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Of the Effectiveness of OAU (AU) Conventions on Preventing and Combating Terrorism Chinyere Christiana Okpala Golden Gate University School of Law, [email protected]
Golden Gate University School of Law GGU Law Digital Commons Theses and Dissertations Student Scholarship 8-2014 A Re-Assesment [sic] of the Effectiveness of OAU (AU) Conventions on Preventing and Combating Terrorism Chinyere Christiana Okpala Golden Gate University School of Law, [email protected] Follow this and additional works at: http://digitalcommons.law.ggu.edu/theses Part of the Comparative and Foreign Law Commons Recommended Citation Okpala, Chinyere Christiana, "A Re-Assesment [sic] of the Effectiveness of OAU (AU) Conventions on Preventing and Combating Terrorism" (2014). Theses and Dissertations. Paper 58. This Dissertation is brought to you for free and open access by the Student Scholarship at GGU Law Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of GGU Law Digital Commons. For more information, please contact [email protected]. GOLDEN GATE UNIVERSITY SCHOOL OF LAW A RE-ASSESMENT OF THE EFFECTIVENESS OF OAU (AU) CONVENTIONS ON PREVENTING AND COMBATING TERRORISM. BY CHINYERE CHRISTIANA OKPALA. SUBMITTED TO THE GOLDEN GATE UNIVERSITY SCHOOL OF LAW, DEPARTMENT OF INTERNATIONAL LEGAL STUDIES, IN FULFILMENT OF THE REQUIREMENT FOR THE CONFERMENT OF THE DEGREE OF SCIENT/A£ JURIDICAE DOCTOR (SJD) DISSERTATION COMMITTEE MEMBERS: DR. CHRISTIAN NW ACHUKWU OKEKE. (CHAIR) DR. BENEDETTA FAEDI DURAMY. DR. SOPHIER CLAVIER. SAN FRANCISCO, CALIFORNIA. AUGUST, 2014. DEDICATION This dissertation is dedicated to the memory of my ever loving parents, Barrister Chris 0. Okpala (KSM; Chief Magistrate Emeritus) and Lady Theresa 0. Okpala. (LSM); AND My dearest husband, Engineer Peter Chukwudi Chukwuka. 11 ACKNOWLEDGEMENT. First and foremost, I am so grateful to God Almighty for everything He has done for me, especially for elevating me to this academic level. -
150 Chapter 1: the Peopling of Africa Chapter 2: Theories
Notes CHAPTER 1: THE PEOPLING OF AFRICA 1. For a first-hand account of investigations in the area, including assessment of the work of the Leakey family, see Johanson and Shreeve (1991). 2. Key works include Gutmann (1925, 1926, cf. also 1966), Smith (1927), Tempels (1959), Westermann (1937, 1949), and Young (1937, 1940). Very little of Gutmann’s work has been translated, but for an assessment in English see Winter (1979). For an assesment of Young see Forster (1989). 3. For overall assessments of Senghor see Hyams (1971) and Markovitz (1969). 4. Key works are Fanon (1967, 1964). For a brief overall assessment see Caute (1970). 5. Nyerere’s own thoughts are to be found in Nyerere (1966a, esp. 1–22 and 162–71). For a recent assessment see Legum and Mmari (1995). 6. Kaunda (1976) presents his own exposition of humanism. For comments see Meebelo (1973) and Ranganathan (1986). CHAPTER 2: THEORIES OF RACE AND ETHNICITY 1. For more detail concerning the Hindu notion of caste, see Chapter 5. 2. Such is what happened in 1979, when Tanzania invaded Uganda. It is true that this was provoked by illegal annexation by the Ugandan army of a part of northern Tanzania: but Tanzanian troops did more than recapture the territory, and proceeded into Uganda to spearhead the overthrow of Amin. CHAPTER 3: RACISM, RACIALISM AND SEGREGATION IN THE AFRICAN CONTEXT 1. For discussion of the historical situation in South Africa see Wilson and Thompson (1969); and Worden (1994). 2. Continuities in Afrikaner history are discussed in Patterson (1957). 3. The term ‘Bantu’ was used in South Africa to refer to South African Blacks, but was disliked by them. -
Photographic Clues and the Cultural Fluidity of Mbopo Institution, 1914-2014
