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Uphold International Law

The UN Charter, in its Preamble, set an objective: "to establish conditions under which justice and respect for the obligations arising from treaties and other sources of international law can be maintained". Ever since, the development of, and respect for international law has been a key part of the work of the Organization.  This work is carried out in many ways - by courts, tribunals, multilateral treaties - and by the Security Council, which can approve peacekeeping missions, impose sanctions, or authorize the use of force when there is a threat to international peace and security, if it deems this necessary.  These powers are given to it by the UN Charter, which is considered an international treaty.  As such, it is an instrument of international law, and UN Member States are bound by it.  The UN Charter codifies the major principles of international relations, from sovereign equality of States to the prohibition of the use of force in international relations.

UN Photo/ICJ-CIJ

The International Court of Justice (ICJ) delivers its order on the request for the indication of provisional measures filed by Nicaragua on 11 October 2013 in the case concerning Construction of a Road in Costa Rica along the San Juan River (Nicaragua v. Costa Rica).

Settling Disputes Between States

International Court of Justice

The principal judicial organ of the United Nations is the International Court of Justice (ICJ).  This main body of the UN settles legal disputes submitted to it by States in accordance with international law.  It also gives advisory opinions on legal questions referred to it from authorized UN organs and specialized agencies. The Court is composed of 15 judges, who are elected for terms of nine years by the General Assembly and the Security Council.

Courts and Tribunals

In addition to the International Court of Justice, a wide variety of international courts, international tribunals, ad hoc tribunals and UN-assisted tribunals have varying degrees of relation to the United Nations (such as the tribunals for the former Yugoslavia and Rwanda, the Special Court for Sierra Leone, the Extraordinary Chambers in the Courts of Cambodia and the Special Tribunal for Lebanon). The Mechanism for International Criminal Tribunals (the MICT) was established by the United Nations Security Council on 22 December 2010 to carry out a number of essential functions of the International Criminal Tribunal for Rwanda (ICTR) and the International Criminal Tribunal for the former Yugoslavia (ICTY), after the completion of their respective mandates.These are established by (and are Subsidiary Organs of) the Security Council.

The International Criminal Court (ICC) and International Tribunal for the Law of the Sea (ITLOS), were established by conventions drafted within the UN, but are now independent entities with special cooperation agreements.

What Is International Law?

International law defines the legal responsibilities of States in their conduct with each other, and their treatment of individuals within State boundaries. Its domain encompasses a wide range of issues of international concern, such as human rights, disarmament, international crime, refugees, migration, problems of nationality, the treatment of prisoners, the use of force, and the conduct of war, among others. It also regulates the global commons, such as the environment and sustainable development, international waters, outer space, global communications and world trade.

The Security Council and International Law

Some of the action of the Security Council have international law implications, such as those related to peacekeeping missions, ad hoc tribunals, sanctions, and resolutions adopted under Chapter VII of the Charter. In accordance with Article 13(b) of the Rome Statute, the Security Council can refer certain situations to the Prosecutor of the International Criminal Court (ICC), if it appears international crimes (such as genocide, crimes against humanity, war crimes, the crime of aggression) have been committed.

The General Assembly and International Law

The UN Charter gives the General Assembly the power to initiate studies and make recommendations to promote the development and codification of international law. Many subsidiary bodies of the General Assembly consider specific areas of international law and report to the plenary. Most legal matters are referred the Sixth Committee, which then reports to the plenary. The International Law Commission and the UN Commission on International Trade Law report to the General Assembly. The General Assembly also considers topics related to the institutional law of the United Nations, such as the adoption of the Staff Regulations and the establishment of the system of internal justice.

General Assembly - Sixth Committee (Legal)

The General Assembly’s Sixth Committee is the primary forum for the consideration of legal questions in the General Assembly. All UN Member States are entitled to representation on the Sixth Committee as one of the main committees of the General Assembly.

