The document provides an introduction to human rights by categorizing them into five types: civil rights, political rights, economic rights, cultural rights, and social rights. It then discusses some of the key international documents relating to human rights, including the 1948 Universal Declaration of Human Rights and the 1966 International Covenants on Human Rights. The document emphasizes that human rights are indivisible, interrelated, and interdependent.
Model Presentation Power Point On Human Rightssmuench
The document discusses the issue of human rights violations committed by the US government in its treatment of prisoners. It provides background on the definition of human rights and examples of rights violations happening worldwide. It then focuses on the case study of prisoners tortured and detained by the US at Guantanamo Bay and other sites, resulting in over 100 deaths. Students at the school propose forming a group called "Students for Justice" to raise awareness of this issue and encourage communities to take action to pressure the US government to stop torturing prisoners and uphold human rights.
Human rights are inherent entitlements that belong to all people equally by virtue of their humanity. They include civil/political rights like the rights to life, liberty, and free expression, as well as economic/social/cultural rights like the rights to education, health, and an adequate standard of living. Human rights are universal and apply to all people everywhere regardless of characteristics. They are also indivisible and interdependent, meaning the protection of one right depends on protecting others. While cultures vary, human rights uphold the universal value of human dignity.
The origin of the universal declaration of human rightsMr Halligan
The document discusses the origins and development of the Universal Declaration of Human Rights. It describes how the atrocities of the Holocaust shocked the world and motivated the United Nations to establish internationally recognized human rights. The document outlines how the Nazis systematically discriminated against, persecuted, and attempted to exterminate Jews and other minority groups in Germany. It took three years of negotiations for the UN to agree on the 30 articles of the Universal Declaration of Human Rights, which was adopted in 1948.
This document presents arguments for and against the death penalty on various issues. Proponents argue the death penalty deters murders, removes dangerous criminals from society, and is supported by the public. Opponents counter that the death penalty is cruel punishment, risks executing the innocent, and is more expensive than life imprisonment. Both sides agree no innocent person should be executed, and there is no consensus on whether the death penalty deters crimes.
Capital punishment, also known as the death penalty, is the execution of criminals convicted of capital crimes by the state. It has been used throughout history as punishment for serious offenses like murder. While many nations have abolished it, some still practice capital punishment for certain crimes. There are moral, practical, and legal arguments both for and against its use. Supporters argue it deters serious crimes and ensures justice, while opponents argue it is an unreliable and inhumane violation of a basic right to life. The morality of the practice is widely debated around issues of fairness, error, and the sanctity of human life.
when we talk about "right to life" then everyone become curious to know what is their right to life. in this presentation i have tried to show you what is your right to live life
Racial segregation was common in the 19th century United States, separating whites and blacks in public spaces like schools, restaurants, and transportation. The 1954 Brown v. Board of Education Supreme Court decision ruled racial segregation in public schools unconstitutional. Prominent civil rights leaders like Martin Luther King Jr. and Rosa Parks protested segregation through nonviolent activism, helping to achieve greater legal equality and integration, though racial biases still persisted in society.
The document defines genocide as acts committed with the intent to destroy a national, ethnic, racial, or religious group. It then lists several examples of genocides throughout history, including the Holocaust, Armenian Genocide, Cambodian Genocide, and Rwandan Genocide. Brief overviews are also provided on the Holocaust, Ukrainian Genocide, Nanking Massacre, Cambodian Genocide, and Iraqi Genocide, outlining key details about each event such as location, time period, death toll, and perpetrators. The document concludes by instructing readers to select three genocides to study in more depth.
Model Presentation Power Point On Human Rightssmuench
The document discusses the issue of human rights violations committed by the US government in its treatment of prisoners. It provides background on the definition of human rights and examples of rights violations happening worldwide. It then focuses on the case study of prisoners tortured and detained by the US at Guantanamo Bay and other sites, resulting in over 100 deaths. Students at the school propose forming a group called "Students for Justice" to raise awareness of this issue and encourage communities to take action to pressure the US government to stop torturing prisoners and uphold human rights.