VISUALIZING THE BODY: PHOTOGRAPHIC CLUES AND THE CULTURAL FLUIDITY OF MBOPO INSTITUTION, 1914-2014 BY NSIMA STANISLAUS UDO (3524234) Decorated Leg Band Used By Mbopo Initiates A mini-thesis submitted in partial fulfillment of the requirements for the degree of M.A. in History, Faculty of Arts, University of the Western Cape Supervisors: Patricia Hayes Andrew Bank Submitted in November 2018 http://etd.uwc.ac.za/ DECLARATION I declare that Visualizing the Body: Photographic Clues and the Cultural Fluidity of Mbopo Institution,1914-2014 is my own work, that it has not been submitted for any degree or examination in any other university, and that all the sources I have used or quoted have been indicated and acknowledged by complete references. Full Name: Nsima Stanislaus Udo. Date...9th November 2018 Signed..... i http://etd.uwc.ac.za/ Dedication This study is dedicated to my “uyai mbopo”, Patience Nsima Stanislaus and my lovely daughters, Afonama and Anamakan, whose commitments and sacrifices have helped me to complete this study. ii http://etd.uwc.ac.za/ ACKNOWLEDGEMENT I express my sincere thanks to Patricia Hayes of the Department of History, my teacher and supervisor, who has patiently guided me through the course of this research. You have been my academic “matriarch,” on whose scholarly tutelage I learn how to think critically with photographs. Thank you to Andrew Bank. You have shown that an academically inexperienced student can be capably guided by erudite supervisor. Your scholarly input and commitment to my work, your encouragements and detailed readings of my thesis far outweighs the duties of a co-supervisor. -
Journal Unit, Department for General Assembly and Conference Management
Journal No. 3 Wednesday, 6 July 2011 Journal Economic and Social Council Substantive session of 2011 United Nations Office at Geneva (4–29 July 2011) Programme of meetings and agenda Wednesday, 6 July 2011 Economic and Social Council Substantive session of 2011 High-level segment 10 a.m.–1 p.m. .....17th meeting .......................... Conference Room XIX 1. Annual ministerial review .............................. [2 (b)] National voluntary presentation: Pakistan Moderator: Ms. Carol Bellamy, Chair of the Board of Directors of the Education For All Fast Track Initiative Presentor: Ms. Nafisa Shah, Member of the National Assembly of Pakistan Interactive discussion 2. High-level segment.................................... [2] Special panel discussion on “Promoting sustained, inclusive and equitable growth for accelerating poverty eradication and achievement of the Millennium Development Goals” Moderator: Mr. Juan Somavía, Director-General of the International Labour Organization Panellists: Mr. Zhu Min, Special Advisor to the Managing Director, International Monetary Fund Ms. Noeleen Heyzer, Executive Secretary of the Economic and Social Commission for Asia and the Pacific Mr. Cho Tae-yul, Ambassador for Development Cooperation of the Republic of Korea (continued on page 2) 11-39232 11-39232 Think Green! Please recycle Journal No. 3 Economic and Social Council –– Geneva (2011) Ms. Frances Stewart, Director of the Centre for Research on Inequality, Human Security and Ethnicity (CRISE), University of Oxford Ms. Esther Duflo, Abdul Latif Jameel Professor of Poverty Alleviation and Development Economics, Massachusetts Institute of Technology Interactive discussion 3–6 p.m. .........18th meeting ......................... Conference Room XIX High-level segment.................................... [2] Annual ministerial review: Implementing the internationally agreed goals and commitments in regard to education (E/2011/83) ................ -
General Assembly Distr.: General 22 August 2011
United Nations A/66/3 General Assembly Distr.: General 22 August 2011 Original: English Sixty-sixth session Item 9 of the provisional agenda* Report of the Economic and Social Council Report of the Economic and Social Council for 2011** Contents Chapter Page I. Matters calling for action by or brought to the attention of the General Assembly .......... 3 II. Special high-level meeting of the Council with the Bretton Woods institutions, the World Trade Organization and the United Nations Conference on Trade and Development ........ 19 III. High-level segment ............................................................. 22 A. High-level policy dialogue with the international financial and trade institutions on current developments in the world economy .................................... 24 B. Annual ministerial review on the theme “Implementing the internationally agreed goals and commitments in regard to education”....................................... 