International Law Commission

The International Law Commission promotes the progressive development of international law and its codification.  The Commission’s work on a topic usually involves some aspects of the progressive development, as well as the codification of international law, with the balance between the two varying depending on the particular topic.

United Nations Commission on International Trade Law (UNCITRAL)

The United Nations Commission on International Trade Law is a core legal body of the United Nations system in the field of international trade law, with universal membership, specializing in commercial law, with a focus on the modernization and harmonization of rules on international business. The UNCITRAL Secretariat has established a Case Law on UNCITRAL texts (CLOUT) system for collecting and disseminating information on court decisions and arbitral awards relating to the Conventions and Model Laws that have emanated from the work of the Commission.

The UN Convention on the Law of the Sea

The United Nations Convention on the Law of the Sea lays down a comprehensive regime of law and order in the world's oceans and seas, establishing rules governing all uses of the oceans and their resources.  The Division for Ocean Affairs and the Law of the Sea (DOALOS) of the Office of Legal Affairs of the United Nations serves as the secretariat of the Convention on the Law of the Sea.

UN Treaty Database

The Status of Multilaterial Treaties Deposited with the Secretary-General online database provides the most detailed information on the status of over 560 major multilateral instruments deposited with the Secretary-General of the United Nations and covers a range of subject matters, such as Human Rights, Disarmament, Commodities, Refugees, the Environment, and the Law of the Sea. This database reflects the status of these instruments, as Member States sign, ratify, accede to, or lodge declarations, reservations or objections. 

The Internal Justice System at the United Nations

A new Internal Justice System for the United Nations was introduced in 2009, with the goal of having a system that was independent, professionalized, expedient, transparent and decentralized, with a stronger emphasis on resolving disputes through informal means, before resorting to formal litigation.  Because the United Nations has immunity from local jurisdiction and cannot be sued in a national court, the Organization has set up an internal justice system to resolve staff-management disputes, including those that involve disciplinary action.

Legal Resources and Training

The historic archives at the Audiovisual Library of International Law provide a unique resource for the teaching, studying and researching significant legal instruments on international law.

Legal Technical Assistance for UN Member States

The United Nations currently offers Member States technical assistance in connection with a range of legal matters. Such assistance includes the provision of advice, expertise, research, analysis, training or other assistance.

Programme of Assistance for International Law

The Programme of Assistance in the Teaching, Study, Dissemination and Wider Appreciation of International Law is meant to contribute to a better knowledge of international law “as a means for strengthening international peace and security and promoting friendly relations and co-operation among States.” It is one of the cornerstones of the efforts of the United Nations to promote international law.

14 Theme: Sports and Games in Students’ Life in Great Britain and Uzbekistan.

The technological schedule of the practical lesson

1. Time: 2 hours	The number of students 12-15
The form of the lesson	Practical
The plan of the lesson	to learn new words to do the tasks for consolidating the theme to get to know the logical point of the learning chapter to make conclusion to give home task
The aim of the lesson	To improve their oral speech by doing speech practice, can use the new words, to know the grammar construction of the sentences
Pedagogical tasks analyzing the information from the previous lesson working with new words encourage them to speak English doing the exercises: lexical exercises, grammar exercises and speech practice making conclusion giving home task	The results of reading passage: they are able to answer the questions analyze the prince’s troubles can use them in their speech they do tasks they give their opinion they put down the home task
The methods of teaching	Over viewing, oral asking, giving opinion.
Teaching equipment	Book, tape-recorder, projector.
The form of teaching	Group work Pair work Individual
Teaching conditions	Computer Projector
Monitoring and assessing	Oral and written assessments, tasks.

Sport in the United Kingdom

Sport in the United Kingdom plays an important role in British culture. The United Kingdom has given birth to a range of major international sports including: football, rugby (union and league), cricket, netball, darts, golf, tennis, table tennis, badminton, squash, croquet, fives, bowls, modern rowing,^[1] hockey, boxing, water polo, snooker, billiards, and curling.