Human rights are inherent entitlements that belong to all people equally by virtue of their humanity. They include civil/political rights like the rights to life, liberty, and free expression, as well as economic/social/cultural rights like the rights to education, health, and an adequate standard of living. Human rights are universal and apply to all people everywhere regardless of characteristics. They are also indivisible and interdependent, meaning the protection of one right depends on protecting others. While cultures vary, human rights uphold the universal value of human dignity.
The origin of the universal declaration of human rightsMr Halligan
The document discusses the origins and development of the Universal Declaration of Human Rights. It describes how the atrocities of the Holocaust shocked the world and motivated the United Nations to establish internationally recognized human rights. The document outlines how the Nazis systematically discriminated against, persecuted, and attempted to exterminate Jews and other minority groups in Germany. It took three years of negotiations for the UN to agree on the 30 articles of the Universal Declaration of Human Rights, which was adopted in 1948.
This document presents arguments for and against the death penalty on various issues. Proponents argue the death penalty deters murders, removes dangerous criminals from society, and is supported by the public. Opponents counter that the death penalty is cruel punishment, risks executing the innocent, and is more expensive than life imprisonment. Both sides agree no innocent person should be executed, and there is no consensus on whether the death penalty deters crimes.
Capital punishment, also known as the death penalty, is the execution of criminals convicted of capital crimes by the state. It has been used throughout history as punishment for serious offenses like murder. While many nations have abolished it, some still practice capital punishment for certain crimes. There are moral, practical, and legal arguments both for and against its use. Supporters argue it deters serious crimes and ensures justice, while opponents argue it is an unreliable and inhumane violation of a basic right to life. The morality of the practice is widely debated around issues of fairness, error, and the sanctity of human life.
when we talk about "right to life" then everyone become curious to know what is their right to life. in this presentation i have tried to show you what is your right to live life
Racial segregation was common in the 19th century United States, separating whites and blacks in public spaces like schools, restaurants, and transportation. The 1954 Brown v. Board of Education Supreme Court decision ruled racial segregation in public schools unconstitutional. Prominent civil rights leaders like Martin Luther King Jr. and Rosa Parks protested segregation through nonviolent activism, helping to achieve greater legal equality and integration, though racial biases still persisted in society.
The document defines genocide as acts committed with the intent to destroy a national, ethnic, racial, or religious group. It then lists several examples of genocides throughout history, including the Holocaust, Armenian Genocide, Cambodian Genocide, and Rwandan Genocide. Brief overviews are also provided on the Holocaust, Ukrainian Genocide, Nanking Massacre, Cambodian Genocide, and Iraqi Genocide, outlining key details about each event such as location, time period, death toll, and perpetrators. The document concludes by instructing readers to select three genocides to study in more depth.
A presentation held by Tabea Hirzel at the SMCU Residency with Prof. Hardy Boullion.
Abstract.
“Anarchy, State, and Utopia” [CITATION Noz74 \l 2055 ] is a work in the libertarian tradition of constitutional theory in which Robert Nozick sets up an explanation why societies are organized as states and how these states came to be. His major point is to justify the state and the state’s actions morally. Nozick bases his theory on the normative paradigm of rights held by individuals where the act of violating them is considered unfair and unjust [ CITATION Lef79 \l 2055 ]. Starting from a state-of-nature theory he defines rights as redistributive side constrains [CITATION Noz74 \p 32 \l 2055 ] leading to what he denominates his “entitlement theory” from which, by each and every one’s primordial intention to protect one’s own rights, emerges the state in an evolutionary process based on free exchange of obligations and rights. This theory defines the minimal state as the ideal form and any further extended state as illegitimate, following that its extension could only come in existence by violation of individual rights only. Even though his theory remains at the end unreliable its moral justification [ CITATION Bar77 \l 2055 ] or “incoherent” in his explanatory attempt [ CITATION Dav77 \l 2055 ], his approach based on rights where people as free agents use moral values as functions towards the goal of the individuals higher happiness is revolutionary in constitutional theories and future theories may find a rich foundation to build on its dynamics.
intro to Human Rights Violations and Victims' Rightsverapax
The document discusses human rights violations and victims' rights. It defines human rights and discrimination, and lists groups that are at higher risk of human rights violations like minorities, children, women, and refugees. It also outlines some basic human rights like dignity, fair trial, equality and protection from discrimination. Finally, it discusses victims' rights to remedy, compensation, and restitution under international law and declarations.