24 C. Thematic discussion on the theme “Current global and national trends and challenges and their impact on education” ............................................... 28 D. General debate of the high-level segment ....................................... 31 E. Ministerial declaration of the high-level segment ................................ 33 IV. Operational activities segment .................................................... 43 Operational activities of the United Nations for international development cooperation ..... 43 A. Follow-up to policy recommendations of the General Assembly and the Council ...... 45 * A/66/150. ** The present report is a preliminary version of those sections of the report of the Economic and Social Council relating to the organizational and resumed organizational sessions for 2011 and the substantive session of 2011. The section relating to the resumed substantive session will be issued as an addendum to the present report. The entire report will be issued in final form as Official Records of the General Assembly, Sixty-sixth Session, Supplement No. -
Bilingual Education in Burkina Faso an Alternative Approach for Quality Basic Education
Bilingual Education in Burkina Faso An Alternative Approach for Quality Basic Education The book This book presents the history, conceptual foundations, accomplishments and chal- lenges of an educational innovation in Burkina Faso: that of bilingual education. This bilingual education system is designed as a continuum comprised of three levels: early-learning centers for preschool-age children (3 to 6 years), bilingual primary schools for children aged 7 to 11 years and multilingual middle schools for children aged 12 to 16 years. The new system is in keeping with the spirit of Burkina Faso’s education reform law of 30 July 2007. Bilingual education seeks to enable children to acquire a minimum level of edu- cation that gives them the basic knowledge and the tools they need to understand and improve their immediate environment. It is characterized by the use of national languages as both a medium and subject of instruction, the introduction of practical and productive activities, citizenship education, close ties to the local community, study and appreciation of the national culture, involvement of the local population in the design, planning and execution of school programs, and shortening of the duration of schooling by one to two years. Education in Africa Bilingual education in Burkina Faso started with a pilot experiment at the primary level, which ran from 1994 to 1998. It has since been expanded and extended to other Bilingual Education levels of education. Eight national languages are used in complementarity with French. in Burkina Faso The author Paul Taryam Ilboudo was born in 1949 in Nomgana, Burkina Faso. -
Building a Global Terrorism Database
The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: Building a Global Terrorism Database Author(s): Gary LaFree ; Laura Dugan ; Heather V. Fogg ; Jeffrey Scott Document No.: 214260 Date Received: May 2006 Award Number: 2002-DT-CX-0001 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant final report available electronically in addition to traditional paper copies. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. BUILDING A GLOBAL TERRORISM DATABASE Dr. Gary LaFree Dr. Laura Dugan Heather V. Fogg Jeffrey Scott University of Maryland April 27, 2006 This project was supported by Grant No. 2002-DT-CX-0001 awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. Points of view in this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice. TABLE OF CONTENTS Excutive Summary.................................................................................................. 1 Building a Global Terrorism Database ................................................................... 4 The Original PGIS Database.......................................................................... 6 Methods.................................................................................................................. -
