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PUBLICATION
OF THE INSTITUTE FOR HUMAN RIGHTS EDUCATION, CAMEROON
Vol 1, No.0017
Home Page
June./ July./ Aug./ Sep. 2005
IHRE
Condemns the Use of life Bullets on striking Students by the Police
By Emmanuel Oben
The University of Buea, UB, students’ strike which started as a show of solidarity with their striking colleagues in the University of Yaounde I, went out of control due to the lack of strike managers, both on the part of the students and the part of the authorities, including the local administration. This strike latter extended to Douala and Dschang University Putting four out of the seven state Universities on strike. For more than a decade little or no change has been realized in the development of facilities in all the state Universities, this was the key reason of the out break of strike in these four state universities.
In civilised societies, the police are drafted to move along with demonstrators and prevent them from attacking people and destroying their property, not to confront them. The authorities always use the dialogue approach to try to calm a strike situation.
The authorities or those commanding the forces that go to the strike front must be diplomatic and not arrogant in their approach. The action of the authorities in this case rather promoted the crisis.
By attempting to crush the strike, the authorities acted rather like strike promoters. The strike would have had less casualties, if the authorities had been tactful.
The students on their part, lacked leadership which made their strike difficult to attain their demands resulting rather in the loss of their comrades to police guns. By losing their comrades, the situation is worse than when they engaged the strike action. They would have identified or defined areas where they were going to protect in their own interest.
The strike also went out of hand due to the non-existence of a real students’ union and government. By emasculating the students' movement on campus, the authorities did not know it was more dangerous. Had a veritable student union existed, it would have been easier to get into dialogue and quell the strike.
Also all student leaders since the birth of UB, namely
Ebenezer Akwanga, Tie Muchu, Valentine Nti and so on, were sanctioned never
to graduate, thus scaring students.
Poor Strike Management
When the strike started it was peaceful until the police were called in. The Registrar, Dr. Herbert Nganjo Endeley, is quoted as attempting to cajole the students and get them to the discussion table.
He started well by attempting to condescend and backslap the students while saying he, too, had problems - being part of the university. But it turned out that he was not accustomed to that kind of situation which needs a lot of patience, hence he was unable to contain the students.
The upshot was that students caused serious damages on the University cars and the restaurant. On day two of the strike, the students had decided to come out in black and block the entrance into the campus. The police warned them not to step into the road, which the students heeded and only displayed placards stating their demands and grievances.
When they heard that the Governor of the Southwest Province, Thomas Ejake Mbonda, was at the Molyko police post some two hundred metres away, the students organised themselves to march and meet him after announcing it, within earshot of the police and gendarmes, that they would march on the right hand side of the road since the police station is on the left coming from the University entrance.
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The police and gendarmes rushed past them and formed a human wall across the highway. Having no way to pass, the students decided to sit on the road. In strike action this means: "We are determined to get our demands through but we are not using violence [now]." That is when the police launched teargas canisters at the students who were sitting down peacefully.
As they scattered in all directions, the forces of law and order chased them right into their hostels, smashing doors, toilets and other household fittings. They beat the students too. Many of them were seriously tortured.
One, caught around the University entrance by the Commander of the Moblie Intervention Police Division in Buea and five of his elements, was asked to roll over and over in mud as they beat him. He was later dragged into the middle of the road and forced by the whip to sing and dance.
They didn't pay the piper, anyway, but dictated the tone to him - they claimed that the previous day students were singing that: "Mifiri - short man, Mifiri - short man!" and asked him to sing like that and dance.
As the truncheons found their marks on the student, he sang while crying and dancing, "Mifiri - short man…" The Commander himself seemed to enjoy it, laughing heartily as his elements tormented the boy.
Tactless Administration
It was the tactless approach of the Governor of the Southwest Province and his subordinates in Fako and Buea that led to the sad twist in the strike despite the fact that some policemen have studied human rights and conflict management in some Cameroonian institutes of high repute.
If things went out of hand, it was because the authorities tried to crush the strike rather than manage it. The Governor was overheard at the Molyko Police Station, just after the students were dispersed with teargas and about an hour before the shooting, lamenting that: "Il y'a la faiblesse" (there is weakness).
The Government authorities therefore, employed the show-of-force approach towards the strike, which degenerated into the regrettable situation that has smeared the government's image in the eye of the public, during these days of grandes ambitions.
Had the Governor asked the police and gendarmes to withdraw and, for instance, moved forward with his arms thrown out and said: "Oh, my children, what makes you sit out in this excruciating heat? Come on, tell me your problems, let's sit down and talk it over," he would have won the hearts of the students - the bloody outcome would have been averted.
However, there might have also been a language problem as the Governor is French-speaking (Francophone) and can hardly express himself in English. Administration is communication.
The problem also seems to be the bad precedence set in the early 1990s when administrators ordered forces to shoot at demonstrators and thereafter the administrators were promoted, for example, Oben Peter Ashu, Bell Luc Rene, and so on.
Meantime, the killing of students has created two main
problems to be solved now: the demands of the students and the deaths caused.
The killing also depicts Cameroonian authorities as still
uncivilised. The forces of law and order would have used rubber bullets
if it were absolutely necessary to shoot, not live bullets.
Another gruesome fact is that one of the students killed was shot from behind. The bullet got him in the back of the head. This means he was running away.
If he were attacking his killer, he would have got the bullet in his forehead. This again demonstrates how trigger-happy the Cameroon police and gendarmes are.
May
04, 2005 at 06:05 AM in Special Report: The University of Buea Crisis
Varsity
Strike: How Police Tortured, Looted And Raped In Buea
By Otuminde Job
When the morning sun streaked across the rooms of student hostels in Molyko, Buea, on Saturday, April 30, it did not betoken hope. Rather, it was an illumination to permit the few courageous students who had stayed on in the face of police brutality to evaluate the degree of destruction carried out by the police in their two-day raids on their hostels, April 27 and 28.Thousands of students had fled their hostels in fear of continuous police cruelty. The police had beaten them, ransacked their rooms and stolen their money, TV sets and mobile phones.
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Casualties
The students had even taken casualties. Gilbert Nforlem, a Masters degree Zoology student and Aloysius Abuoam, Faculty of Education, Department of Biology are both lying in the Buea District Hospital Mortuary.
The police shot Nforlem on his chest while Abuoam was
shot on the head from behind, on Thursday, April 28. The gory sight of
the victims fuelled tempers as the population emptied onto the Buea double
carriageway, blocked the road and burnt tyres. It took extra efforts by
the police and further brutality to clear the debris.
Gilbert Nforlem
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Aloysius Abuoam
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Testimonies
The police left on the track broken doors and windows, toilet bowls, gas cookers and TV sets. They fleeced huge sums of money from their victims and asked some of them to roll in the mud.
Perfecto Marshal Nguema Avomo is an Equato Guinean residing in Happi Cam hostel. A student of Pan African Institute for Development, West Africa, PAID WA, Perfecto was not in when the police attacked the hostel. They smashed 30 different doors and took away Perfecto's TV set, destroyed his toilet bowl and turned on his gas cooker.
"They destroyed my rubbing oil and smashed my window," he said. He showed your correspondent the room, which he said is occupied by a soldier who works in Douala. They came when the soldier too was away.
The police turned everything inside out. They also destroyed a room whose occupant had died. "This is wickedness," Perfecto said. "The police in Cameroon are the same as those of Equatorial Guinea.
They exert brutality even on the weak." Perfecto said the Equatorial Guinean Consul General took all his compatriots, who reside in the same hostel to Douala. But for Perfecto's, 39 out of the 40 rooms in the hostel have been deserted.
Trinity Hostel suffered the heaviest losses. Three of the tenants; Solange Sactor, Emmaculate Tata and Christelle Ladjinon were hospitalised at the time of this report. The students have abandoned the 73 rooms in the hostel. The police soaked the students' mattresses in water and poured soup on some of them.
Drawing Blood
19-year-old Josephine Sinde Tumnde, is now taking refuge in a family friend's home in Sandpit, Great Soppo. The police attacked her in her New Castle hostel on April 28.
"I was in my room preparing food when I heard a violent knock on my door. Three policemen entered my room and I ran into the bathroom," Tumnde explained.
The police asked Tumnde to lie prostrate but "before I could lie down, they had started beating me with truncheons and sticks as if I was a dangerous snake. They shattered my water closet and toilet bowl into pieces," she said.
As Tumnde sat crying, bleeding profusely, the policemen fell on her again, kicking and punching her. They frogmarched her out of the house, oblivious to the pleas of the landlord. The police shattered the screen of a TV set in Tumnde's room and overturned every thing in the room."As the police left, I could not get up from where I sat due to excruciating pains from the wound on one of my fingers.
Blood was oozing from my right ankle and left shin. I saw demons for the first time in my life and that incident has given me nightmares for four days now," Tumnde told IHRE reporters.
Search For Money, Mobile Phones
Divine Njum is a businessman who runs a documentation centre on the University Street. He was returning from the road on April 27, when the police ordered him to stop.
"I obliged. They took me to a muddy place and drenched me in mud. They were about 17 of them," Njum told IHRE reporters on April 30. "They took my mobile phone and FCFA 10,000," he said.
Though Njum feels insecure, he has no choice but to stay on, because "this is my business place and I live here." Marceline Ngong runs a mobile telephone booth. She was attacked at 5:00 pm on April 27.
