This paper looks at how UNHCR has gone about creating;; maintaining and expanding protection space for Iraqi refugees in the context of the Jordan;; Syria and Lebanon. The paper is divided into two parts. The first touches on UNHCR's mandate and the 1951 Convention Relating to the Status of Refugees;; which together provided;; for the first time;; a formal structure for the protection of refugees under international law. The second part of the paper turns attention to the Iraqi displacement to Syria;; Jordan and Lebanon. It begins by outlining the protection environment as regards refugees in the region and indicates the protection needs faced by Iraqi refugees;; or rather rights which remain be realized by Iraqi refugees in these countries.

This document by the United Nations High Commissioner for Refugees (UNHCR) outlines Jordan operations plan for the year 2007. It stars with an overview of the operational environment including the number and characteristics of UNHCR beneficiary population;; and moves on to outlining operational goals.

The report aims to learn about young people's knowledge;; attitudes;; and behaviors with regards to water conservation;; energy conservation;; and waste management;; and it assess these against the learning objectives of the curriculum. It discovers that students' knowledge was sufficient and at times more sophisticated than that founded in the curriculum even though their attitudes and behaviors remain largely unchanged. The object of the survey pertains to the objectives of the Public Action for Water;; Energy;; and Environment Project;; which revolve around education for young people;; teachers and youth leaders to develop their knowledge and ethical values and attitudes. The survey focuses on assessing young people and educator's current awareness of water and energy resources and waste reduction and evaluating formal curriculum resources. The report points at the gap of translating young people's knowledge into genuine interest;; concern and action and proposes set of targeted actions including development of relevant resources and additional supplemental materials;; age-relevant projects to support environmental concepts in the national curriculum and assignment of environmental coordinator at all schools.