Assignment (MPhil)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by John A. Weaver. ETD. Includes bibliographical references (p. 275-281)

This book is a slightly modified version of the author's thesis, presented to the University of London, 1977. / Summary in Greek. Includes indexes. Includes bibliographical references (p. [225]-231).

1 Abstract Legal Status of Prisoners of War The thesis "Legal Status of Prisoners of War" deals with the issue of war captivity in the context of international humanitarian law (also referred to as "IHL"), or more precisely in the context of the Law of Geneva. In the field of war captivity, both IHL legislation and a number of other international legal branches (e.g. general international law, international criminal law, or international human rights law) are confronted. The thesis pursues two objectives: descriptive and analytical. The descriptive aim is to give a comprehensive overview of the development of the legal regime of war captivity and to familiarize readers with the legal regime of war captivity and the treatment of prisoners of war (also referred to as "POW"), according to the valid sources of international humanitarian law. The analytical aim of the thesis is to find the answer to the research question, who is the combatant, or more precisely who is entitled to the POW status after falling into the enemy's power? The thesis consists of the introduction, which are divided into three parts, and the conclusion. The introduction presents the theme of the thesis, pursued objectives including the research question and outlines the structure of the text itself. The first part of the thesis introduces...

The United States held almost 500,000 enemy combatants within her borders during World War II. Out of those 500,000 men, 380,000 were from Nazi Germany. Nazi POWs were confined to camps built near small rural towns in almost every state. It was not something that was well known to the American public. Even less known was the American Military's effort, through reeducation, to introduce Hitler's soldiers to a new political ideology-democracy. This thesis will explore how the reeducation program was formed; examine the people, both German and American, who participated in it, and make a determination on whether or not it was successful. While Special Projects did not completely win over the majority of the German POWs, it was my finding that for the Americans to have done nothing when faced with such a situation would have been foolish.

No description available.

The thesis examines the process of recruitment of German prisoners of war (the former Wehrmacht soldiers) to the Czechoslovak foreign army in the West. Based on a wide variety of sources mainly of military origin, the thesis investigates the process of enlistment with all its specific regional features (the recruitment differed slightly based on the country where it took place). More specifically, the thesis also deals with questions concerning the German captives' security clearance, e. g. to which extent the actual recruitment followed the official instructions and guidelines, in which ways the captives presented themselves and what image they tried to create, how they were appraised and perceived by the Czechoslovak authorities and by officers, etc. The final mosaic should demonstrate that recruitment of the former Wehrmacht soldiers was not only inevitable, but also vital and necessary for completion of Czechoslovak armed forces. The vetting itself was a very strict and thorough process aimed on preventing potentially dangerous, unreliable individuals who might have posed a security risk from joining the Czechoslovak army.

In the thesis I develop a living theory of responsibility, movement, engagement, withdrawal, and self care with a living standard of judgement of response-ability toward the other. I use a hermeneutic phenomenological approach to develop a dynamic, relational understanding, where social constructions are discussed and refined using cycles of loose and strict thinking, an inter-play of emotion and intellect, and a combination of intuitive and analytic reasoning. This is underpinned by an extended epistemology embracing experiential learning, documentary and textual analysis, presentational knowing, dialogue, narrative and photographic inquiry. I address the essence of inquiry with people who have difficult stories to tell and for us to comprehend: narratives which emerge from episodes of chaos and suffering, interspersed with occasional glimpses of the inter-human. Within this context I explore responsibility [response-ability] to ‘the Other’ as subject, and the ethical obligations implied in that relationship. My and others’ narratives, through space and over time, are researched using an extended epistemology and inquiry cycles across two interwoven strands. I look back over a long career and ‘epiphanous’ moments as a social worker and academic in the field of child protection and children and families work; and as the child of a war veteran, I reflect on World War II narratives of suffering, changing identity, and the inter-human. This first and second person inquiry extends outwards through cycles of dialogue with ex European prisoners of war and relation with landscape across Europe and Russia. In these reflections I clarify my meanings of chaos, suffering and responsibility [response-ability]. The learning from this extended inquiry and the contribution to knowledge are reflected on within my current practice as a participative researcher who is expressing response-ability toward the other. Finally, I consider implications for improving practice and organizational climate in children and families work.

<p>The construction of International Humanitarian Law and the norms regarding protection of prisoners of war have evolved as a reaction to the horrors of war. After September 11 and the following war on terrorism the notion of POWs has been widely debated. The USA holds prisoners at the navy base at Guantánamo Bay, Cuba without granting them status as POWs; this thesis is placing the treatment of these detainees within a historical context. The norm concerning rights of POWs is today both internationalized and institutionalized, but that has not always been the case. This thesis illuminates how the norms have evolved during World War I, World War II and Vietnam War; finally the war against terrorism and the treatment of the prisoners at Guantánamo Bay is analyzed. The intention of the thesis is to use a historical overview of the evolution of IHL, and the rights of POWs in particular, to formulate a wider assumption about the implication of IHL in the war against terrorism and the future.</p><p>The thesis adopts a theory which combines constructivism and John Rawls´ theory of justice and uses constructivist ideas about the nature of the international system applied to Rawls´ notion of justice. The constructivist theory and ontology are the basis of the theoretical framework of this thesis and Rawls´ definition of justice as the base of social institutions are viewed from a constructivist perspective. IHL and the norms regarding protection of POWs are thus considered as social facts, constructed and upheld through social interaction between states.</p>

This dissertation is guided by three central questions: Why did the Abu Ghraib photographs fail to generate widespread opposition to the Iraq War among U.S. citizens? How did U.S. political leaders, news media, and entertainment media rhetorically manage the impact of the violence at Abu Ghraib? Finally, what can the tortures at Abu Ghraib tell us about commitment to national identity and justifications for violence? I argue that the primary rhetorical, ideological work of national violence against a foreign other is to create and protect national identification that deflects potential critique of national policy and discourages alternative allegiances (e.g., those of race and class). In support of this argument, I analyze four sets of texts surrounding the scandal. First, I analyze the Abu Ghraib photographs. These photographs, revealing torture of Iraqi detainees by U.S. troops, posed a serious challenge to American national identity and the prevailing rationale for war: namely, that the U.S. would liberate Iraqis from a torturous dictator and the threat of terrorism. The remaining types of discourse, then, can be seen as rhetorical attempts at damage control, containing and softening the edges of the visual records of violence against an enemy Other. For example, the second set of discourses I examine contains the legal memoranda outlining U.S. "coercive interrogation practices" dating back to September 2001. I compare these documents to the political speeches made by public officials during the 2004 presidential campaign. These texts, I argue, provide insight into the Abu Ghraib scandal's political context and illustrate how the scandal was ultimately managed by the Bush administration as a matter of private authority and prerogative rather than public accountability. Third, I explore mainstream media reports concerning Abu Ghraib in order to come to a better understanding of how violence is framed for public consumption. And finally, I analyze depictions of the torture within the popular television series 24. Because 24's plotline deals with issues of torture and terrorist threat, I argue that it can help us better understand both the social climate in which the Abu Ghraib scandal emerged and our current climate in which torture is still very much an issue. / text