"The police destroyed the door of our house and beat us up. They accused me of being one of the students who have been throwing stones at the police. They rubbed me in mud."
According to Marceline, the police attempted to take her to their van but some boys started throwing stones at them, causing the cops to flee.
The police seized Marceline's Samsung phone and FCFA 15,000 she had on her. "I am now using my colleague's mobile phone. I will quit this house once my rents expire," she declared.
A student at Monte Carlo hostel, who preferred not to be named, said the police chased some students into the hostel. She said the broke the toilet door and fished her out of her hiding place. "They took us outside and beat us.
I showed them my husband's picture. Then they said they
would spare me because I am their colleague's wife."
But the police did not stop there.
"They said I would have to give them some money. One of them opened my purse and found just FCFA 800 inside. He said you claim you are our colleague's wife, yet you cannot give us money. So he turned around and broke my mirror," the victim recounted.
Estelle Kain, a level 200 student, was reading a novel when the police raided her neighbourhood. They pulled her out of her bathroom and flogged her. "Seven of them came in and called me a prostitute. They got me out and beat me.
Kain's neighbours lost two mobile phones while his sister was battered into insensibility. "One of them tried to hit me with the gun, but my finger was on the trigger," he said.
The Lecturer And The Old Woman
Even University lecturers were not spared. Emmanuel Yenshu, Head of the Sociology Department at the University of Buea, was arrested and molested. The police ordered him to pick up the stones the students had used to block the road.
Yenshu adjusted his glasses and did just what the police had asked him to do. Mrs. Rodrine Ngeton was plaiting her hair when the police swooped on the saloon.
The police began molesting Ngeton's daughter and one of her friends who were plaiting her hair. She was incensed and protested immediately.
But the police fell on her and inflicted a deep wound on her head. She was dragged to the Molyko Police Post and released later. When Mrs. Ngeton showed her wounds to Southwest Governor, Thomas Ejake Mbonda, the administrator reportedly asked her if he was a hospital.
Still Talking Tough
IHRE reporters spoke to one of the student leaders on Thursday, April 28. He said they would intensify the strike until the government resolves all their grievances. "All we have as arms are the stones you see around.
We are unarmed, but the police were so brutal. They beat up even girls. "Though he admitted that the strike lacked proper coordination, the leader however, maintained that they were not losing the battle. "We are winning.
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As you can see, we have blocked traffic. We are, by so
doing, raising public awareness. We are calling on the public to join us.
He said the financial situation in UB is bleak. He said the University
has not been able to disburse money to pay students preparing for the upcoming
University games.
Can you imagine the police carrying live bullets in a
student demonstration, and the Governor says nothing," he growled.
Cameroon Varsity Crisis: Management Must Take The Blame
Ashu Tarh AgborTahr
Student crises are not strange in this country, not even beyond our borders. It must also be admitted that it is rather the comportment of the authorities, vis-à-vis the crises, that matters. In other words, how much did management do to avoid the problem? Or, having failed, what was their reaction to quench the fire?
It cannot be gainsaid that UB management failed in both
facets.
UB management knew that Yaounde I, the mother University,
was on strike for a week already.
They also knew that it could contaminate Buea and, in fact, the rest of Cameroon's Universities. It could only have been obvious because they all have similar problems.
UB management should, therefore, have taken enough measures to pre-empt and, thus, avoid the overspill there. Deliberately or otherwise, they chose the path of reactionary managers.
One of the greatest risks of the reactionary approach to management of crises is the likely loss in property and human life. UB incurred both.
How come management was taken by surprise? Could their covert security network have gone to slumber? However, having chosen the reactionary path, they blundered.
They failed to avail themselves of the on-going negotiations between the students' leaders and senior authorities in Yaounde. With a bit of tact, management should have contracted to send the representatives of the students to join their counterparts in Yaounde to continue the negotiations with the authorities there.
This was going to have the effect of appeasing both the students and the general atmosphere and, at the same time, find some breathing time for management to think out new strategies to handle the crisis. They did not see it that way.
And they paid for it. One other factor worsened management's problem: the proscribed student government. How come UB resents student government? Although the kids pay student union charges, this forum is barely tolerated. When there is no student government, the relationship between them and management must look like two deaf persons who can only communicate with each other by stabbing.
The loss in human life and property (considerable damage to infrastructure and automobiles) is a direct consequence of the management flaws of the authorities of the University of Buea.
The administrative as well as the security officers further compounded matters. How come the administrative and security authorities armed their officers with live ammunition against unarmed students? The students hurled stones at the troops. Admitted. But any levelheaded person cannot admit it that stone- throwing be reciprocated with firing of live bullets. This is excessive and ought to be condemned vehemently.
Tear gas and water canons would have been largely adequate. Who gave orders for the shooting in live ammunition? A commission of inquiry should highlight these questions and others and the defaulting officials sanctioned.
The striking students must take part of the blame, anyhow. Why wouldn't they emulate their counter- parts of Yaounde I? They had been on strike for more than a week, but had neither destroyed anything nor did they attack the security forces.
Buea students provoked the anger of the security forces too soon in the crisis. To worsen matters, the great bulk of the officers were the hastily trained recruits of Mutengene Police College.
They provoked the students and Molyko residents with stone-throwing and outright brutality.
What Way Forward?
Let us stop polarising issues along political and ethnic divides. It is not only naïve but foolish to continue to dispute that the university population constitutes the socio-political elite of our polity in abeyance.
Rather, we must encourage discussion with the students. The best forum for this is student government. This would help address the issues that concern them as well as nurture responsibility traits in our children who must necessarily replace us as we pass on.
However, it is hard to believe that by pacifying our Universities
we would have resolved our aching problem of Cameroon's rotten system.
The University is only a sub-system of Cameroon's inefficient
societal framework.
May 03, 2005 at 11:44 AM in Special Report: The University of Buea Crisis
What Is Your Opinion About The UB Strike?
Compiled By George Nameh
Business Has Stagnated
Since the strike started, we have been grounded. Business
has been grounded. A good chunk of our customers are students. Now that
they are not there, my daily turnover has suddenly dropped. The strike
has a negative effect on my business.
Eyong Agbor, Manager, Cyber Café
A comment I will make about the current situation in Molyko is that a strike action is not the best. But if there were an entente between the university authorities and the students, it would have been better. The idea of bringing in policemen and gendarmes into the show was not the best. A consultation within the Governor, the top security officers and the students would have been better. The policemen are just out to kill.
They have no notion of understanding and dialogue. The
university authorities were supposed to explain government action to the
students.
John Nzang, Shopkeeper
Overzealous Police Officials
The strike has enormous negative impact in Molyko, unlike
what obtained in Yaounde. In Yaounde, the strike action was well handled.
The authorities made sure no student was hurt.
In Buea, there was over zealousness on the part of the police officials. We have victims already. There is a complete stand still in Molyko.
Business and most activities have stagnated in Molyko. Most of the students have left Molyko and Buea in general. Buea has become a ghost town. The manner in which the strike was managed was not the best.
Students were brutalised, policemen broke into their rooms; some girls were raped; a girl was found cooking and the policemen are said to have poured her soup on her. Most of the students are traumatised. Even those who were not interested in the strike were forced to come out of their rooms.
The strike was fuelled by the policemen who harassed even
passive onlookers. The authorities helped the strike to be effective.
George Eta, Worker, University of Buea
Police Brutality and Stealing
I witnessed the strike in Molyko. I was not happy. Who
asked the policemen to break into private homes and the residential area
of students? Students were beaten and some killed. Five students died but
they are talking only of two.
The police stole telephones and many portable items from
the students. That makes me very uncomfortable with the police.
To me, the university students had genuine grievances.
George Ateh, Military Officer
Police Intervention Aggravated Strike
I think the strike would have been very smooth if the
forces of law and order had not intervened. It is the stress of the forces
of law that aggravated the whole thing. The increment in fees is uncalled
for, given the socio-economic nature of the country and the very low living
standards in Cameroon.
Steve Kofete
Students Were Correct
I believe the government has to do all so that the students
are fine. I heard government has increased school fees, yet things are
so difficult now. So the students were correct to go on a strike.
Thomas Chuckwo
I Would Have Killed 10 Policemen
It is very bad for peacekeeping forces to shoot unarmed
students. It is now Cameroonians have to think. If it were any of my relatives,
I would have used a weapon to kill even 10 policemen.
In Yaounde, the Prime Minister received the students,
and talked to them, but here in Buea, we want to show that we have more
guns and bullets.
Dieudonne Mbufong
Gov't Should Take Action Against The Police
I would like to say that the Cameroon government should
take serious action against the forces of law and order that broke into
students' hostels. It touched my heart, because I'm a citizen.
Brian Niba
I Blame The Governor And DO
I place the blame for the consequences of the UB strike:
the brutalisation and killing of students at the doorsteps of the Governor,
the DO, and the police and UB administration.
They lacked a dynamic approach that could have solved the problem amicably by bringing the students to the dialogue table. It is said "If you fail to assess and to a large degree master your problems, there is a guarantee that you would always mismanage your problems and create new ones. Now, there are many questions as to which problem would the government solve: the students demands, compensating non-students for the loot and damages, or calm the families of the tortured, raped and killed students?
Oh God, the authorities You said we should respect are
a threat to our lives. So, we need you now more than ever before.
Shey Wacani, Buea
Students Can't Study Without Equipment
I support the strike because students cannot be studying
without equipment. They would earn the degrees but they would not be effective.