2020 Membership Letter Burkinabé Agricultural Expert
FALL FUNDRAISER FUELS PROJECTS IN FASO 2020 VOL. 1 by Caroline Chambre Hammock, '02-'04 — IN THIS ISSUE HUMANITARIAN RELIEF FUND P. 3 2019 AWARD FOR PEACE P. 5 JULA ON YOUTUBE p. 7 PATRICE YAMEOGO FBF's Fall 2019 Fundraiser raised nearly $28,000 in donations! P. 8 EVACUATED PCVS FBF’s fall fundraising campaign for 2019 was met with generous support STORIES from members and friends. In addition to membership dues, the campaign p. 9 received nearly $28,000 in donations, of which $15,000 was designated by HIKER'S RELATIONSHIP donors for general projects. As a result, the Projects Committee reviewed WITH THE LAND two requests for funding from existing community development partners to P. 11 continue or expand their efforts. Projects were funded as follows: Appui aux Initiatives pour la Valorisation Durable du Potentiel Local (AIVDPL) continues to work in the Zoundwéogo province of the Centre Sud region on improving crop management techniques through training and setting up on-farm demonstration plots. Over a three-year period, the project team has trained farmers from 900 households in 39 villages within the communes of Binde, Gogo and Manga. Approximately 6,300 people have been impacted by the project; each household has benefitted by growing more crops which can either be sold to generate income or be stored to improve food security. The project continues to show positive impact with strong management on CLICK HERE for a copy of your the ground, including leadership by Patrice Yameogo and on- going support and guidance by Dr. Delwendé Kiba, a leading 2020 Membership Letter Burkinabé agricultural expert. -
Kibare 009 Kibare
KibareKibare 009009 English version 1 Working Group on Non-Formal Education (WGNFE) Association for the Development of Education in Africa (ADEA) 11 P.O.BOX 692 Ouagadougou CMS 11 - Burkina Faso - Tél. : +226 25 36 58 45 - [email protected] - www.gtenf.org Working Group on Non-Formal Education (WGNFE) Association for the Development of Education in Africa (ADEA) 2 11 P.O.BOX 692 Ouagadougou CMS 11 - Burkina Faso - Tél. : +226 25 36 58 45 - [email protected] - www.gtenf.org KibareKibare 009009 1. ABOUT WGNFE The Working group on Non-formal Education (WGNFE) is one of the working groups of the Association for the Development of Education in Africa (ADEA). It was established in 1996 in Dakar by African Ministries of Education and Training, development agencies supporting education and other public and private partners. WGNFE’s vision is that “The right to quality education for all and in a lifelong learning perspective, at the service of personal and community growth, be a reality in Africa In accordance with international and regional frameworks”. In the beginning, WGNFE aimed at studying the nature and impact of diverse forms of education opened to dropouts and out-of-school children, as well as to youth and adults. Gradually, these objectives were extended to better contribute to the enhancement of education in Africa. Its range of interventions was also extended to five main areas: - Deployment of a forum of exchanges on non-formal education, at the continental level; - Identifying and disseminating promising initiatives and programs on non-formal education; - Strengthening non-formal education providers’ capacities; - Consolidating public-private partnership; - Strengthening non-formal education and civil society providers’ capacities in general; - Contributing to resource mobilization, especially financial resources. -
Gender in the Arts Le Genre Dans Les Arts