Evolution of human rights in time and placeSarah Hopper
The document discusses how concepts of human rights and justice have evolved over time and differed across places. It outlines several key periods in the evolution of human rights: in ancient societies rights were tied to one's social group; during feudal times rights were only afforded to those in power; the Enlightenment era saw the emergence of beliefs in universal and natural rights; and the 19th-20th centuries brought expanded rights movements addressing slavery, women's suffrage, and more. The document also notes factors like a place's resources, social groups, economy, and technology can impact the development of human rights and justice norms in that location.
This document discusses how terrorism threatens human rights and the challenges counter-terrorism measures pose to human rights. It outlines several human rights, such as the right to life and freedom from torture. While states have an obligation to protect citizens from terrorism, recent counter-terrorism laws and practices have threatened individuals' right to privacy, freedom from discrimination, and fair trials. Security techniques like passenger profiling, detention without charge, extraordinary rendition, and torture have been criticized for violating basic human rights principles.
Trends in female crime are complex compared to male crime. While female crime makes up a smaller percentage, it has been increasing, especially for minor property crimes and substance abuse. There are differences in the types of crimes committed by men and women, with women more likely to commit property crimes like theft. The causes of female crime are varied and can include personal factors like education level, as well as family issues, lack of opportunities, and social or legal system failures. Understanding the underlying causes of female crime is important for developing strategies to reduce it.
The report was submitted for the course "Sociology" at IIIT-Delhi in collaboration with Shubham Singhal and Deepanker Agarwal under the guidance of Dr. Duru Arun Kumar.
The report explains racism,its causes, its effect and people's attitude towards racism.
Human rights (Universal Declaration of Human Rights)Angie Magdasoc
This document discusses human rights and provides an overview of the Universal Declaration of Human Rights. It describes how human rights are inherent to all humans, regardless of attributes and without discrimination. It outlines the key characteristics and principles of human rights. The document also summarizes the civil, political, economic, social and cultural rights that are laid out in the 30 articles of the Universal Declaration of Human Rights. It concludes by briefly mentioning some human rights issues in the Philippines and listing some local and international human rights organizations.
Genocide is defined as the mass, organized elimination of a racial or ethnic group through killing, causing serious harm, inflicting living conditions to bring about destruction, preventing births, or forcibly transferring children. The UN Genocide Convention of 1948 defines genocide as a crime and lists five punishable acts: genocide, conspiracy to commit genocide, direct and public incitement, attempt, and complicity. Dr. Gregory Stanton of Genocide Watch identified ten stages that often occur in genocides: classification, symbolization, discrimination, dehumanization, organization, polarization, persecution, preparation, extermination, and denial.
This document provides an introduction to key concepts related to human rights. It defines human rights as moral principles that underlie standards of human behavior and are inherent to all people. It discusses examples of human rights violations throughout history. It also summarizes several important international agreements related to human rights, including the Universal Declaration of Human Rights, the Geneva Convention, the European Convention on Human Rights, and the UK Human Rights Act. For homework, students are asked to explore the website of the UN Office of the High Commissioner for Human Rights and present on a human rights issue.
حقوق الانسان هي المعايير التي تنسق تعامل الناس كجزء من المجتمع وتحكم أساليب معيشتهم وتحفظ لهم كرامتهم وتعمل على تطوير حياتهم ونموها وهي أساس السلام والعدل والحرية. أيضا هي ملك للكل وليست حكر على أحد. فهي حق متساوي وغير قابل للتجزئة. فبدونها لا نستطيع العيش كبشر.