Bridget Tanyi
May 03, 2005 at 11:31 AM in Special Report: The University of Buea Crisis
Deceased Student's Mother Laments
By Francis Tim Mbom
We have laboured in vain. A calm boy who would
tread on an ant and it would not even die."These were the anguish-laden
words of Mrs. Rose Mary Lem Niba lamenting upon the death of her foster
son, Gilbert Nforlem, one of the two students shot dead by the police in
Buea on Thursday, April 28.
Mrs. Lem, who is Nforlem aunt, told IHRE reporters in Limbe where she lives and works that she learnt her foster son, a post graduate student of the Department of Zoology, had barely left his room on the request of his supervisor to pick up the corrected version of his thesis and hand it in for final typing, "It was on his way back to his room in Molyko that a police officer shot him," she told IHRE reporters.
She said they were expecting their son to graduate this December. As to the kind of person who the son was, she said she had never known him as one who could be behind any act of hostility or violence.
She also recounted that the friend who was with Nforlem at the time he met his death, said they were simply moving back from the supervisor's residence when the police, for no apparent reason, opened fire on them.
It was at this point that the friend dashed off, after having seen Nforlem fall. She said immediately she got the news, she got in touch with Magistrate Hannah Egbe of the Limbe Magistrate Court.
Magistrate Egbe in turn, got in contact with some two lawyers in Buea who rushed to the scene. Following the lawyer' intervention, she said, her son's remains were taken to the hospital in Buea for a post mortem.
The hospital, she said, confirmed Nforlem died of bullet
wounds.
Born in August, 1976, she said, Nforlem was the first
son in a family of eight.
His parents, father and mother, hailed respectively from Nkwen and Bafut in the Northwest Province. But Nforlem, she said, had lived and schooled with her all through his life.
Gendarmes,
UB Students Battle Over Slain Comrade’s Corpse
By
Pegue Manga
Buea University Students clashed with gendarmes on Thursday,
May 5, during the removal of the corpse of one of their mates, Gilbert
Nforlem, shot dead by a policeman on Thursday, April 28.
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Students fleeing from Gendamarie water canon
The students had insisted on escorting the remains of Nforlem, which were removed from the Buea District Hospital mortuary, as far as Mile 17, en route to Bamenda, but the local administration was opposed to it. It was hinted that the students would be stopped at the Buea Independence Square (Bongo Square). A squadron of gun-toting gendarmes were deployed and a National Gendarmerie water canon truck was on stand-by at the Bongo Square.
The students were undeterred. They marched on, all dressed in black. As the cortege approached Bongo Square, the administration, headed by Southwest Governor, Thomas Ejake Mbonda, who had left the mortuary and taken up position at the Bongo Square grand stand, ordered for two buses carrying mourners to go ahead.
The water canon began to close in, while policemen, who
had been called in to ensure security, took up position, some 100 metres
in front of the students who numbered about 2000. The students had been
helmed in. Tension mounted. The students besieged the hearse transporting
the corpse. The canon unleashed the water.
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The students initially stood their ground, and then took off. The hearse, escorted by a gendarmerie pick up speed off. The students rained stones on the water canon. Pandemonium set in. As the canon was spraying along, the students ran after it. They blocked the road around, using the yet to be erected lampposts placed on the ridge of the double carriageway. Stones, kiosks and tables were used to block the road.
Blackout
As the students made their way towards Molyko, they burnt tyres and the lampposts lying on the ridge in the middle of the highway. Huge stones were used to block the road. The police confronted them when they got to Malingo Junction. They used teargas to disperse them.
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The students then ordered everyone living along the Buea main roads to switch off their lights. The entire stretch of the main road from Molyko up to Clerk's Quarters was engulfed by darkness and remained in the clutches of fear. Traffic rolled to a standstill.
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As the demonstration gathered momentum, a police jeep was set ablaze at Mile 17, Buea. The mob, which had earlier attacked a Brasseries truck, was hinted that a police Suzuki Jeep had been hidden behind Jeannot Travel Agency. The jeep was carried to the road and set ablaze.
Speaking to IHRE reporters at the Mortuary, late Gilbert Nforlem's father, Pa Nforlem said his son was a good boy. "Gilbert was a very good, honest and hardworking boy, who followed all instructions. I have educated this boy from class one to master's degree level only for him to be killed by the police," Pa Mforlem, who is 61-years-old wept.
Deceased's Father Weeps
"It really pains my heart. I feel as to die, because he is the one to support his brothers but they have killed him. Now that I am old, who will support his brothers?" the old man asked, raising his arms towards the sky.
Pa Nforlem said he went to the Governor's office and asked him who will cater for his children, now that Gilbert was dead and he was told to wait after the burial. "May be he has sent me away, because these people tell a lot of lies.
He said Governor Ejake told him he did not know who shot Gilbert. Pa Mforlem revealed that the state is taking charge of the corpse. Pa Nforlem said Gilbert would be buried on Friday, May 6 at 2:00pm in Mberewa Quarters, Nkwen Bamenda.
May 12, 2005 at 11:31 AM in Special Report: The University of Buea Crisis
By Essomo E. Serge
On May 9 at 6:00pm 1500 police officers where deployed to South West province to maintain security for the fear of a brutal confrontation between the Students and the Police following the corps removal of Aloysius Abuoam, Faculty of Education, Department of Biology Student short along side Nforlem Gilbert on April 28
These well-armed police officers made Buea more insecure than ever before, they molested passersby and force people to close their business premises they created an atmosphere of terror in the Buea municipality. People were afraid to go out of their houses for fear of police molestation or to be rubbed by men whose Job is to make peace.
On May 10, vehicles where not allowed to enter Buea because of alleged information that sympathizers of Aloysius Abuoam will be moving to Buea from Ekona to convey his corps to Ekona. Before this alleged Information University of Douala who had also Joint the strike had send a communiqué that they will be joining the sympathizing team in the conveyance of Aloysius’s corps to Ekona. For fear of a similar calamity like in the corps removal of Nforlem Gilbert, police officers decided to block entry into the town.
Before this day there was allege information that the corps of the said deceased's had been transported to the Limbe mortuary while the police guided the Buea Mortuary, this was to create confusion to the eye of public, but in actual fact the corps was in the Buea mortuary.
On the same day May 10, the corps of Aloysius Abuoam was transported to their family residence in Ekona without the knowledge of the Public for burial decision to be made by the family.
IHRE in its turn together with other Human rights Organisations
at home and abroad condemn the authorities following their part played
in the crises, public opinion was indifferent too. The government faced
by so many criticisms was left with no option than to make provisions for
the fulfillment of the students’ request. It was in this light that the
president of the republic (PUAL BIYA) responded by disbursing 4.9 billion
frs CFA from the government coffers for the amelioration of University
facilities in all the seven State Universities. One problem still remain
clear which IHRE is putting forward to the government; A supervisory committee
is require for the monitoring of the disbursed fund if not it will end
up in private accounts and we shall be left with no other option but prepared
to welcome the same crisis in the nearest future.
(Pictures and
Some Information on University of Buea Strike are Courtesy of the Post
News Paper)
Back
To Top
Dictatorial
regime in the University of Buea push students back to a deadly strike
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The commission of inquiry sent by the president of the Republic ( Pual Biya) header by ex-minister of Education Abwe Machoi came to the University of Buea in the absence of the vice chancellor Dorothy Limunga Njeuma who has been filling too superior to dialogue with the student. She refused to grant audience to the students and the student union board following their request made to put forward their petition to the school authority. The student also reacted by refusing to welcome the Delegation from the presidency because of the absence of the VC. Close to 5000 students block the entrance to the University campus and carried placards requesting that the vice chancellor should resign from her function. This request is base on her several instances of dictatorship in the administration of the University
Students Know if they don't resume studies by
the 30th of may the academic year will be counseled as the regulation stipulates
that after 40 days of strike the academic year will be considers a blank
year, the student are aware of this but have decided they will not resume
studies
provided their requests are granted. These requests
include the following; all courses must be brought in the receipt examination,
Improvement in university facilities such as Library, Amphi theatres, Toilet,
Creation of a Student Union Board, Reduction of school fees, and the Resignation
of the Vice Chancellor of the University.
Njeuma
Orders UB Students:Resume Classes Today Or Never
The standoff between students of the University of Buea and their Vice
Chancellor, Dr. Dorothy Limunga Njeuma, promises to prolong this week with
the latter having signed a weekend press release instructing the students
to go back to class on Monday, May 23, failing which they would be considered
as having withdrawn from the University. This has incensed the nascent
students' Union, UBSU, which on Sunday, May 22, circulated tracts calling
on the students not to heed the Vice Chancellor's call.
In a release issued on May 20, titled Reminder About Resumption Of Classes, the Vice Chancellor stated that classes for the second semester of the 2004/2005 academic year were supposed to have resumed on Monday, May 16, 2005.
"Considering that very few students turned up for classes, the Vice-Chancellor wishes once again, to advise students, in their own interest, to resume classes unfailingly, on Monday, 23 May 2005.
Any student who does not show up for classes on that date, will be considered to have withdrawn from the University of Buea," the release stated.
The Vice Chancellor warned that anybody who tries to prevent the students from going to class would be sanctioned. But UBSU assures the students in their tracts that "Only the Minister of Higher Education has a right to dismiss a student and only the President of the Republic has the right to close down a University."
