Article 42 of the Un Charter on Use of Armed Force free essay sample

It covers a plenty of fields. It also regulates the circumstances in which states may use armed force (traditionally termed ius ad bellum) and the way in which armed force is actually used ( termed ius in bello or the law of war, international humanitarian law applicable in armed conflict). Since its creation, the United Nations has helped resolve a number of conflicts, both regional and global. Unlike other organs of the United Nations, the Securty Council is the only body whose resolutions, when adopted under Chapter VII, are binding on all states. In respect of the enforcement powers under Chapter VII of UN Charter the primary responsibility for the maintenance of international peace and security was confered upon Security Council, in general we call it peace-keeping power. Boleslaw Adam Boczek argues in his book of International Law: A Dictionary , that the term â€Å"peacekeeping† does not appear in the UN Charter, and it is not entirely clear which of its provisions constitutes the legal basis for this kind of UN activity. We will write a custom essay sample on Article 42 of the Un Charter on Use of Armed Force or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As he explains further : â€Å"However, one can identify a number of articles concerning the powers of the Security Council (SC), including those specified in Chapters VI (pacific settlement of disputes) and VII ( Action with respect to threats to the peace, breaches of the peace and acts of aggression), which could provide a legal basis for peacekeeping. † Whole concept of the Council â€Å"authorizing† states to use force gives rise to a number of questions. What is the scope of the mandate? How it is to be interpreted? What is its duration? Who is the authorized party? Lines of responsibility and accountability, and so on Unfortunately these questions ( which are closely linked to Art. 42 of UN Charter) only could be answered in a more all embracing workmanship. This paper took shape over the course of Public International law, which during even short period brought near lot of interesting views and topics. The paper is devided into chapters analyzing the Art. 42 itself, but also in coherence with all relevant articles of UN Charter. Article 42 of UN Charter ) The UN Charter as matrix of Art. 42 It seems likely that Article 42 of UN Charter can? t be taken in isolation. In particular its tied to Article 41 which simply said implies that UN would have tried something first. Also important Articles 39, 40 and 43 have to be taken into consideration (not just these). As the fundament, undoubtedly, Art. 2(4) arises, a supertemporal dogmata that make us more understand the purpose of UN Charter. Pursuant to this provision, al l members shall refrain in their international relations from the threat or use of force. Today this â€Å"cornestone of peace in the Charter† constitutes the basis of any discussion of the problem of the use of force. Even the fundamental notion of â€Å"force† is not completely undisputed where its extent is concerned. The term does not cover any possible kind of force, but according to prevailing view is force in Art. 2(4) limited to armed force. Rebecca Wallace is more pessimistic about this argument as she keeps asking if does Art. 2(4) only prohibit use of armed force?! Force can be economic or political. But what is an armed force? The armed forces of a party to a conflict are â€Å"all organized armed forces, groups and units which are under a command responsible to that Party for the conduct of its subordinates, even if that Party is represented by a government or an authority not recognized by an adverse Party. † So armed forces are to be â€Å"subject to an internal disciplinary system which, inter alia, shall enforce compliance with the rules of international law applicable in armed conflict. † Anyway, attempts to bring near the detailed framework of armed force could be eventually challenged in more exhausting elaboration on this topic. ) Authorising the use of force Exeptions to absolute prohibition on use of force are laid down in Chapter VII of UN Charter. Under these chapter there are two circumstances in which the use of force is envisaged – particulary Articles 42 and 51 of UN Charter. Article 42 also provides for the exercise of the authority conferred upon the SC under Art. 39 . The Security Council has a monopoly to authorise states to use force in inter-state relations in order to maintain world peace and security. If the SC considers that economic and diplomatic sanctions would be or have be proved to be inadequate, â€Å"it may take such action by air, sea or land forces as may be necessary to maintain or restore international peace and security. Such action may include demonstrations, blocades, and other operations by air, sea or land forces of members of UN. † As the second envisaged use of force is not by the SC, but by individual members or members acting collectively. Article 51 provides for individual or collective self-defence, in principle available after an armed attack has occured. As can be seen, article 42 does not provide for the use of force as a free-standing power or as an option of first-consideration, but only frames the use of force in relation to nonmilitary options. Article 42 would condition any use of force, including blockades, upon a UN Security Council determination that nonmilitary alternatives were inadequate or would be inadequate. Moreover, Article 42 limits