من الصعب تحديد فكرة الحقيقة والعدالة لدي قدماء المصريين، فلم تكن قوانينهم مكتوبة بل كانت قائمة على الممارسة اليومية، بالإضافة لاختلاف مفهوم العدالة عما تعنيه في عالمنا اليوم. كانت الحضارة المصرية القديمة أولي الحضارات التي جسدت فكر حماية حقوق الانسان، فكان المصريون القدماء اول من اعترفوا بحق الانسان في الحياة. ولكي ندرك ونتعمق في مفهوم حقوق الانسان في مصر القديمة، فمفهوم الماعت هو البداية التي سنحاول التعمق منها.
The document discusses American segregation and racial inequalities prior to the 1954 Brown v. Board of Education Supreme Court ruling. It describes how, under the 1896 Plessy v. Ferguson ruling, black Americans were considered second-class citizens and faced legally mandated segregation in public spaces, as well as discrimination in housing, jobs, schools, hospitals and other aspects of life. The reality of "separate but equal" was that black Americans experienced inequality, as segregationists had no interest in equality. Brown v. Board of Education ruled that racial segregation in public schools was unconstitutional and helped begin dismantling the system of racial segregation in the United States.
After the abolition of slavery in 1865, Black Americans still faced widespread legal discrimination and racism in the Southern United States. The Jim Crow laws enforced racial segregation and denied Black people access to equal resources like schools, housing, and the right to vote through literacy tests. These unjust laws were not abolished until the civil rights movement of the 1950s and 1960s fought to end segregation and racial discrimination.
Freedom Of Speech And Expression Vis à Vis CensorshipShiva Shankara
This document discusses freedom of speech and expression with regards to censorship. It begins by outlining the constitutional protections for freedom of speech in India and internationally. It then discusses the reasons why free speech is important, including for discovering truth, self-fulfillment, democracy, and pluralism. The document outlines reasonable restrictions on free speech in India, such as for security, public order, and defamation. It then discusses laws relating to censorship in India and how censorship can restrict free speech, giving examples of pre-publication bans and defamation laws.
The document summarizes views expressed by various religious and political figures opposing LGBTQ rights from the 1990s to present day. It describes the Catholic Church's continued condemnation of homosexual acts as intrinsically disordered. It also outlines anti-LGBTQ statements and policies from other Christian denominations like the Southern Baptist Convention, Church of Jesus Christ of Latter-day Saints, and Evangelical Covenant Church. Several prominent American evangelical figures like Falwell, Robertson, Dobson, and Phelps are quoted making disparaging claims about LGBTQ people.
Pornography refers to the depiction of erotic behavior intended to cause sexual excitement. It has existed in various media such as books, photos, and films. Before the internet, pornography was distributed through means like bulletin board systems with adult files available without age verification. The introduction of the internet in the 1990s led to the widespread availability of online pornography. However, this also raised legal issues around depictions of child pornography and obscenity. Countries have different laws governing pornography. In the Philippines, the Anti-Pornography Law of 2009 defines and penalizes illegal pornography. Censorship involves suppressing speech or media deemed objectionable by governments or organizations. It is practiced for moral, political, religious or other
The document discusses segregation in the United States from the late 19th century to the late 20th century. Laws were passed approving racial segregation, dividing public spaces and jobs unequally between black and white people. Violence against black people was also legally permitted. Several important dates are highlighted, including the Supreme Court ruling that ended segregation in schools in 1954 and the assassinations of Martin Luther King Jr. and Malcolm X who fought against segregation and discrimination. While segregation is no longer legal, the document notes some inequalities still remain.
Racial segregation was practiced in the United States through much of the 20th century, separating public facilities, services, housing, education and transportation along racial lines. Facilities and services for black Americans were underfunded compared to those for white Americans, despite the phrase "separate but equal" being used to justify the system. The civil rights movement led by figures like Dr. Martin Luther King Jr. and Rosa Parks advocated for desegregation and equal rights. Gradually, racial integration began to take hold in the US.