UBSU is confident that the government cannot close down the University because if they do so, they would be jeopardising the future of 8600 students. They warned that this might lead to political instability and/or civil war.
The tract stated that closure of the University would strain Cameroon's relation with international bodies. "There are international bodies watching.
Amnesty International, UN, UNESCO and the Commonwealth are all watching. So do not be afraid. Do not heed such a call," stated the tract.
The students said under the Constitution of Cameroon and the Universal Declaration of Human Rights, they have a right to strike. "Let us keep the struggle.
Victory is on our way and our fallen brothers are watching. Did we spill
their blood in vain?"
The Vice Chancellor's press release, was read in the different
churches in Buea.
Any Hope For Dialogue?
Walter Onekon Angwere, President of the Buea University Students Union,
UBSU, told The Post Saturday, that they have been making overtures for
dialogue with the Vice Chancellor, with little success. He said though
the Vice Chancellor's press release has an imputation of threats, he was
confident that the students know what they want and would stand by it.
 |
"We have met top personalities in the Province. I met the Governor two days before May 20, and he advised me to take my colleagues back to class, so that we can participate in the May 20 festivities," Onekon said.
However, he said, he told the Governor, Thomas Ejake Mbonda, that he was just a leader, working on the wishes of his mates. "So if a majority of the students are not willing to go back to class because the Vice Chancellor is unwilling to come out and talk to them, I do not think I can push them further," he explained.
Onekon said they (student leaders) would like to strike a balance between where the problem is and where the solution lies. He said he tried to convince the students to go and march on May 20, but that they were scared by a message put up by the administrative authorities and the forces of law and order, warning the students against marching with placards.
UBSU, he said, has been to see the Mayor of Buea, Charles Mbella Moki, whom they believe could use his mediation skills to establish an avenue for dialogue. "When the Mayor came back from the United States, I went up to him and explained to him our problems. He has been trying to mediate and maybe find a middle ground," he said.
The students have also been to see Hon. Emilia Lifaka, Member of Parliament, for Buea Rural; they have met the Moderator of the Presbyterian Church in Cameroon, Rev. Nyansako-Ni-Nku and the Catholic Bishop, His Lordship Pius Suh Awa, all in a bid to seek a forum for dialogue with Njeuma.
Alain Martin Nako, UBSU Spokesperson, said they have done everything to reach a consensus. "When we met the Abouem ä Tchoyi-led delegation on Thursday, May 19,, they told us that in a negotiation, there is need for one of the parties to take a step. So we are doing our all to take a step; that is why we have met all these personalities" Nako said.
He said his mates are not out of control. "They have given us their full support and confidence. They believe in our ideas and the management of the entire reforms," Nako said.
He said they were ready for dialogue, because they do not want a blank school year. But he added that they have made their point and still stand by it.
Police
seek cover as students pelt them with stones.
 |
 |
Violence erupted in the morning when Southwest Governor, Thomas Ejake
Mbonda ordered the gendarmes and police to disperse students who had gathered
for yet another sit down strike.
The gendarmes used teargas canisters to disperse the students who replied
by throwing stones at the forces of law and order. In the ensuing
battle, four students were shot, a police truck was burnt, and the private
car belonging to a lady was also set ablaze.
 |
 |
The scenario was a repeat of the April 27 events, when the strike started. Incensed students chased and overpowered the police beating and wounding them. A female gendarme who was on guard at the university gate was fished out and beaten. They seized ammunitions from the police and burnt them, tier gas was also seized.
 |
 |
 |
Traffic was brought to a stand still. The strike lost momentum thanks
to the arrival of a military chopper. Which came to the rescue of the South
West Provincial Governor Thomas Ejake Mbonda.
 |
 |
 |
 |
As violence continued between the police and the university students, the police open fire and wounded four student while a taxi driver by name Alain who was transporting some kids from the Saint Therese kinder garten was shot on the chest police and died on the way to the hospital.
 |
 |
 |
The following students were wounded:
Akeaji Chefor, shot in the stomach;
Chris Stanley shot on the shoulder
Kangaka Kingsley shot in the left arm, and
Valentine Mgzenyui.
(Pictures and Some Information on University of Buea Strike are Courtesy of the Post News Paper)
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THE
SCNC SECRETARY GENERAL OF DOUALA BRANCH
(NANA NICANOR) IS NO WHERE TO
BE FOUND
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The Southern Cameroon National Congress (SCNC) Secretary General of Douala branch Nana Nicanor an indigent of Buea is known nation wide for his cultural and intellectual activities which he usually organize in the town of Buea, under the banner of "All People"; Mr. Nicanor is the brain child of this movement, which is the first organization that is meant to regroup the people of West Cameroon (South West and North West Provinces) in Douala. We still awaits news of his where about up to this date and, the SCNC Douala office and his family can not render an account of his disappearance.
It is assumed that he was arrested at his private home around Maturité Collage area in Douala under the pretext of being involved in homosexuality by the 3rd Police District of Douala. Documents of SCNC were ram sacked from his home and the police also seized his computer. Rumors have it that he is involved in homosexual activities. Charged with this offence besides being an SCNC member, he risks a prison term of five years.
The entire SCNC members and the family of Mr.
Nana Nicanor are traumatized as a result of his disappearance and they
do not know where and when to find him. The international gay and lesbian
human rights commission
(IGLHRC) was alerted.
If any one happens to get any information about
the said Mr. Nana Nicanor he/she should not hesitate to call this number
00237 717 21 18 or send a feet back to this website:www.ihre.bravehost.com
or write to this e-mail:ihre@cps.org
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THE
SCNC HIT BY THE DISAPPEARANCE OF P.R.O MAMFE-COUNTY
(AGBOR DAVID ATEM)
 |
Mr. AGBOR DAVID ATEM born in mamfe (Cameroon), Was dismissed from the University of Buea in the year 2000 with other students for attempting to create a student union.
He has also been a member of the Southern Cameroon National Congress (SCNC) since October 2000 and occupied the position of Public Relation Officer (P.R.O) for the Mamfe County of the SCNC and its Youth League. And as a die heart member of the SCNC party, he has gone to jail several times.
Beside his engagement to the party, he lived and worked as an administrator in Kumba but carry out most of his SCNC activities in Mamfe.
The last time he was seen was in Kumba (Cameroon) on the evening of the 08/01/2006.
The event leading to the disappearance of Mr. AGBOR DAVID ATEM began on the (08/01/2006), when he together with other SCNC activist beat gongs around the town of Kumba calling for all Southern Cameroonians to stand and fight for their restoration. On that same day in the evening of 08/01/2006, as he went out to buy some drinks while celebrating his daughter's birth day in his girlfriend's house at Buea road Kumba, he did not return and has not been seen till date.
His girl friend and those who were attending the birth day party testifies to have heard gun shots, and minutes later the party was disrupted by the police who ransacked his girl friend's house for reasons unknown to us. Till date DAVID ATEM's disappearance is still unknown to the family and party militant.
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Human Rights Explained is an information resource on human rights. It covers all the important issues concerning human rights in Australia and in the international arena, stretching from the nature and meaning of human rights through the role of the UN and all the human rights treaties, to Australia’s human rights record. The Guide provides this information in two ways:
It identifies the issues and charts their boundaries; it highlights basic facts, figures and important features, and introduces the reader to the language, literature and the views of important thinkers in the area; and
It directs the reader to other sources of relevant information and further reading, whether on the Internet or in hard copy, and provides brief summaries of what readers will find when they get there.
Human rights are not exclusive to any particular society or group of individuals, and they are as relevant to people living in Cameroon as they are to those who live elsewhere. Human rights are for everyone, everywhere and at all times.
Human rights are an inextricable part of our lives. In fact, they are so much a part of every day living that we often take for granted the protection they offer us. Consider, for example, how often you drink clean water; eat food; go to school or university; say or write what you think; practice a religion (or not); vote for a political party; demand privacy, and expect to be treated fairly by others. All of these everyday activities depend on the adequate protection of your human rights as well as those of your neighbour. Where the protection is inadequate or missing altogether your human rights suffer.
The fundamental importance of human rights is such that we cannot afford to neglect them. And to be sure that we do not neglect them, we all must know more about them.
We hope this Guide will help us all to understand what human rights are, how they operate, and how we can best protect them.
There are six sections to Human Rights Explained, each with a number of sub-sections.
"The General Assembly [of the UN] proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their effective recognition and observance … ."
Universal Declaration of Human Rights
1.1 About Human Rights Explained
Human Rights Explained is a guide to human rights. It is not an
in-depth study of human rights; it addresses all of the important questions
that concern human rights like what they are; who has them; what use they
are; how they are protected, and how well they are protected.
The Guide is intended to be a first step along the road to a better understanding of the nature and application of human rights in Australia and internationally. It is meant to inform, inspire and educate. In addition to highlighting and discussing the ‘big’ questions about human rights, the Guide also provides information about human rights resources, both on-line (web sites) and in hard copy (books; journal articles; reports; etc). This information is provided at the end of each sub-section in an ‘INFOBANK’. There is also a whole section dedicated to finding human rights on the Internet (Section 6).
The INFOBANKs feature selected recommended readings which may be used to supplement the contents of the relevant section or to pursue any particular matter raised. The readings range in content from the basic through to the most advanced. Accordingly, their focus covers a wide spectrum from general knowledge to the highly specialised or detailed.