such action to a specific targeted goal of maintaining or restoring international peace and security, perhaps as opposed to serving some other policy goal. It therefore could be argued that Article 42 action must dovetail with a principal of proportionality. This article represents a fundamental innovation with respect to the League of Nations Covenant. While the League Council could merely recommend that States apply armed force against an aggressor, this new article should be able to take necessary military measures itself. During the Cold War, the innovative character of Art. 42 had almost no impact. Before 1991, the only case in which large-scale military operations followed a decision of the SC did not fall under Art. 42. In the case of Korea, the SC merely recommended that States provide assistance to South Korea in repelling the North Korean attack on the basis of collective self –defence under Art. 51. In contrast, the authorization of the peace-keeping operation in the Congo in 1960-4 contained elements which arguably fell under Art. 42. Since 1990, however, the SC has made use of Art. 42 in a significant number of cases. Most prominent was the authorization of member States to repel the Iraqi invasion of Kuwait, which followed an earlier decision to enforce economic sanctions against Iraq by a naval blockade. Also in 1992 SC enforced member States to take military action in support of the peace-keeping force in Somalia, and, in the following year, conferred enforcement powers on the peace-keeping force itself. As already mentioned, only towards the end of the 1990s, the SC again came to authorize larger operations on the basis of Art. 42. As an example, in 1997, it endorsed intervention of ECOWAS in Sierra Leone, when it decided to withdraw its forces from Sierra Leone in 1999, the SC established a large peace-keeping operation, endowed with powers to use of force that reached far beyond self-defence. Another UN peace-keeping operation was in the same year in Kosovo, likewise empowering to take forceful action on the basis of Chapter VII of the Charter. Thus, after some caution of the SC in the middle of the 1990s, Art. 42 has regained significance as a basis for enforcement action, though in a more limited way and with mixed success. 3) Requirements of Article 42 Art. 42 requires that, for military action to become possible, the SC must consider non-military enforcement measures to be, or have to been, inadequate. According to this formulation, its not necessary that non-military measures have previously been ordered and implemented. The option of the Art. 42 is rather supported on the basis of a prognosis of the ineffectiveness of measures under Art. 41. Also according to Art. 45, air force contingents should be available to the SC to facilitate action at any time, and that military measures will in any event have more rapid effects than economic sanctions. Nevertheless, because of the possible danger of an expansion of a conflict and the potential damage involved, the SC must consider very carefully whether military action can be justified, and whether principle of proportionality is also recognized. To this latter principle alludes the Charter in particular by the requirement that these may measures be necessary. 4) Measures As already mentioned, enforcement measures in Art. 42, (like non-military measures under Art. 41), they are carried out against the will of the state concerned. Measures pursuant to Art. 42, like all measures under Chapter VII, can be taken against any State if the SC considers such action conducive to maintenance or restoration of peace and security. According to type of measures, SC can take such an action by air, sea, or land . As videnced by the wording and the history, the list of measures contained therein is not exhaustive. On the other hand, Art. 42 covers not only operations involving combat against other armed forces, but also such action as demonstrations and blockades. In this context, demonstrations may be understood as demonstrations of strength intended to discourage potential peace-breaker from the use of armed force or its resumption, or to induce a change in its behaviour. The concept of blockade points to military action with a view to sealing off particular coasts or land areas. Such a blockade SC enacted in the case of Iraq, by allowing for the interception and inspection of all inward and outward shipping in order to ensure observance of the economic sanctions regime. Particular in the cases of Southern Rhodesia, Yugoslavia, Haiti and Sierra Leone. The implementation of the measures It wasn’t an exception that operations with mixed legal basis were created. In practice, this has sometimes led to severe operational problems, in particular with respect to the neutrality of UN troops and their capacity to engage in combat. Art. 2 vs. Art. 51 Practically the polemic arises with the relationship of military sanctions under Art. 42 of UN Charter to self- defence under Art. 51. Put differently, when is a legitimate use of force to be regarded as one rather than the other? This issue arose in sharp relief during the Gulf crisis of 1990. After a period of time it became apparent that Iraqi withdrawal from Kuwait was unlikely to be achieved through economic sanctions. It became probable that military action would be needed to reverse the aggression that had occurred upon the Iraqi invasion. At first sight it would seem to be action under Art. 42 of the Charter. Certain members of the SC spoke frankly