This document contains a presentation arguing that capitalism is evil. It begins with an introduction of the presenter, D. Chowdhury, and their topic. The bulk of the document defines capitalism and discusses both its perceived advantages, such as growth and freedom, and disadvantages, like inequality, waste, pollution, and war driven by profit motives. It concludes by reiterating the position that capitalism only benefits the rich and is therefore another name for evil. The entire presentation is contained within this single document.
This document provides an in-depth overview of capital punishment in India and around the world, including:
- A brief history of capital punishment practices from ancient times to the present.
- An overview of the major religions' stances on capital punishment.
- Details on the implementation and controversies around capital punishment in countries like the US, China, India and others.
- International frameworks and treaties related to abolition of the death penalty.
The document provides a summary of the history and development of human rights from historical documents like the Magna Carta to the creation of the UN and adoption of the Universal Declaration of Human Rights in 1948. It notes divisions during drafting around issues like sovereignty and some articles contradicting interpretations of Sharia law. The UDHR established fundamental rights for all people regardless of attributes and influenced later international human rights treaties.
A presentation held by Tabea Hirzel at the SMCU Residency with Prof. Hardy Boullion.
Abstract.
“Anarchy, State, and Utopia” [CITATION Noz74 \l 2055 ] is a work in the libertarian tradition of constitutional theory in which Robert Nozick sets up an explanation why societies are organized as states and how these states came to be. His major point is to justify the state and the state’s actions morally. Nozick bases his theory on the normative paradigm of rights held by individuals where the act of violating them is considered unfair and unjust [ CITATION Lef79 \l 2055 ]. Starting from a state-of-nature theory he defines rights as redistributive side constrains [CITATION Noz74 \p 32 \l 2055 ] leading to what he denominates his “entitlement theory” from which, by each and every one’s primordial intention to protect one’s own rights, emerges the state in an evolutionary process based on free exchange of obligations and rights. This theory defines the minimal state as the ideal form and any further extended state as illegitimate, following that its extension could only come in existence by violation of individual rights only. Even though his theory remains at the end unreliable its moral justification [ CITATION Bar77 \l 2055 ] or “incoherent” in his explanatory attempt [ CITATION Dav77 \l 2055 ], his approach based on rights where people as free agents use moral values as functions towards the goal of the individuals higher happiness is revolutionary in constitutional theories and future theories may find a rich foundation to build on its dynamics.
intro to Human Rights Violations and Victims' Rightsverapax
The document discusses human rights violations and victims' rights. It defines human rights and discrimination, and lists groups that are at higher risk of human rights violations like minorities, children, women, and refugees. It also outlines some basic human rights like dignity, fair trial, equality and protection from discrimination. Finally, it discusses victims' rights to remedy, compensation, and restitution under international law and declarations.
Evolution of human rights in time and placeSarah Hopper
The document discusses how concepts of human rights and justice have evolved over time and differed across places. It outlines several key periods in the evolution of human rights: in ancient societies rights were tied to one's social group; during feudal times rights were only afforded to those in power; the Enlightenment era saw the emergence of beliefs in universal and natural rights; and the 19th-20th centuries brought expanded rights movements addressing slavery, women's suffrage, and more. The document also notes factors like a place's resources, social groups, economy, and technology can impact the development of human rights and justice norms in that location.
This document discusses how terrorism threatens human rights and the challenges counter-terrorism measures pose to human rights. It outlines several human rights, such as the right to life and freedom from torture. While states have an obligation to protect citizens from terrorism, recent counter-terrorism laws and practices have threatened individuals' right to privacy, freedom from discrimination, and fair trials. Security techniques like passenger profiling, detention without charge, extraordinary rendition, and torture have been criticized for violating basic human rights principles.
Trends in female crime are complex compared to male crime. While female crime makes up a smaller percentage, it has been increasing, especially for minor property crimes and substance abuse. There are differences in the types of crimes committed by men and women, with women more likely to commit property crimes like theft. The causes of female crime are varied and can include personal factors like education level, as well as family issues, lack of opportunities, and social or legal system failures. Understanding the underlying causes of female crime is important for developing strategies to reduce it.
The report was submitted for the course "Sociology" at IIIT-Delhi in collaboration with Shubham Singhal and Deepanker Agarwal under the guidance of Dr. Duru Arun Kumar.