In addition, Human Rights Explained features cross-referencing ‘intra-links’ which allow you to move instantly to the relevant cross-referenced section and to return with equal ease to the original section.
1.2 Who is it for?
Human Rights Explained is intended for a wide audience. It is hoped
that all individuals, groups and sections of society will gain something
from using it. Specialists, generalists, teachers and students, workers
and volunteers, business people and professionals, governments and community
organisations, experienced web crawlers and Internet ‘newbies’, we believe,
will all find something new or of use or interest here.
Human Rights Explained may be downloaded and printed out in hard copy for those who do not have ready access to the Internet. We would encourage the widest possible distribution of the Guide in either hard copy or electronic form.
1.3 How was it made possible?
The principal backing for this project came from the Department
of the Commonwealth Attorney-General. In addition, funds were also provided
by the Human Rights and Equal Opportunity Commission (HREOC) and by the
Law Foundation of New South Wales.
Human Rights Explained was produced under the auspices of the HREOC, specifically, the Public Affairs Unit.
Dr David Kinley was primarily responsible for the design, compilation and writing of the Guide. Julia Grix researched and compiled the resource materials, provided editorial assistance and wrote Section 6. James Iliffe provided valuable technical assistance.
1.4 Why now?
There are two reasons:
First, this year (1998) marks the fiftieth anniversary of the Universal Declaration of Human Rights (UDHR). The UDHR was proclaimed by the General Assembly of the United Nations (UN) in New York on 10 December 1948. See further, Section 4.3.
"The Declaration is now as much a matter of hope as history. There is the hope that it will prove equal to the cultural and political challenges. There is above all the hope for a human community that through the fuller realisation of these rights will flourish in the justice, peace and unity deeper diversity. After another half-century of human rights endeavour it may be that hope and history will more closely rhyme."
Mary Robinson, UN High Commissioner for Human Rights
Second, we are in the middle of the United Nations Decade of Human Rights Education which began on 1 January 1995. This initiative is based on the idea that human rights education, training and public information are essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace. See further section 4.3 below and the Vienna Declaration and Programme of Action (1993).
Accordingly, the launch of this Guide on 10 December 1998 not only marks and celebrates the 50th Anniversary of the UDHR, it is also an important Australian contribution to the ongoing activities that make up the UN Decade of Human Rights Education.
For further information on celebrations associated with the 50th Anniversary of the UDHR, you can visit:
Amnesty International Australia: 50 years of the UDHR
Amnesty International: UDHR 50th Anniversary
Franklin and Eleanor Roosevelt Institute: 50th Anniversary of the
UDHR
Human Rights USA: UDHR 50th Anniversary
Institute for Agriculture and Trade Policy: UDHR 50th Anniversary
The Universal Rights Network
United Nations: 50th Anniversary of the UDHR
United Nations High Commissioner for Human Rights: 50th Anniversary
of the UDHR
World Conference on the UDHR
1.5 A guide to Human Rights Explained
Broadly speaking, Human Rights Explained takes the form of a series
of fundamental, frequently asked questions about human rights, human rights
institutions, and the application of human rights in Australia and globally.
These questions are answered in outline in just a few pages - basic facts
are provided; fundamental principles are explained; the central arguments
are highlighted and the main problems flagged. For those who want more
details, explanation and analysis, this basic treatment is supplemented
not only by the recommended readings in the INFOBANKs, but also by hundreds
of hyperlinks in the text to a multitude of relevant sites.
There are six sections to Human Rights Explained, each with a number of sub-sections.
"The General Assembly [of the UN] proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their effective recognition and observance … ."
Section 2: Human Rights and You
Human Rights Poll
Human rights can often seem like a distant, abstract concept divorced
from 'real life'. However, as this Guide sets out to demonstrate, human
rights and their infringement are grounded in the daily experiences of
people, communities and nations. Just look at the news stories in the papers
or on the radio and TV - stories of murder, violence, racism, hunger, unemployment,
poverty, abuse, homelessness, discrimination and despair are ever-present.
The Human Rights Poll is currently under reconstruction. However, if you would like to express your views general Human Rights issues, or the Human Rights Explained section of this website, please feel free to email us at: webfeedback@humanrights.gov.au. Alternatively, you can use our Feedback form to express your views.
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The
General Assembly of United Nation Organisation (UNO) Proclaims
THIS
UNIVERSAL DECLARATION OF HUMAN RIGHTS
As a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of the society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member State themselves and among people of territories under their jurisdiction.
ARTICLE 1
All human beings are born free and equal in dignity and rights.
They are endowed with reasons and conscience and to act towards one another
with a spirit of brotherhood.
ARTICLE 2
Everyone is entitled to all the rights and freedoms set fort in
this Declaration, without distinction of any kind, such as race, colour,
sex, language, religion , political or other opinion, national or social
origin, property, birth or other status.
ARTICLE 3
Everyone has the right to life, liberty and security of persons.
ARTICLE 4
No one shall be held in slavery or servitude; slavery and slave
trade shall be prohibited in all their forms.
ARTICLE 5
No one shall be subjected to torture or to cruel, inhuman or degrading
treatment or punishment.
ARTICLE 6
Everyone has the right to recognition everywhere as a person before
the law.
ARTICLE 7
All are equal before the law and are entitled without any discrimination
to equal protection of the law. All are entitled to equal protection against
any discrimination in violation of this Declaration and against any incitement
of such discrimination.
ARTICLE 8
Everyone has the right to an effective remedy by the competent national
tribunals for acts violating the fundamental rights granted him by the
constitution or by law.
ARTICLE 9
No one shall be subjected to arbitrary arrest, detention or exile.
ARTICLE 10
Everyone is entitled in full equality to a fair and public hearing
by an independent and impartial tribunal, in the determination of his rights
and obligations and of any criminal charge against him.
ARTICLE 11
(1) Everyone charged with a penal offence has the right to be presumed
innocent until proved guilty according to law in a public trial at which
he has had all the guarantees necessary for his defence.
(2) No one shall be held guilty of any penal offence on account
of any act or omission which did not constitute the penal offence, under
national or international law. at the time when it was committed. Nor shall
a heavier penalty be imposed than the one that was applicable at the time
the penal offence was committed.
ARTICLE 12
No one shall be subjected to arbitrary interference with his privacy,
family, home or correspondance, nor to attack upon his honour and reputation.
Everyone has the right to the protection of the law against such interference
or attacks.
ARTICLE 13
(1) Everryone has the right to freedom of movement and residence
within the boarder of each state.
(2) Everyone has the right to leave any country, including his own,
and to return to his country.
ARTICLE 14
(1) Everyone has the right to seek and to enjoy in other countries
asylum from persecution.
(2) Tis right may not be invoked in the case of prosecutions genuinely
arising from non-political crimes or from acts contrary to the perposes
and principles of the United Nations.
ARTICLE 15
(1) Everyone has the right to a nationality.
(2) No one shall be arbitrarily deprived of his nationality nor
denied the right to change his nationality.
ARTICLE 16
(1) Men and Women of full age, without any limitation due to race,
nationality or religion, have the right to marry and to found a family.
They are entitled to equal rights as to marriage, during marriage and at
its dissolution.
(2) Marriage shall be entered only with the free and full consent
of the intending spouses.
(3) the family is the natural and fundamental group unit of the
society and is entitled to protection by society and the state.
ARTICLE 17
(1) Everyone has the right to own property alone as well as in association
with others.
(2) No one shall be arbitrarily deprived of his property.
ARTICLE 18
Everyone has the right to freedom of thought, conscience and religion;
this right includes freedom to change his religion or belief, and freedom,
either alone or I community with other and in public or private, worship
and observance.
ARTICLE 19
Everyone has the right to freedom of opinion and expression; this
right includes freedom to hold opinions without interference and to seek,
receive and impart information and ideas through any media and regardless
of frontiers.
ARTICLE 20
(1) Everyone has the right to freedom of peaceful assembly and association.
(2) No one may be compel to belong to an association.
ARTICLE 21
(1) Everyone has the right to take part in the government of his
country, directly or through freely chosen representatives.
(2) Everyone has the right of equal access to public service in
his country.
(3) The will of people shall be the basis of the authority of the
government; this will shall be expressed in periodic and genuine elections
which shall be by universal and equal suffrage and shall be held by secret
vote or by equivalent free voting procedures.
ARTICLE 22
Everyone, as a member of society, has the right to social security
and is entitled to realization, through national effort and international
co-operation and in accordance with the organization and resources of each
state, of the economic, social and cultural rights indispensable for his
dignity and the free development of his personality.
ARTICLE 23
(1) Everyone has the right to work, to free choice of employment,
to just and favourable conditions of work and protection against unemployment.
(2) Everyone, without any discrimination, has the right to equal
pay for equal work.
(3) Everyone who works has the right to just and favourable remuneration
ensuring for himself and his family an existence worthy of human dignity,
and supplemented, if necessary, by other means of social protection.
(4) Everyone has the right to form and to join trade unions for
the protection of his interests.
ARTICLE 24
Everyone has the right to rest and leisure, including reasonable
limitation of working hours and periodic holidays with pay.
ARTICLE 25
(1)Everyone has the right to a standard of living adequate for the
health and well-being of himself and of his family, including food, clothing,
housing and medical care and necessary social services, and the right to
security in the event of unemployment, sick-
ness, disability, widowhood, livelihood, old age or other lack of
livelihood in circumstances
beyond his control.