This has meant that in the infancy of many sports, England, Scotland, Wales and Ireland formed among the earliest separate governing bodies, national teams and domestic league competitions. After 1922 some sports formed separate bodies for Northern Ireland though some continued to be organised on an all-Ireland basis.

In a small number of sports, these teams are supplemented by high-profile events featuring a combined team representing one or more nations.

For information on sports in a British home nation you may wish, therefore, to consider reading the Sport in England, Sport in Scotland, Sport in Wales or Sport in Northern Ireland articles, or the Sport in Ireland article where appropriate.

Overall, association football attracts the most viewers and money though the nation is notable for the diversity of its sporting interests, especially at the elite level. Major individual sports include athletics, golf, cycling, motorsport, and horse racing. Tennis is the highest profile sport for the two weeks of the Wimbledon Championships, but otherwise struggles to hold its own in the country of its birth. Snooker and Darts, too, enjoy period profile boosts in line with the holding of their largest events. Many other sports are also played and followed to a lesser degree. There is much debate over which sport has the most active participants with swimming, athletics, cycling all found to have wider active participation than association football in the 2010 Sport England Active People survey.

17th century

Writing about has explained the role of Puritan power, the English Civil War, and the Restoration of the monarchy in England. The Long Parliament in 1642 "banned theatres, which had met with Puritan disapproval. Although similar action would be taken against certain sports, it is not clear if cricket was in any way prohibited, except that players must not break the Sabbath". In 1660, "the Restoration of the monarchy in England was immediately followed by the reopening of the theatres and so any sanctions that had been imposed by the Puritans on cricket would also have been lifted."^[3] He goes on to make the key point that political, social and economic conditions in the aftermath of the Restoration encouraged excessive gambling, so much so that a Gambling Act was deemed necessary in 1664. It is certain that cricket, horse racing and boxing (i.e., prizefighting) were financed by gambling interests. Leech explains that it was the habit of cricket patrons, all of whom were gamblers, to form strong teams through the 18th century to represent their interests. He defines a strong team as one representative of more than one parish and he is certain that such teams were first assembled in or immediately after 1660. Prior to the English Civil War and the Commonwealth, all available evidence concludes that cricket had evolved to the level of village cricket only where teams that are strictly representative of individual parishes compete. The "strong teams" of the post-Restoration mark the evolution of cricket (and, indeed of professional team sport, for cricket is the oldest professional team sport) from the parish standard to the county standard. This was the point of origin for major, or first-class, cricket. The year 1660 also marks the origin of professional team sport.

Cricket

The Ashes urn, competed for between Australia and England in cricket

Cricket had become well-established among the English upper class in the 18th century, and was a major factor in sports competition among the public schools. Army units around the Empire had time on their hands, and encouraged the locals to learn cricket so they could have some entertaining competition. Most of the Empire embraced cricket, with the exception of Canada.^[4] Cricket test matches (international) began by the 1870s; the most famous is that between Australia and Britain for "The Ashes."^[5]

Public schools

A number of the public schools such as Winchester and Eton, introduced variants of football and other sports for their pupils. These were described at the time as "innocent and lawful", certainly in comparison with the rougher rural games. With urbanization in the 19th century, the rural games moved to the new urban centres and came under the influence of the middle and upper classes. The rules and regulations devised at English institutions began to be applied to the wider game, with governing bodies in England being set up for a number of sports by the end of the 19th century. The rising influence of the upper class also produced an emphasis on the amateur, and the spirit of "fair play". The industrial revolution also brought with it increasing mobility, and created the opportunity for universities in Britain and elsewhere to compete with one another. This sparked increasing attempts to unify and reconcile various games in England, leading to the establishment of the Football Association in London, the first official governing body in football.