of their anxiety about the possible operation of the veto making it necessary to base any such action on Art. 51 rather than on Art. 42. If UN economic sanctions failed to secure Iraq? s withdrawal from Kuwait, could military force by way of collective self-defence be used to obtain the same objective? UK and USA insisted that such action would be justifiable under Art. 1 Action in self-defence could be taken without prior authorization of the SC, thus avoiding a possible veto. Do members effectively have a choice between characterizing military action as collective self-defence or as enforcement measures under Art. 42? Action under Art. 42 would bind the UN membership as a whole. From already mentioned case of the Korean precedent in 1950,it is clear that action which, by its nature, could have been characterized as an enforcement was in fact authorized as lawful by refere nce to collective self-defence. Moreover , resolutions in both cases, were mainly intended to provide greater legitimacy to the use of force by making it an action of the international community rather than one of individual states. Art. 42 vs. Art. 43 Art. 43 provides that all UN members undertake to make available to the SC â€Å"on its call and in accordance with a special agreement or agreements†, armed forces, assistance , and facilities. Later State practice confirms that view that the SC can authorise member States, in groups of individually, to use force despite the lack of agreements under this article. Moreover, in cases of Somalia and Rwanda, no other legal basis for the use of force, such as self-defence of consent of the State concerned, was available. Thus, States implicitly accepted the legality of the authorisation practise of the SC. This approach was not always free from critisism. Especially in 1990s, some States raised concern over the deviation from the original Charter conception by simply authorizing member States to use force. Most of them, however, did not object to the authorizations as such, but rather to the lack of SC control over the actual execution. State practice, in principle, has accpeted that Art. 42 allows for the mere authorization of the use of force by member States in the absence of agreements under Art. 43. Conclusion Most of experts agree that SC practise,in contrast, reflects to some extent the limitations on the authorization power of the SC as described above. So isn? t Art. 42 exceeded institute These are particularly difficult issues to concern about in such a short work like this is. In this essay I tried to infiltrate in the issue of authorization to use of force according to the wording of the Art. 42 UN Charter. As Rebecca Wallace keeps asking: â€Å"Can force be used to enforce a right when force is not employed against territorial integrity or political idependence Can force be used to protect human rights? † We can still see lot of disputes in this ambit. Finally, as somebody said that law is an organisation of force, maybe we should care ever more about how do we organise it.

Free Essays on Drug Trafficking

Unbelievably, illegal drug trafficking affects about every country in the world. The major countries in Latin America where the illegal drugs are grown are Bolivia, Peru, Colombia, Ecuador, and Mexico (â€Å"Drug Trafficking in the United States†). From these countries, they are shipped mainly to the United States and Canada, but are also shipped to European countries such as the Netherlands, England, Spain, and Germany. A variety of drugs are sent across the borders of Latin America countries which include: Cocaine, Marijuana, Heroin, Methamphetamine, MDMA which is also called Ecstasy, LSD (Lysergic acid diethylamide), PCP (Phencyclidine), Flunitrazepam, GHB(Gamma hydroxybutyrate), and Steroids (â€Å"Drug Trafficking in the United States†). The first known drug traffic is not known to man, but major trafficking began in the late nineteen seventies from Colombia to the United States. Drug trafficking not only effects the Latin America who supply the drugs, drug traffic king also effects the receiving such as Canada and the United States. In the receiving countries, almost every citizen is affected both directly and indirectly. Along with citizens, the economy and market is influenced from this activity. Not to be confused that Latin America is only one region where illegal drugs are shipped from, illegal drugs are also shipped from the Middle East, Southeast and Southwest Asia (â€Å"Drug Trafficking in the United States†). Illegal drug trafficking is a serious problem in the United States of America and other countries in the world, but countries in Latin America look at drug trafficking as a profitable business. The â€Å"War on Drugs† in the United States has been going on for about twenty-five years, but drug trafficking around the world has been going on for centuries (Lobe 1). Bureaus and Departments such as the Bureau of Narcotics and Dangerous Drugs began to arise in the United States in the late nineteen sixties due to the rise ... Free Essays on Drug Trafficking Free Essays on Drug Trafficking Unbelievably, illegal drug trafficking affects about every country in the world. The major countries in Latin America where the illegal drugs are grown are Bolivia, Peru, Colombia, Ecuador, and Mexico (â€Å"Drug Trafficking in the United States†). From these countries, they are shipped mainly to the United States and Canada, but are also shipped to European countries such as the Netherlands, England, Spain, and Germany. A variety