(2) Motherhood and childhood are entitled to special care and assistance.
All children,
whether born in or of wedlock, shall enjoy the same social protection.
ARTICLE 26
(1) Everyone has the right to education. Education shall be free,
at least in the elementary and the fundamental stages. Elementary education
shall be compulsory. Technical and Professional education shall be made
generally available and higher education shall be equally accessible to
all on the basis of merit.
(2) Education shall be directed to 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.
(3) Parents have a prior right to choose the kind of education that
shall be given to their children.
ARTICLE 27
(1) Everyone has the right freely to participate in the cultural
life of the community, to enjoy the arts and to share in scintific advancement
and its benefits.
(2) Everyone has the right to the protection of the moral and material
interests resulting from any scientific, literary or artistic production
of which he is the author.
ARTICLE 28
Everyone is entitled to a social and international order in which
the rights and freedoms set forth in this Declaration can be fully realized.
ARTICLE 29
(1) Everyone has duties of the community in which alone the free
and full development of his personality is possible.
(2) In the exercise of his rights and freedoms, everyone shall be
subjected only to such limitations are determined by law solely for the
purpose of securing due recognition and respect for the rights and freedoms
of others and of meeting the just requirements of morality, public order
and the general welfare in a democratic society.
(3) These rights and freedoms may in no case be exercised contrary
to the purposes and principles of the United Nations.
ARTICLE 30
Nothing in this Declaration may be interpreted as implying for any
state, group or person any right to engage in any activity or to perform
any act aimed at the destruction of any of the rights and freedoms set
forth herein.
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Until recently, the Mbororos have been a nomadic race. Their stay
anywhere was temporary. They migrated as soon as one of them died. In the
Northwest province, as example, it is not up to two decades that the Mbororos
stated acquiring land and settling.
Before then, a Mbororo family came, hired land from thee local chief
(traditional ruler) for the grazing of their cattle. They built only temporal
structures – most often a Closter of thatched houses – as their home. And
if the mishap of dead struck, the rest of the family moved, or migrated.
It is barely about two decades since the Mbororos started buying
land and owning real estates. Mostly, they love the hills and uncultivated
lands where they can graze their cattle – cattle grazing and horse raising
being their main activities.
This recent trend in the custom of the Mbororos has rather been
spontaneous than from government or any official policy. The government
has made little or no efforts to get the race or their small colonies settle
anywhere.
The Mbororos marry mostly within themselves and it is not long since
they started sending their children to school. However, the few who have
gone to school and interacted with other peoples and tribes, have demonstrated
its positive impact, hence their self-realisation and knowledge of their
fundamental rights and obligations.
But for several years now, the Mbororos on or around a vast expense
of land, which covers part of Boyo, Ngoketunjia, and Mezam, Division, have
not been in peace. A tribes man of theirs who is exercising title over
this vast expense of land, alone, Alhadji Baba Danpullo, is by his words
and action compelling them leave for other lands.
Serious human right crimes have been committed against the Mbororo
masses, including torture and illegal detention. Any one of them who dares
to question his act or even protests is incriminated and systematically
victimised. Danpullo, who is actually terrorising them.
Danpullo, who is a multi-millionaire and has hundreds of thousands
of cattle and business establishments in and outside the country, is a
member of the Central Committee of the ruling party (CPDM) and it is said
to have a very intimate relationship with the executive. He flouts court
and administrative orders, yet the courts and administration are afraid
to bring him to book due to his alleged intimacy with the chief executive
of the republic. He is even said to have get the kind of judgement he wants
from any court.
Our plea is for the international community and human rights organisations
to join forces with local organisations to bring pressure to bear on Cameroon’s
authorities to call Baba Danpullo to order.
People cannot continue to be treated like sub-humans, in the third
millennium! The Mbororos should be given their due rights for them to develop
and meet the challenges of globalisation. Causing the Mbororos who have
already started settling as natives of the land, to start migrating to
other places, is abusing the fundamental rights of humankind. These are
people who never settled, but just as they have realised themselves and
started settling, one person, for his selfish interest, want to move them
away to the unknown, and go through the ordeal of resettlement. Let it
not be so.
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TEACHING
HUMAN RIGHTS & POVERTY ALLEVIATION TO YOUNG CAMEROONIAN
Sensitization Programme Activities
" Education on Children's Rights
" Training on the Development of Economic, Social and Cultural Rights
" Teach tolerance and Leadership to youths
" Education Against Discrimination (Gender, Racism and xenophobia)
" Call on Participants to Contribute in the Protection of Human
Rights
" Women's Programme (gender equality)
" Distribution of the Text of the Universal Declaration of Human
Rights
 |
Human Rights Sensitization
To live in a society of Freedom, Justice, Equality and Peace there must be tolerance, it is based on this reason that we duel much on the education of tolerance. Tolerance is the turning point at which we can move from a culture of violence towards a culture of peace. Without the fundamental basis of tolerance, the more advanced and desirable conditions of respect, mutuality, solidarity and conviviality cannot be achieved. Thus tolerance is an indicator of peace and democracy, based on the universal respect of all the human rights in all the human family.
Indicators of Tolerance
Þ Language
Students do not use slurs or insulting language to each other. They are
appreciative of each other languages and those who speak them. They are
helpful for children who are just learning of instruction.
Þ Classroom order
All are treated equally, allowed and encouraged to participate in all lessons
and activities. All try to co-operate towards a good learning climate.
Þ Social Relations
Teachers and children address and behave towards each other in a respectful
and cordial manner, and children treat each other with mutual respect.
Þ Decision-making
All are consulted and encouraged to give opinions about classroom matters
and any decisions and actions be made by the students. Pupils are given
opportunity to discuss and determine an increasing number of the issues
that concern them as they gain maturity. Children should practice democracy
in their learning communities.
Þ Majority-minority relations
Children of all groups, especially those from cultural, religious, ethnic
or linguistic minorities, are treated with sensitivity by teachers and
respected by all their classmates. Children have the opportunity to know
and learn from minorities in their societies as teachers or fellow students.
Minority experiences and perspective are included in the curriculum.
Þ Special events
At school festivals, on parents’ days, and other special occasions, children
of both sexes and all culture, religious, ethnic and language groups participate
equally in the performance and activities.
Þ Cultural events and activities
This special holiday of the various cultural groups, represented I the
school or class are acknowledged and, where possible celebrations are shared.
Þ Religious practices
The faiths of all children are respected. All children are provided with
opportunities, is they so wish, to explain their religious beliefs and
practices to their classmates. Respect for the religious faith of others
is demonstrated by all.
Þ Intergroup co-operation
Co-operative learning and group work are frequently practiced. The teacher
assures that as much of this work as possible is done in groups that represent
most of the cultures and various forms of human identity in the class.
When most of these characteristics prevail, we can say that there is more than tolerance in our schools. We would have classrooms of which children live for at least a few hours a day in a convivial community, a microcosm of a culture of peace. Children who have experience a culture of peace in some phase or area of their social lives are far more likely than those who sole or main experience is a culture of violence to learn the skills and develop the capacity to achieve and maintain a culture of peace in the larger social arenas in which they will live out their lives. They will be enabled to enter and mature in the widening realms of learning tolerance, from the beginning of the shift from tolerance to tolerance. And on to the wider realms that comprise a culture of peace. The learning and the social development of these realms should be approached as a process, an unfolding of instructive experiences.
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Sensitization on Poverty Alleviation in Cameroon:
In addressing economic, social and cultural rights, IHRE recalls the primary responsibility and accountability of States.
The main problem faced by Africans is economic problems, which has resulted in social consequences of increase rate of illnesses and death. Though our organisation is not an agricultural organisation, Cameroon being an agrarian economy we have to assist the agricultural population who make up about 60% of our country’s population and most of which are youths. Social, Economic and Culture contributes to food crisis and under development of Africa. In Cameroon there is a local system of agriculture known as bush fallowing where farmlands are cleared and burnt. This has contributed microclimate, and to the increase of global worming, this practice of bush fallowing and shifting cultivation has not help to solve the increase demand for food to meet the rapidly growing population because most soil loose their nutrient when it is being burnt. This local and cultural practice is known by the villages as (Mankara). This practices is as a result of ignorance and illiteracy since they are unaware of the consequences of such a system of agriculture on the soil and the environment.
Our organisation has been assisting in agricultural development in many
Villages in the North West and South West province through seminars and
sensitization programmes in the improvement of agriculture in our endeavor
to alleviate poverty.
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Click here for 
Application
To live in a society of Freedom,
Justice, Equality and Peace there must be tolerance, it is based on this
reason that we duel much on the education of tolerance. Tolerance is the
turning point at which we can move from a culture of violence towards a
culture of peace. Without the fundamental basis of tolerance, the more
advanced and desirable conditions of respect, mutuality, solidarity and
conviviality cannot be achieved. Thus tolerance is an indicator of
peace and democracy, based on
the universal respect of all the human rights in all the human family.
IHRE shall be organizing
a two weeks international conference on “Human Rights and Tolerance”.
This conference is open to international students and human rights defender/activist
who will be interested to attend. This event will start from the 15th of
November to 2nd Dcember 2005 in Buea (Cameroon). A participation fee of
$150
is
charged to international applicants and $50 for Nationals.