For sports to become professionalized, coaching had to come first. It gradually professionalized in the Victorian era and the role was well established by 1914. In the First World War, military units sought out the coaches to supervise physical conditioning and develop morale-building teams.^[6]

Sports culture

British Prime Minister John Major was the political leader most closely identified with promotion of sports. In 1995 he argued:

We invented the majority of the world's great sports.... 19th century Britain was the cradle of a leisure revolution every bit as significant as the agricultural and industrial revolutions we launched in the century before.^[7]

The British showed a more profound interest in sports, and in greater variety, than any rival. This was chiefly due to the development of the railway network in the UK before other nations. Allowing for national newspapers, and travel around the country far earlier than in other places. They gave pride of place to such moral issues as sportsmanship and fair play.^[8] Cricket became symbolic of the Imperial spirit throughout the Empire. Football proved highly attractive to the urban working classes, which introduced the rowdy spectator to the sports world. In some sports, there was significant controversy in the fight for amateur purity especially in rugby and rowing. New games became popular almost overnight, including golf, lawn tennis, cycling and hockey. Women were much more likely to enter these sports than the old established ones. The aristocracy and landed gentry, with their ironclad control over land rights, dominated hunting, shooting, fishing and horse racing.^[9][10] Many modern Olympic sports trace their roots back to Britain.^[11]

Administration and funding

Political responsibility for sport is a devolved matter. As England has no parliament of her own, the United Kingdom Department of Culture, Media and Sport which is headed by a cabinet minister -though the Minister for Sport and Tourism is not in the cabinet- deals with English sport in addition to United Kingdom-wide sports.

Political responsibility for Sport in Scotland lies with the Scottish Government Minister for Sport and Health Improvement, currently Jamie Hepburn, though is part of the remit of the Cabinet secretary for Health, Wellbeing and Sport, currently Shona Robison.

Political responsibility for sport in Wales lies with the Welsh Minister for Health, Wellbeing and Sport, currently Vaughan Gething.

The Minister sets out the strategic policy objectives for Sport Wales, who are responsible for the development and promotion of sport and active lifestyles in Wales.^[12][13] Sport Wales work closely with the Governing bodies of sports in Wales to whom they distribute government and National Lottery funding, through grants and awards.^[14]

As the Northern Ireland Assembly was reduced in size and a number of departments removed it is not currently (March 2017) clear who holds political responsibility for Sport in Northern Ireland. However virtually every team sport is organised on either an all Ireland or United Kingdom-wide basis, with football and netball being the only exceptions. As such responsibility for most sports lies with either the United Kingdom minister or the Irish minister for Transport, Tourism & Sport.

The Sport and Recreation Alliance is the representative body for sports organisations in the United Kingdom, including federations, players associations, mabagers associations and regional organisations.

A large majority of the funding for elite sport in the United Kingdom is commercially generated, but this is concentrated heavily on a few sports. For example, the English Premiership's 20 clubs had an estimated combined turnover of £1.25 billion in 2003-04 according to Deloitte, and British professional football's total income was in the region of £2 billion. Other major sports have a turnover in low nine figures or the tens of millions. For example, cricket is highly dependent on its TV contract, which was worth £55 million a year for the 2006-09 seasons.

Athletics, and also most sports outside the top ten or so in popularity, are heavily dependent on public funding. The government agency which funnels this is UK Sport, which has affiliates in each of the home nations, for example Sport England. These agencies are also responsible for distributing money raised for sport by the National Lottery. In 2005, when it was announced London would host the 2012 Games, UK Sport announced funding plans which were more focused than ever before on rewarding sports which have delivered Olympic success, and as a corollary penalising those which have not. UK Sport also provides money for the recreational side of the main team sports, even football.

Other sports benefit from special financial provision. British tennis is subsidised by the profits of the Wimbledon Championships, which are in the tens of millions of pounds each year. Horse racing benefits from a levy on betting.

Following the Budget from 21 March 2007 there will be only few tax breaks to British sport in the near future.