of drugs are sent across the borders of Latin America countries which include: Cocaine, Marijuana, Heroin, Methamphetamine, MDMA which is also called Ecstasy, LSD (Lysergic acid diethylamide), PCP (Phencyclidine), Flunitrazepam, GHB(Gamma hydroxybutyrate), and Steroids (â€Å"Drug Trafficking in the United States†). The first known drug traffic is not known to man, but major trafficking began in the late nineteen seventies from Colombia to the United States. Drug trafficking not only effects the Latin America who supply the drugs, drug traffic king also effects the receiving such as Canada and the United States. In the receiving countries, almost every citizen is affected both directly and indirectly. Along with citizens, the economy and market is influenced from this activity. Not to be confused that Latin America is only one region where illegal drugs are shipped from, illegal drugs are also shipped from the Middle East, Southeast and Southwest Asia (â€Å"Drug Trafficking in the United States†). Illegal drug trafficking is a serious problem in the United States of America and other countries in the world, but countries in Latin America look at drug trafficking as a profitable business. The â€Å"War on Drugs† in the United States has been going on for about twenty-five years, but drug trafficking around the world has been going on for centuries (Lobe 1). Bureaus and Departments such as the Bureau of Narcotics and Dangerous Drugs began to arise in the United States in the late nineteen sixties due to the rise ...

Health Essay Example | Topics and Well Written Essays - 750 words - 1

Health - Essay Example ling students that if we want to go for a monthly pregnancy test we visit a gynecologist and tell various other designations related to the field of medicine. Give students a fortnight to complete their task and ensure that every kind of help they might need will be appreciated. Keep students morale high by asking about their background knowledge of the subject. By encouraging their effort. By providing a healthy environment in which they don’t feel insecure. Also, make sure that every student participates in the class. Before starting the video ask questions about the topic. Ask questions in such a way that students try to be productive in a class. Try keeping the attention of children by making it fun but avoid using open words, keep intact. Don’t use unnecessary details. If you are talking about prosthetics, try using such words that are understandable by every student. If you are telling about birth control pills make sure that it must not be a challenge for other student that follows different society. Providing extra knowledge helps student to learn more. Advances in the field can be shown by using different animations and websites. Children relate to cartoons and videos and sound effects more than a mere lecture by a teacher Use your own knowledge, you are the teacher and you should be familiar enough with various techniques and approaches used in surgery and reproductive health. Share stories or insight from latest cases. Share personal experiences in a professional manner. Always give your students some extra knowledge of the subject. Conclude the topic in more generative way. Don’t use conventional methods. Always use such methods that influence students. Remember to make the conclusion discussion based so the output from the children can be recorded. Children need to be vocal about such educations and need to know right from wrong and should be able to remember the lesson in long term life for practical

International Trade and Finance Essay Example | Topics and Well Written Essays - 1250 words

International Trade and Finance - Essay Example A country can only be considered least developed if it fulfills the three criteria suggested by the Committee for Development Policy (CDP) which include low-income, weak human assets, and high economic vulnerability (United Nations Framework Convention on Climate Change (UNFCC), 2011). Due to the fact that international trade plays an important role for the development of LDCs, World Trade Organization (WTO) should also be considered. The main thrust of this paper is to have an in-depth analysis with regard to the trade and economy of LDCs from the perspective of the WTO, and determine how does it help LDCs. Nepal and the World Trade Organization (WTO) WTO is the â€Å"only international organization dealing with rules of trade between nations...the goal is to help producers of goods and services, exporters, and importers conduct their business† (World Trade Organization (WTO), n.d.). There are currently 153 WTO members worldwide and most of them have high performing economies ; however, they commit themselves to the objectives of WTO and reaffirm to the agreement that trade concessions and special provisions will be given to LDCs (World Trade Organization, 2001, p.9). ... Nepal is one of the poorest and underdeveloped countries in Asia, and become the first member of WTO among LDCs in 2004 (United Nations, 2007, p.75). Nepal’s application for accession to WTO had last for almost 14 years until such time that the organization decided to give the Nepalese government a formal hearing in the last stages of the accession process (Gallagher, 2005, p.54). The country bid for membership because it was â€Å"motivated by a desire to ensure predictable market access and become eligible for the special concessions available to LDCs under WTO rules† (Baumuller, et al., 2008, p.1). Aside from this, the country also