiers Came: Voices of Children in War (Harper Perennial, 2007). McDonnell, Faith. Girl Soldier: A Story of Hope for Northern Uganda's Children (Chosen Books, 2007). Rosen, David M. Armies of the Young: Child Soldiers in War and Terrorism (Rutgers University Press, 2005). Singer, P.W. -
ISRAELI TECHNICAL ASSISTANCE to AFRICA a Thesis ,Presented In
ISRAELI TECHNICAL ASSISTANCE TO AFRICA A Thesis ,Presented in Partial Fulfill.rn.ent of the Requirements for the Degree Master of Arts }f y Elton Roger Trent, B.A. and B.S. in Ed. The Ohio State University 196L Approved by FOREWARD I became interested in the problems of underdeveloped nations .and territories in the course, Africa and the Western World in the Nineteenth and Twentieth Centuries, given by Professor Lowell Ragatz, and pursued the subject fu:".'ther in The Middle East Since 1914, taught by Professor Sydney Fisher. At the latter 1 s suggestion, I began searching for materials on Israel 1 s tech~ical assistance to Africa and became much engrossed in it. When one reads widely on this subject, several questions come to mind. Why, for example, did Israel, a small, newly inde pendent nation, offer assistance to tbs new nations and territories of Africa? On the other hand, why did such African nations accept this aid so readily? What were the reactions of the Arab nations? Of the West? Of the Sino-Soviet Bloc? Of underdeveloped nations in general? Of Israel? What will be Israel's future in "Black Africa"? Data will be presented and conclusions drawn in answer to each of these questions. November JO, 1964 Elton R. Trent ii CONTEN'l'S Page FOREWARD . ii Chapter I THE HISTORICAL B~CKGRODND . 1 II A MISSION OF GOODWILL • • . 28 III HOMA.NISM OR Jl1PERIALISM ? . 56 CONCLUSIONS •• . 81 APPENDIX . • • . 93 BIBLIOOMPHY . .. 95 if t CR<\.PTER I The Historical Background In order properly to understand present Israeli assistance to the newly-independent African states, it is necessary to trace the his torical development of the Jewish and African nations and to sketch some of the major problems encountered by each. -
Curriculum Vitae
BOSTON COLLEGE CURRICULUM VITAE Franck Salameh Professor of Near Eastern Studies Department Chair Department of Slavic and Eastern Languages and Literatures Near Eastern Languages and Civilizations Lyons Hall 210 140 Commonwealth Avenue Chestnut Hill, MA. 02467-3804 Office: 617-552-3915 Fax: 617-552-3913 [email protected] EDUCATION Ph.D. Brandeis University, Waltham, MA. 2004 Department of Near Eastern and Judaic Studies Field: Islamic and Middle Eastern Studies, History of Ideas and Political Thought in the Modern Middle East. Dissertation: Inventing Lebanon; Lebanonism in the Poetry and Thought of Saïd Akl. Advisor: Avigdor Levy Committee: Avigdor Levy, Itzhak Nakkash, Walid Phares M.A. Boston University, Boston, MA. 1996 Department of International Relations Field: Modern Middle East and Civil Society. Thesis: Islam, Ethnicity, and the Question of Minorities in the Middle East; The Case of Greek Orthodox and Maronites. Advisor: Augustus Richard Norton Committee: Agustus Richard Norton, Farhang Mehr, Uri Ra’anan 1 B.A. University of Central Florida, Orlando, FL. 1986 Department of Political Science Concentration: Latin American Studies, Minor in French Literature. Baccalauréat Collège Saint-Joseph, Antoura, Mount-Lebanon. 1981 Baccalauréat d’Études Secondaires French and Arabic Literature, Séction Philosophie, (Série A), Concentration: Philosophy, and French & Arabic Belles Lettres. ACADEMIC APPOINTMENTS 2004-Present Boston College, Chestnut Hill, MA Department of Slavic and Eastern Languages and Literatures & Program in Near Eastern Languages -
Nations Unies
CENTRAi/"X CHRON UNITED NATIONS NATIONS UNIES S, N.r. IOO17 EXECUTIVE OFFICE OF THE SECRETARY-GENERAL CABINET DU SECRETAIRE GENERAL REFERENCE: 11 April 2000 Dear I would like to thank you for your letter of 2 March, enclosing the " Strategy and Program" for the University for Peace. The partnerships and initiatives that have been proposed have the potential to make a significant contribution to the revitalization of the University for Peace. It is gratifying to know that the response has already been positive. As you are aware, these efforts have the support of the Secretary-General I am grateful to you for sharing your thinking at this stage and look forward to discussing these plans with you in more detail. Yours sincerely, Mr. Maurice Strong Rector University for Peace Ciudad Colon UNITED NATIONS UNIVERSIDAD PARA LA PAZ UNIVERSITY FOR PEACE CREATED BY U.N. GENERALASSEMBLY, RES. / 35 / 55. DEC. 5. 1980 President of the Council February 17,2000 MFS-060-00 Mr. S. Iqbal Riza Chef de Cabinet Executive Office of the Secretary General United Nations New York Dear Iqbal: I finally received tbejnputs of our Council members jyhich have enabled us to complete the documentation of our Strategy of revitalising the University for Peace and our plans for developing and implementing it. I am now enclosing an Executive'Suinmary along with a package of the more detailed documents on which this is: Based. I am pleased to say that I am getting some encouraging responses on our efforts to develop partnerships with universities and institutions along the way and potential sources of support.