DOCUMENTATION AND INFORMATION CENTRE CENTRE DE DOCUMENTATION ET D’INFORMATION Gender in the Arts Le genre dans les arts Bibliography - Bibliographie CODICE June/Juin, 2006 Gender in the Arts – Le genre dans les arts Introduction Introduction The topic of the 2006 session of the Gender La session 2006 de l’institut du genre porte sur Institute is “Gender in the arts”. The arts have « le Genre dans les arts ». been defined according to the Larousse dictionary Les arts, définis d’après le Larousse comme étant as being “All specific human activities, based on « l’ensemble des activités humaines spécifiques, sensory, aesthetic and intellectual faculties”. In faisant appel à certaines facultés sensorielles, other words, arts relate to: music, painting, esthétiques et intellectuelles ». En d’autres theatre, dance, cinematography, literature, termes, les arts se confondent à tout ce qui se orature, fashion, advertisement etc. rapporte à : la musique, la peinture, le théâtre, la danse, le cinéma, la littérature, l’oralité, la mode, This bibliography produced by the CODESRIA la publicité etc. Documentation and Information Centre (CODICE) within the framework of this institute lists Cette bibliographie produite par le Centre de documents covering all the concepts on arts. It is documentation et d’information du CODESRIA divided into four parts: (CODICE) dans le cadre de cet institut recense - References compiled from CODICE Bibliographic des documents en prenant en considération tous data base; les concepts liés aux arts. Elle est divisée en - New documents ordered for this institute; quatre parties : - Specialized journals on the topic of gender and - Les références tirées de la base de arts; données du CODICE. -
Discovering Burkina Faso
THE BRIDGE: FROM RESEARCH TO PRACTICE Title Discovering Burkina Faso by Maureen Curran-Dorsano, Curriculum Coordinator, Normandale French Immersion School, Edina, Minnesota by Name, 5th Grade Teacher Into and Out of Africa During our two-week visit to ISO, to communicate through a second School, City, State we visited every classroom, from pre-K language. It was a very moving and ango, banana, and baobab trees. to tenth grade. We shared information reaffirming experience. M Geckos, lizards, and low-flying about Minnesota and Normandale, We have all heard and read about bats. The city’s Grand Marché talked about our impressions of ISO the global society awaiting our children. and the savanna’s wide open spaces. and Africa, and enjoyed presentations by Well, the two of us witnessed that And everywhere, the rust-colored dust ISO students. We even taught a couple global society, not in a multinational of the African landscape…. of classes and enjoyed the chance to boardroom, but in a tiny African village This unit, Discovering Burkina teach in English for a change! We were classroom. And while English may be Faso, is the result of a two-week visit very impressed by the ISO students’ becoming the universal language of to this tiny French-speaking country in competency in English. In fact, we business and commerce, it is not—and West Africa. The trip, sponsored in full were awestruck by the multilingual never will be—the universal culture. It by the U.S. Department of State, Office background of those kids. Most speak was very obvious to these two observers of Overseas Schools, was the second a European or African language at that the children who can step outside half of a sister-school exchange with the home with their parents, English with their own language and culture today International School of Ouagadougou their teachers and classmates at ISO, will be the world leaders of tomorrow. -
Cultural Heritage and Local Development Christian Barillet, Thierry Joffroy, Isabelle Longuet
Cultural heritage and local development Christian Barillet, Thierry Joffroy, Isabelle Longuet To cite this version: Christian Barillet, Thierry Joffroy, Isabelle Longuet. Cultural heritage and local development. CRATerre, pp.112, 2006. hal-00973780 HAL Id: hal-00973780 https://hal.archives-ouvertes.fr/hal-00973780 Submitted on 30 Apr 2014 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. A Guide for African Local Governments Cultural Heritage & local development Published by CRATerre-ENSAG / Convention France-UNESCO EDITORS CONTRIBUTIONS Christian BARILLET, France-UNESCO cooperation agreement, Mayor of Sainte-Maure- Oluremi FUNSHO ADEDAYO, Conservator, Osun Osogbo Sacred Grove, Nigeria de-Touraine Victoire ADÉGBIDI, Anne AVARO, Nayondjoua DjANGUENANE, François Thierry JOFFROY, CRATerre, National superior school of architecture of Grenoble V. GODONOU, Gérard TOGNIMASSOU, Diane TOUFFON, Ecole du patrimoine africain Isabelle LONGUET, France-UNESCO cooperation agreement, Ministère de la culture et de Sinamaï ASHTON, Project Manager, Khami, Zimbabwe la