wanted to enter the export and industrial sector in India and it needs to have a multilateral back-up that would assure its transit to the overseas market. WTO membership is the only choice for Nepal considering that it did not have the capacity to compete with the fastest growing economy in the world like China. As a result, Nepal is give n preferential access and bilateral agreement in the Indian market that made the country more competent to trade and take full advantage in the global trade opportunities. â€Å"Close collaboration between business, government and civil society gave Nepal access to the benefits of the global trading system in the midst of constitutional crisis† (Gallagher, 2005, p.55). However, the total benefits offered by WTO membership are not for free and not automatic because various efforts are needed such as the ability of Nepal to take advantage with the enhanced opportunities and learned to become an independent economic country. The membership is not a guarantee for Nepal to have a long-term economic

Introduction to Theoretical Perspectives in Sociology

Introduction to Theoretical Perspectives in Sociology Edward Cordero The first theoretical perspective in sociology is called Functional Analysis. Functional Analysis is the theory that society is made up of different parts that collaborate to promote unity and equality. Functional Analysis is sometimes referred to as functionalism and structural functionalism (Henslin, 2012, p. 24). Auguste Comte and Herbert Spencer, both outstanding sociologists, developed this theory because they believed society is similar as living organisms. By comparing society to living organisms and their organs, Comte and Spencer concluded that in order for a humans or animals to function properly, their organs must work together. In this case, in order for society to be prosperous, people must work as a team to make it happen. Emile Durkheim saw nothing different about Comte and Spencers judgement. He also stressed the idea that society is made up of many parts that works together to fulfill their functions (Henslin, 2012, p. 25). What differs Durkheim from Comte and Herber t is that he acknowledged society as being normal (Henslin, 2012, p. 25) if each part of society is working together as a team. If society does not collaborate, then it is deemed an abnormal or pathological state (Henslin, 2012, p. 25). Robert Merton developed a scale to measure the consequences of peoples action in a society. If a person does something that is purposeful to society, it is called a manifest function. If a person does something that is not planned to help society change, it is called a latent function. A negative consequence that causes damage to society is called a dysfunction. When functionalists conduct their research, it is important that they target large groups such as: industries, organizations, or structures because Functional Analysis is a macro analysis. Macro-level analysis is supposedly designed to target large scale patterns in society (Henslin, 2012, p. 28). Situations that attract functionalists attention can include how the parts of society fit togeth er to make the whole and what each part does, and how it contributes to society (Henslin, 2012, p. 25). Functional Analysis is important because this is the area that helps sociologists examine and explain social phenomena that can have a positive or negative impact. The second theoretical perspective of sociology is the Conflict Theory. The Conflict Theory is the idea that society is made of different groups that compete each other for scarce resources. The Industrial Revolution that transformed Europe has prompted sociologist Karl Marx to develop this perspective on social life. Marx believes that in a society, a higher class group exists and controls the lower class. According to sociologist Lewis Coser, he believes conflict is most likely to develop among people who are in close relationships (Henslin, 2012, p. 27). Therefore, if a negative change occurs in the arrangement on how power or privilege is distributed in their society, it could lead to conflicts. Conflict theorists also focuses on large groups when conducting research because Conflict Theory is a macro analysis. They target structures, groups, countries, and even cultures. The strength of the Conflict Theory is that it allows conflict theorists to examine the change of a circumsta nce and understand the conflict that comes along. This allows better understanding on why events, such as protests, occur in society today. When conflict theorists conduct research, they look at how opposing interest run through every layer of society (Henslin, 2012, p. 27) or what causes inequality in a society. What also gains their attention is when they try to understand how the upper class controls their power on the lower class. The third theoretical perspective in sociology is called Symbolic Interactionism. Symbolic Interactionism is the theory that society uses symbols that have meaning to communicate with one another and to understand the world around them. Sociologists, George Herbert Mead and Charles Cooley, teamed up to design this theory to better understand our social life. Symbolic Interactionism is considered to be a micro analysis. Micro analysis involves a small group when examining how an individual uses symbols to communicate and interact in society. The Conflict Theory is important because it helps conflict interactionists analyze how social life depends on the ways we define ourselves