If you want us to take responsibilities for your logistics (Accommodation
and Feeding) do not hesitate to contact the programme coordinator by e-mail:
sergio2cm@yahoo.com
Application
form
Online
Applcation Form
For more information contact
our web site: www.ihre.ca.tc
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All text have been printed in the
Republic of Cameroon, Published by Bureau of Study and Research for the
Promotion of Human Rights in the Institute for Human Rights Education.
P.O. Box 135 Buea (Republic of
Cameroon)
To order Contact,
Address: P.O. Box 135, Buea, S.W.P, CAMEROON
Web site: www.ihreorg.wsmcafe.com
E-mail: ihre@cps.org or ihre_cam@hotmail.com
Phone: (237) 955 37 24
Fax: (237) 332 23 66
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1 “Human Rights Violation In Africa By Africans” author ESSOMO ESSOMO SERGE
 |
2 “Gender Discrimination Against Women in Cameroon” author EMMANUEL OBEN OBEN
 |
3 “Alcoholism and Drug Addiction in Cameroon” author ROLAND ANYE AWASOM
All rights reserved. No part of this publications may be translated, adapted or reproduced in any country without prior permission. Copyright from IHRE.
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Advocacy is a process of communication which is different from the mere dissemination of information and education (IEC). Advocacy goes beyond this and first seeks support, commitment and recognition from policy and decision-makers and the general public about the problem. Advocacy provides solution in tackling the issues.
Advocacy is important in HIV prevention because it can enable things to be done which a single organisaation could not do on HIV/AIDS prevention programme in a number of ways:
The protection of human rights is essential to safeguard human dignity in the context of HIV/AIDS and to ensure an effective, rights-base response to HIV/AIDS. And effective response requires the implementation to all human rights, civil and political, economic, social and cultural, public health interests do not conflict with human rights. On the contrary, it has been recognized that when human rights are protected, fewer people become infected and those living with HIV/AIDS and their families can better cope with HIV/AIDS.
When HIV first strikes, countries often go through a phase of denial and do not accept that the HIV/AIDS problem warrants serious attention. During this time the citizens are denied their rights to information and services and find themselves becoming the victims of a disease that their own governments have not recognized as a national disaster.
The IPPF charter on sexual and reproductive rights identifies a number of basic human rights, which may be used for advocacy in the area of HIV/AIDS.
HIV and gender
It is important for organisations always to bear in mind the way in which gender roles have a part to play in AIDS crisis: the sexual subordination of women makes it much more difficult for them to avoid infection. Biologically young women are more prone to infection, and their low social status and cultural expectations of sexuality further compound their vulnerability.
Man are part of the solution to the HIV pandemic, and men need understand how their actions contribute to the spread of HIV/AIDS. Men need to play an active role in promoting their own health as well promoting their partners from the HIV infection, and advocacy can reinforce this process. Advocacy initiatives that target young boys are increasingly being seen as valuable in promoting more gender-equitable relationships between men and women.
Another important dimension of gender and HIV/AIDS is that of gender-based violence and discrimination against women and girls. This makes them vulnerable and unable to negotiate safer sex, sexual violence and coercive sex, (which often carries a high risk of infection) must also be addressed. Studies confirm that women who disclose their HIV positive status often face further violence and discrimination. Advocacy initiative should focus on eliminating all forms of violence against women and on campaigning to change laws where appropriate.
Advocacy for gender-sensitive programming will help identify the differential needs of men and women, boy and girls. Advocacy aimed at empowering women and giving them more negotiating skills is an important tool for combating HIV/AIDS as well as for the promotion of women’s access to education and economic resources, such as training legal reforms and credit schemes, can contribute to women’s overall decision-making power within households and in sexual relationships.
Involving people with HIV/AIDS
Involving people with HIV/AIDS in policy design, planning and the implementation of AIDS-related works is itself an important aspect of advocacy. Doing so will increase the relevance of such work; reduce discrimination; help the needs of people with HIV/AIDS to be recognized; assist in the process of destigmatising HIV/AIDS; enable a greater understanding of the impact of HIV/AIDS; and present a human face to AIDS.
People living with HIV or AIDS also have a key role to play in education and prevention. Discrimination against such people is widespread most particularly in Cameroon were a huge number of people are still ignorant about its spread and prevention, and involving them is a vital element in changing attitudes.
Compiled By Essomo
Essomo Serge
Project
Coordinator (IHRE)
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In several countries throughout the world the governments have been very
much involve in the fight against illegal drugs due to their harmful effect
not only to the individual but also its adverse effect to the development
of the country. The most common illegal drug in Cameroon is marijuana;
it is a serious offense against the government of Cameroon and punishable
by law to Produce, Consume or Traffic this drug.
IHRE in its contribution to this fight have been organizing seminars and
sensitization campaigns to educate the population on the harmful effect
of drug addiction and its ramification in order to rehabilitate those who
have already been addicted to drugs or Alcohol.
In several countries in Asia and Latin America, the production of illegal
drugs has become a major industry, creating Violence and unrest among competing
narcotic cartels.
But increasingly, international opposition to drug production and the violent
criminal activity that accompany it has grown in strength. Through global
networks, the “war on drugs” is being waged on the international and sub
national levels.The United Nations Office for Drugs and Crime (UNODC) heads
the international movement against illegal drug production. Drug and criminal
activities go hand in hand. Additionally the Commission on Narcotic Drugs,
a branch of Economic and Social Council, is a major decision-making body
for the prevention of drug abuse. It was founded in 1946 as the UN’s primary
forum and governing body on narcotics.
At the heart of the fight against illegal drugs production is a series
of treaties and laws. To codify international sentiment on drug abuse,
the UN has passed three major Drugs Control Convention: the Single Convention
on Narcotic Drugs in 1961, the Convention on Psychotropic Substances in
1971, and the convention against the illicit Traffic in Narcotic Drugs
and Psychotropic Substances in 1988. These treaties set the legal precedence
for international control measures and action to be taken against drug
production.
To implement its goals,
UNODC relies on several Sub-programmes, some of which include the Illicit
Crop Monitoring Programme (ICMP), the Law Enforcement Section, and the
Alternative Development Programme. Such programmes are design to help eradicate
the problem of drug cultivation while empowering the local populations
economically and socially.
The alternative Development
Programme looks at countries like Afghanistan, which is responsible for
79% of the world’s Opium poppy production, and the Latin American countries
of Colombia, Bolivia, and Peru, where almost all coca bush cultivation
occur. UNODC works both at the international and regional level to
find ways to create new sources of income in these heavy drug-producing
areas. The Law Enforcement Section work to implement UNODC’s international
strategies for drug abuse in local or regional systems.
Another UN body that
looks at the issue of illegal drugs is the World Health Organization. Like
UNODC,s international programmes, the WHO has a programme for International
Drug Monitoring. Member states can share information and work together
to effectively combat drug abuse. The WHO sets up guidelines and policies
for legal drug usage, clarifying international standards on drug policy.
Roland Anye Awasom
IHRE Director of studies
Drug and Terrorism
“We cannot back off of one war (drug), as we address the other (terrorism), and we’re increasingly going to see the interconnectedness”.
US Drug Enforcement Administration, March 2002
Ever since the attack
on the world trade center, people everywhere have tried to figure out why
this has happened, but perhaps more importantly, for prevention purposes,
how it happened. Even if it were proved that Al-Qaeda was responsible,
how could they have got the funding? One of the answers could be drug trafficking.
When armament or terrorist
arrests have been made, drugs have been found. What is suggested is that,
as more and more of the terrorist organizations around the world are cracked
down on, more and more drug links will be found and perhaps destroyed.
The Taliban regime, that
supported Al-Qaeda, was known for its Opium fields. Terrorism in Columbia
is intimately linked to the infamous drug trafficking of the region. So
what does this mean to the war on terrorism? It means that one way to fight
the problem is to cut it off at its roots, be ending the financial resources
it gets from drug dealing.
However terrorist organizations
around the world might join up to counteract such steps.
Others say that the drug
trade in not only carried out for money, but also to corrupt America’s
youth and society. People don’t pay their bills or their child support
because of their drug habit, which harm their close friends and loved ones.
Between 70% and 80% of all crimes cases in the United States is related
to drug and alcohol abuse. 80% of civil court cases are related to alcohol
and drug abuse, bankruptcy and divorce.
According to certain
government agencies, now that the country is in a state of emergency, it
is clarifying its national values and what is really important for America
today. This, it suggests, will help increase the connection that law enforcement
make between drugs, terrorism and violence, which exploded in the world’s
face in the September 11th attack.
So drug and terrorism
can be linked, as one supports the other, and I believe that both have
a common goal – to destroy civilized society. But even if the war on terrorism
is successful will it not spring again, courtesy of its drug connections?
Or will a war on drug ultimately eliminate terrorism? We don’t have the
answer to these questions, but we believe there is a definite link between
the two. What do you think?
For more information look up the US Drug Enforcement Agency’s web site: www.dea.gov
By Teresa Queiroz
International School of Geneva
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The Status Of Disabled People
“As Disabled People have equal rights, they also have equal obligations. It is their duty to take part in the building of the society.”
What is our current status ?
The
international year of ‘the disabled’ in 1981 seems like a long time ago
but, in those 23 years has the status of the 600 million disabled people
improve? Are we a more visible force globally? Are our voices listened
by the governments, Aid or Development agencies? The short answer is No
but, what we need to establish is WHY?
Disabled
people are STILL known to be the poorest of the poor in every country.
Many disabled people STILL lead isolated lives without adequate support.