15 Theme: Culture. Arts – Painting, Music. The usage of lexis of specialties.

Model of teaching technology of the lesson

Date
Course
Group
The number of students
Form of the lesson	Practical
Time of the lesson	2 hours
Plan of the lesson	Introduction of the lesson Actualization of the lesson Informative Conclusive
The aim of the lesson	1. To enlarge students vocabulary 2. To improve their reading and speaking skills
Tasks of the teacher is: - to enable students to speak about characters of children and the importance of home in the upbringing; - to work with text “The Difficult Child”. It is a group work, students are divided into four groups and study the passage then exchange the information with other group; - to ask students to do the task according to the text (app.1); - to make them work in three groups (app.2); - to do conclusion of the lesson activity.	The results of educational process: The student must: - be able to do discussion on the set topic, express their view on the problem; - read the text, be able to answer to the teacher’s questions, form own opinion on the subject; be ready to give analysis of the problem. - students work in groups of two; they summarize the text in three paragraphs; - this activity is intended to develop speaking ability, every group is defending the presented statement, students should bring the arguments to prove their statement; - evaluate, give appreciation of the whole lesson.
Methods of teaching	Traditional: interactive, deductive. Modern:
Techniques of teaching	Technical equipment: tape recorder Educational equipments: blackboard, dictionary, textbook, handouts.
Forms of teaching	Work: individual and group work.
Conditions of teaching	Auditorium equipped with necessary equipments
Controlling and marking	Marking students by the methods of qualities, desert island.

The technological schedule of the practical lesson

1. Time: 2 hours	The number of students 12-15
The form of the lesson	Practical
The plan of the lesson	to read two styles of songwriting to learn new words to do the tasks for consolidating the theme to get to know the logical point of the learning chapter to make conclusion to give home task
The aim of the lesson	To improve the oral speech by doing speech practice, can use the new words, to know the grammar construction of the sentences, to give some information about art.
Pedagogical tasks reviewing giving handouts of words and expressions analyzing the information from the previous lesson working with new words encourage them to speak English doing the exercises: lexical exercises, grammar exercises and speech practice making conclusion giving home task	The results of doing exercises: they are able to answer the questions can use them in their speech they do tasks they give their opinion they put down the home task
The methods of teaching	Over viewing, oral asking, giving opinion.
Teaching equipment	Book, tape-recorder, projector.
The form of teaching	Group work Pair work Individual
Teaching conditions	Computer Projector
Monitoring and assessing	Oral and written assessments, tasks.

A street party at a primary school in Lancashire, England, on the occasion of the wedding of Prince William and Kate Middleton

The culture of the United Kingdom is influenced by the UK's history as a developed state, a liberal democracy and a great power; its predominantly Christian religious life; and its composition of four countries—England, Wales, Scotland and Northern Ireland—each of which has distinct customs, cultures and symbolism. The wider culture of Europe has also influenced British culture, and Humanism, Protestantism and representative democracy developed from broader Western culture.

British literature, music, cinema, art, theatre, comedy, media, television, philosophy, architecture and education are important aspects of British culture. The United Kingdom is also prominent in science and technology, producing world-leading scientists (e.g. Isaac Newton and Charles Darwin) and inventions. Sport is an important part of British culture; numerous sports originated in the country, including football. The UK has been described as a "cultural superpower",^[1][2] and London has been described as a world cultural capital.^[3][4] A global opinion poll for the BBC saw the UK ranked the third most positively viewed nation in the world (behind Germany and Canada) in 2013 and 2014.^[5][6]

The Industrial Revolution, which started in the UK, had a profound effect on the family socio-economic and cultural conditions of the world. As a result of the British Empire, significant British influence can be observed in the language, law, culture and institutions of a geographically wide assortment of countries, including Australia, Canada, India, the Republic of Ireland, New Zealand, Nigeria, Pakistan, South Africa, Sri Lanka, the United States and English speaking Caribbean nations. These states are sometimes collectively known as the Anglosphere, and are among Britain's closest allies.^[7][8] In turn the empire also influenced British culture, particularly British cuisine.^[9]

The cultures of England, Scotland, Wales and Northern Ireland are diverse and have varying degrees of overlap and distinctiveness.