and others (Henslin, 2012, p. 23). Since Symbolic Interactionism focuses on an individual and their interaction with others, this could help lead them to understand social order and change in a society. What attracts conflict interactionalists is when they examine how people make sense out of life and their pla ce in it (Henslin, 2012, p. 23). They look at how each society dresses differently or how each social order is different. Most importantly, they might find it interesting on how symbols, despite having different meaning in every society, creates social life. I will be applying the theoretical perspectives of sociology to the Dakota Pipeline Protest, an event that has been affecting a society in the U.S. When applying Functional Analysis to the Dakota Pipeline Protest, researchers would first want to know what the manifest function of the Dakota pipeline is. The manifest function of the Dakota pipeline project is to build a 1,200-mile-long pipeline, from North Dakota to Illinois, that will transport about 470,000 barrels of crude oil each day. This is considered the safest way to transport crude oil in regards to environmental concerns. The Researchers might also be interested in the dysfunctions of the pipeline. The dysfunction of the project is that the pipeline is projected to go under Lake Oahe. Any rupture from the pipeline could cause a huge environmental effect. Researchers would also be curious about the organizers. They might consider questioning their reason for introducing the project, as well as the benefit of the pipeline. Th e organizer of the Dakota pipeline, Energy Transfer Partner LP, is the company that wants to engage in this business of transporting oil. They got the approval to push forward with the project because it is the safest and the most environmental-friendly way to transport oil. Finally, researchers might also want to examine what the possible latent functions of this project will be. A possible latent function of the project is that it can lower fuel prices in the U.S. and cause a boost in the economy. This can also lead to low cost on electricity bills or air fares. When applying Conflict Theory to the Dakota Pipeline Protest, researchers might want to first examine who is the high and low class. The high class in this event would be the Government officials as well as the organizers of the project. The low class would be considered the group that disapproves the construction of the Dakota pipeline. In this case, the low class would be the Native American tribes from all over the United States. Researchers would also examine what is the cause to the inequality that is taking place. According to the Native Americans, they have been living in the area where the pipeline is projected to go across. The Government does not consider the fact that this is a sacred area for them and that Lake Oahe is life for them. Lake Oahe provides them their daily water supply and they strongly believe water is life. Researchers would also be curious about what else the Native Americans are trying to protect and why do they still have the interest to keep protesting, despite the physical abuse from the Government. Besides the water, the Native Americans have ancestors who were buried around the area. It is disturbing for them to witness a construction going on in the area that is valuable since their ancestors. Finally, conflict theorists would want to know exactly if this pipeline is absolutely necessary for society and whether excessive force should be used against the protestors. Excessive force has been used on the Native Americans. Government authorities are authorized to use police dogs, pepper spray, and tear gas. These people are simply protecting their land and they have every rights to voice their concerns. They have the right to protest. Symbolic interactionists would be interested in studying the symbols that are being used by the Native Americans in the Dakota Pipeline Protest. Researchers might probably want to first verify if it is just Native Americans that are involved in the protest. They must interview individuals and question their race. They must try to examine how the project is affecting individuals society and to determine if it is only Native American who are voicing their opinions. Researchers would definitely interview individuals to find out how meaningful the land is to them. It is important for the researcher to understand what the land symbolizes because that is the foundation of the protest. They might also examine if the symbolism of the land differs to each individual involved. Symbolic interactionists might also study the clothing of the Native Americans, as well as the songs they sing traditionally on the construction site. Based on the media, some Native Americans wore traditional clothing t o represent their ancestors and to show that they will continue to fight for them. The traditional songs are sung near the construction site to promote unity. The weapons that the Native Americans use to counter the excessive force from the Government might also attract researchers. Instead of using guns or modern day weapons, the Native Americans are seen using sling shots, horses, or even their flags as weapons. The researchers might want to interview individuals face to face and question them on their choice of weapon. Based on videos from media, it shows that these Native Americans are taking pride into their culture. Work Cited: Henslin, J. M. (2012). Sociology: A Down-to-Earth Approach. NJ: Pearson.