Disabled people are STILL often denied access to public places because
of architectural barriers of discriminatory attitudes.
Most
public transport is STILL inaccessible to disabled people.
98%
of disabled children in the developing countries STILL have no access to
education. Even in richer countries, education for many disabled children
is still segregated and inadequate
Involuntary
euthanasia for disabled people is becoming increasingly acceptable. International
development and aid programmes STILL do not adequately address the
needs of disables people or include them in community development ventures.
The
democratic voice of disabled people is STILL rarely heard in the formulation
of policies programmes that directly affect us. Very few of the world’s
parliamentarians are disabled people.
This
gives us some indication of the current status of disabled people and the
reality is that disability issues are still at the bottom of the list of
priorities and often excluded from the list entirely. Changing this situation
will not be easy. A new society where disabled people are valued as human
beings first and foremost.
This
briefing paper looks at why the status of disabled people remains unacceptably
low and the often unhelpful role-played by the government, development
and aid agencies, the media, and ‘professionals’. Also it looks at what
disable people have done and are doing to effect change and what opportunities
there STILL are for change.
The Role of the Government
Governments
have been slow to give equal recognition to their disabled citizens. The
standard rules are other international human rights instruments have provided
a useful framework for change but because they lack enforcement mechanisms,
many governments have failed to address issues of entrenched discrimination
and exclusion.Only exceptionally do disability rights activists get appointed
to positions of influence.
Many
governments are still resistant to talking to disabled people’s organisations
and continue to seek ‘expert’ advice and knowledge from non-representative
organisations
The Role of Development & Aid agencies
In
many cases agencies are still working with organisations that treat disabled
people as passive receivers of charitable services, rather than working
directly with, and being lead by disabled people in their strategies for
social change or develop programmes that provide sustainability and capacity
building for DPOs.
The Role of the Media
In
an age where information and communication technologies have increased
access in the media on a global scale, it has, in effect, become one of
our greatest barriers, but could have the potential to be one of our greatest
allies.
Currently
disabled people are either invisible from programming or we are portrayed
as bitter and twisted victims hell bent on seeking revenge on an ‘uncaring’
society. We are often seen as subject of discussion and debate rather than
expert participants
The Role of the 'Professionals'
Professionals
expert in ‘disability’ comes in all guises- healthcare, social care, scientific
or educational to name but a few. But, all have a similar role and all
make assumptions about our lives. Professionalisation of disability has
become big business and it is one that takes a medicalised approach to
those to those of us living with impairments and has as its goal to ajust
or ‘normalise’ disabled people so, we become more ‘acceptable’ part of
society.
For
a number of years now disabled people have had the social model of disability
to explain our experience of exclusion and disenfranchisement. The social
model identifies society as the disabling factor in our lives and it is
a tool we can use to address the imbalance of power between disabled people
and the increasing number of ‘disability’ professionals.
Latest Human rights Violation Database
statistics-
Disabled Children
IHRE PROJECT OF
SUPPORT TO THE DISABLED PEOPLE OF AMEROON
"Disability is not inability"
As it is known world wide, the greatest ambition in relation to humanity is to live in peace, free of terror, hunger and misery and also free of horrors that deprive people of their rights. Life is worth living only when there is safety. Justice and equal access to the aspects of the world that makes it reasonable. This applies mostly to the disabled persons in some countries mostly in Africa who are deprived of their rights on most quality education. May be due to lack of plan from their parents, poverty and at times wickedness. All this serves as hindrance to the progress of the disabled person. The ability to obtain a sound education is too minimal, not to talk of embracing a job in the public service. With this, it shows that a particular group of persons (Handicaps) are bound to suffer.
This has prompted reasonable disabled person to form a foundation under the Institute for Human Rights Education like this one to call on fellow handicaps for a plan for a better life style and to be delivered from misery, poverty and be self-reliant.
As a matter of fact this
group was formed by the Institute for Human Rights Education on the 21st
of May 2002 in Buea Sub Division, Cameroon. It called on handicaps to form
a group and register in the foundation so as to benefit from the services
set aside for the disabled. It started with a total of ten handicaps and
can now boast of sixty three handicaps, irrespective of age, tribe, nationality,
colour and sex of individual handicaps. This implies we have all categories
of handicaps. Some have been educated right to the level, attaining a Bachelors
degree, Advanced Level of the Cameroon General Certificate of Education
while some have had just the first School Living Certificate of Education,
with amongst them. We have been able to educate others through our personal
contribution to the group by buying and donating textbooks and at times
repairing tricycles and crushes of some.
Though every disabled person comes from different backgrounds but thank
God that every one has a better sense of purpose.
Foundations representatives
1.
The President ---------------------
Victor Esume Moleke
2.
Vice President---------------------Charles Ikome Likoke
3.
Secretary------------------------- Tangi Prisca Tangu
4.
Financial Secretary----------------
Mary Ayuk Tanyi
5.
Treasurer -------------------------
Emmilia Teke
6.
Program Director------------------
Akime Mathias
7.
Publicity Secretary-----------------Ojong Cletus Oben
8.
Social Secretary-------------------Ariezona Emelda
9.
Assistant Social--------------------Secretary Lucy Tumenta
CLUBS OJECTIVES
From a careful survey of the relationship the disabled person have in relation to our world today, we sorted out the following to guard our activities and to lead us to success some day.
Ø How to cope with day
to day activities in life
Ø How to work and fell
the world is a place for all despite the nature of persons.
Ø How to be self-dependent
despite ones disability.
Ø To fight for the
right of the disabled persons.
Ø To fight against
HIV/AIDS which is eating up mankind.
Ø To realize, we have
only One Creator and so people are not different despite the physical
appearance.
Ø To create awareness that, disability
is not inability.
PROJECT DESCRIPTION
With the increasing number of handicaps in the foundation and the quest to be self-employed; we decided that we must learn something practical. Thanking God that almost every body now in the foundation can at least read and write. This has at least enhance or improve on our standard by pushing us forward in the study of computer knowledge and finally to open a large documentation, Train handicaps to become Video Editor, Web Authors and Designers as our municipality is in need for such. As an administrative area, we thought it wise that this will be convenient enough because it entails less movement, use of the hands and the brain for thinking and rethinking.
OBJECTIVE OF PROJECT
As far as the objectives of the project are concern, the handicaps
will be privilege of the following.
Employment:
i) Being computer
literate will be a source of employment to the disabled. As the disabled
will have something practical at hand and the resources at their disposal,
unemployment will therefore knock out of the way. Employment will be direct
because the documentation will now serve as a job site for the disabled.
ii) It will raise
living standard of the disabled, in the sense that begging and struggling
for a piece of bread will no longer be a tug of war. Social amenities will
be acquired in fact; it will make us reach the stage of redemption. Provision
of wheel chair, tricycles, crushes for those in need will be reached. What
more? Life will take its normal shape.
iii) It will publish
the plight of a self-reliant and determine set of people usually call (the
neglect) as one will no longer tour his/her flesh for nutrition.
iv) Education:
This Centre will help to educate other disabled who will be interested
to learn and the documentation will serve the entire public. Other will
come for learning and maintenance of their computers, hence raise revenue
to maintain the foundation and the upkeep of the disable person, which
will go long way to carter for the entire public.
Essomo Essomo Serge
Project Coordinator
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Our Partners Contacts
Greece
ARISTOTLE UNIVERSITY OF THESSALONIKI
P.Address:
Institute of Education for Peace
47, Diokitiriou Str.
THESSALONIKI 546 30
UNESCO Chair of the A.U.Th.
Tel. & Fax: +30 231 0 997361
E-mail:
dipeace@psy.auth.gr
Website:
www.unesco.auth.gr
Contact Person
Dimitra Papadopoulou
Professor,School of Psychology, A.U.Th.
UNESCO Chairholder
President of the Institute of Education for Peace
Cameroon Anti
Child Slavery Network
P.Address:
P.O. Box 317, Buea
(Cameroon)
Tel:
(237) 934 30 99
E-mail:
emusongm@yahoo.com
Contact Person
Mr. Ernest Musong Mbandi
Our Contacts
Cameroon Branch
1 (Buea)
Institute For Human Rights Education
P. Address:
P.O. Box 135, Buea, S.W.P, Cameroon
Tel:
(237) 955 37 24 or 911 48 23
Fax:
(237) 332 23 66
Web Site: http://www.ihre.tk
E-mail:
ihre@cps.org
Branch 2 (Muyuka)
Institute For Human Rights Education
Dept: Empowerment and Poverty Alleviation
THE DONS' (The Development On Natural Sources)
Christian Health Foundation - Owe Road - Muyuka
ihre@techemail.com
Nigeria
Institute For Human Rights Education
P.Address:
OLUSOJI OLAOYE
47 OLD OTTA RD
ORILE AGEGE LAGOS
NIGERIA
E-mail:
sojje03@justice.com
Tel:
234-803-7205090---- mobile
234-1-4801080------ land line
Contact Persons
1, MR OLAOYE OLUSOJI EMMANUEL (COORDINATOR)
2, MISS ONALEYE BUNM
3, MR IBRAHIM LUKMAN ( SECRETARY)
4, MR SOLOKI GBENGA (MEDIA RELATION OFFICER
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P. O. BOX 135-BUEA-SWP-CAMEROON Tel: (237) 955 37 24 Fax: (237) 332 23 66 E-mail: ihre@cps.org Web Site: www.ihreorg.wsmcafe.com |
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