Qualities of my grandfather Essay

Introduction: My grandfather, Osman Dedic, was born on November 26, 1929 in a small village in Bosnia called Gorne Dubrave. During this time, Bonsia was an undeveloped nation affiliated with Yugoslavia. The village my grandfather lived in was an immense distance away from several major cities and airports. The town did not have a sewage system, and the cement streets were unfinished. Most houses in the village did not have electricity and phone lines. The village also lacked streetlights and a water supply system. Moreover, the villagers were forced to obtain water from a nearby river and pump out the water from an aquifer using a well. The town contained few stores, transportation facilities, and educational institutions. Most stores would sell need-based goods such as clothes, food, and labor equipment. In the village, government control and influence affected many town people. The government controls the production of crops and the amount of farmland given to the villagers. Unfortunately, the villagers would sell most of their crops for a low price to the government. Villagers did not even have passports and wouldn’t receive the documents because the government wouldn’t allow people to emigrate. Without a passport, one could not get a visa for another country and without visa; one could not find a job. This governmental system forced many people to settle in the same village their entire life. Nevertheless, my grandfather had different opinions. â€Å"I always had my own thoughts and rules on how life should be. For this reason, I encountered many difficulties in my life.† As a young child, my grandfather loved to pursue law and justice. He did not follow the role of an influential leader, but rather treated everyone with respect and equality. When my grandfather was eight years old, he would play with his friends in the playground. One day, however, a child from the neighboring area decided to come over to the playground and take advantage of the other children. My grandfather immediately seized action and resolved the problem by telling the foreign child to play fair and respect everyone. Several years later, my grandfathers choose to serve and protect. In his eighteenth year, my grandfather decided to join the military army. As a military soldier, he had the duty of war . One day at military camp, he was ordered to dig holes by seniority soldiers. He refused the job and wouldn’t allow his pride fade away his few of the seniority soldiers told him to before him wanted to take over the youngest once, as they called them, by making them obey. They had very high expectations, that where not possible to accomplish. They asked my father to dig out a hole that would be two by two meters and two more meters deep. He had to be done by the end of the night. He started digging till he became very tired and could not even move. They warned him once to start digging again but he refused. One of them came closer and punched him right in face. My father got very angry. He raised the digger and broke it on his shoulder. He kept on hitting him until all the rest of the group gathered up and put my father in circle. They started hitting him all together. My father, full of blood running from almost every part of his body, barely broke the chain of their bodies and run into the forest where they lost his site. In the general of the army, while calling the names of the soldiers, noticed that Ruben Aslanian was missing. At that time my father was at a corner spying on them. The general asked where he is. Someone from the two-year-served group stretched the truth and when explaining what had happened. The general said that everyone of the two-year-served group would go to prison if they will not find Ruben Aslanian by the end of this day. When my father decided to appear they were all in panic. The general asked where he was. My father, realizing that the future of all those soldiers was in his hands, said that he fall through a crag and lost his consciousness. After that situation he never had a problem in the army again, for the rest of his serving period. When my father came out of the army, he went to the military school. He was working as a police man while studying to become an interrogator. He was always very just, no matter what the status of the prisoner was. Once he found the nephew of a Georgian minister, with two Moldavians, guilty about a drug deal. He wrote a conviction for all three of them, while they warned him to leave the nephew of the minister out of the deal. After that they let the nephew leave illegally and were searching for a way to put my father in the prison. My father understood that they had launch a was against him and  it was time for him to resign. One year latter, the real war began. During 1995, after the disintegrate of the Soviet Union, Abkhazians asked for their independence for the Georgians. Georgians did not like agree and they tried conquer Abkhazians. All the prisoners were freed and walking on streets armed. They purpose of that was to have a bigger army but criminals never change. Their goal was to revenge the people that put them in the prison and ruined their lives. Unfortunately, one of those people was my own father. Like a picture in my mind, I still remember the criminal with a mask holding a gun against my father’s head. I remember my father begging them to not do anything in front of his children and my mother trying to pull us away so we would not be witnesses of the murder of out own father. Fortunately, they did not kill my father. I do not now the reason. I still think that it was the God’s will, because otherwise I just can not explain it. The next day, I found myself in a plain flying out of my motherland to be safe. â€Å"I always remember my house, my garden, my neighbors, and every single city of Abkhazia, where I spent a long time of my life. I want to admit that I live much wealthier life now in America, than back in Abkhazia. The point of our life is not about been rich; the point if this life is, in my opinion, is to wake up in the morning and be able to see beloved relatives and friends. This is not only my misfortune; this is the disaster of every human been that, in his or her middle ages, looses his or her surroundings of a life time.†

Nazi Control Over Germany

Identify Nazi opposition: 1.) Communists 2.)Social Democrats 3.)Anti Nazi teachers and University Professors 4.)Roman Catholic Church 5.)Protestant Churches 6.)Jews and other persecuted minorities (once purges started). 7.)Lander (State parliaments) 8.) trade unions How Nazis dealt with opponents? To ensure political dominance, Nazis wanted to make Germany into a one-party state. To wipe out communists, Hitler used Reichstag fire as an excuse of a â€Å"communist uprising† to disable much of the communist activities. It is to be noted that anti-communism was a major part of Hitler's ideals. Social democrats were disabled as well. Lander were allowed to exist but lost all power. Anti Nazi teachers and university professors posed the threat of spreading an anti-Nazi message. The Nazis even wanted subjects to be taught according to their principles. These people were kept in check by fear of Gestapo. Roman Catholic church was a political threat and the church also had influence over people. In 1933, Hitler signed a concordat with Pope and said Nazis will not interfere with church affairs if church stayed out of politics. However Nazis broke concordat when it dissolved catholic youth league as it was a rival to Hitler youth. Catholic schools closed down after protestations. By 1937, church conflicting with Nazis and pope Pius XI issued Encyclical saying that Nazis were â€Å"hostile to Christ and his church†. Hitler angered and 1000's of priests +nuns sent to conc. camps. Protestant churches were attempted to merge into Reich church. Failed and after protests, people sent to conc. Camps. Jews sent to conc. Camps and murdered. Trade unions banned and replaced with German labour front which reduced pay and took away right to strike How did Nazis use culture and mass media to control people? After Nazis gained power, all forms of media were controlled by Joseph Goebbels. This made sure that no anti-Nazi ideas were publicized. Jewish works were banned as part of the anti-Semitism policies. By these methods, the way the German people thought could be adjusted to the Nazis' will. Culture was used in the way of making Aryan people feel that they were a superior race. Cultural Activities of racial minorities were mostly banned so that they would have no effect on Aryan ideals. Why Nazis persecuted many groups? The Nazis had an ideology of â€Å"racial purification†, whereby only the Aryans were to be in Germany. Therefore Jews and other small races were sent to conc. Camps. Jews were also persecuted because they owned many shops and businesses (once they were removed, these jobs given to Aryans). Mentally and physically disabled people were also persecuted because the Aryan race was supposed to be â€Å"perfect†. Homosexuals were persecuted as well. Was Nazi Germany a totalitarian state? A totalitarian state is a system of govt. where there can be only one party and the people are totally devoted to the state. Nazi Germany was definitely one of these because: 1. One party state: only the national socialists allowed existing. Power taken away from Lander. 2. Civil service purged of â€Å"enemies of the state† until it was fully reliable. 3. Trade unions banned 4. Education system controlled and Nazi ideals fed into children by Hitler youth. 5. Communication and media controlled. 6. Economic control by which unemployment was reduced and Germany brought close to self sufficiency. 7. Religious control 8. People monitored by Gestapo so that if a person was anti-Nazi, he would be taken away. 9. Anti Semitism and other forms of unjustified racial discrimination.