The report explains racism,its causes, its effect and people's attitude towards racism.
Human rights (Universal Declaration of Human Rights)Angie Magdasoc
This document discusses human rights and provides an overview of the Universal Declaration of Human Rights. It describes how human rights are inherent to all humans, regardless of attributes and without discrimination. It outlines the key characteristics and principles of human rights. The document also summarizes the civil, political, economic, social and cultural rights that are laid out in the 30 articles of the Universal Declaration of Human Rights. It concludes by briefly mentioning some human rights issues in the Philippines and listing some local and international human rights organizations.
Genocide is defined as the mass, organized elimination of a racial or ethnic group through killing, causing serious harm, inflicting living conditions to bring about destruction, preventing births, or forcibly transferring children. The UN Genocide Convention of 1948 defines genocide as a crime and lists five punishable acts: genocide, conspiracy to commit genocide, direct and public incitement, attempt, and complicity. Dr. Gregory Stanton of Genocide Watch identified ten stages that often occur in genocides: classification, symbolization, discrimination, dehumanization, organization, polarization, persecution, preparation, extermination, and denial.
This document provides an introduction to key concepts related to human rights. It defines human rights as moral principles that underlie standards of human behavior and are inherent to all people. It discusses examples of human rights violations throughout history. It also summarizes several important international agreements related to human rights, including the Universal Declaration of Human Rights, the Geneva Convention, the European Convention on Human Rights, and the UK Human Rights Act. For homework, students are asked to explore the website of the UN Office of the High Commissioner for Human Rights and present on a human rights issue.
حقوق الانسان هي المعايير التي تنسق تعامل الناس كجزء من المجتمع وتحكم أساليب معيشتهم وتحفظ لهم كرامتهم وتعمل على تطوير حياتهم ونموها وهي أساس السلام والعدل والحرية. أيضا هي ملك للكل وليست حكر على أحد. فهي حق متساوي وغير قابل للتجزئة. فبدونها لا نستطيع العيش كبشر.
من الصعب تحديد فكرة الحقيقة والعدالة لدي قدماء المصريين، فلم تكن قوانينهم مكتوبة بل كانت قائمة على الممارسة اليومية، بالإضافة لاختلاف مفهوم العدالة عما تعنيه في عالمنا اليوم. كانت الحضارة المصرية القديمة أولي الحضارات التي جسدت فكر حماية حقوق الانسان، فكان المصريون القدماء اول من اعترفوا بحق الانسان في الحياة. ولكي ندرك ونتعمق في مفهوم حقوق الانسان في مصر القديمة، فمفهوم الماعت هو البداية التي سنحاول التعمق منها.
The document discusses American segregation and racial inequalities prior to the 1954 Brown v. Board of Education Supreme Court ruling. It describes how, under the 1896 Plessy v. Ferguson ruling, black Americans were considered second-class citizens and faced legally mandated segregation in public spaces, as well as discrimination in housing, jobs, schools, hospitals and other aspects of life. The reality of "separate but equal" was that black Americans experienced inequality, as segregationists had no interest in equality. Brown v. Board of Education ruled that racial segregation in public schools was unconstitutional and helped begin dismantling the system of racial segregation in the United States.
After the abolition of slavery in 1865, Black Americans still faced widespread legal discrimination and racism in the Southern United States. The Jim Crow laws enforced racial segregation and denied Black people access to equal resources like schools, housing, and the right to vote through literacy tests. These unjust laws were not abolished until the civil rights movement of the 1950s and 1960s fought to end segregation and racial discrimination.
Freedom Of Speech And Expression Vis à Vis CensorshipShiva Shankara
This document discusses freedom of speech and expression with regards to censorship. It begins by outlining the constitutional protections for freedom of speech in India and internationally. It then discusses the reasons why free speech is important, including for discovering truth, self-fulfillment, democracy, and pluralism. The document outlines reasonable restrictions on free speech in India, such as for security, public order, and defamation. It then discusses laws relating to censorship in India and how censorship can restrict free speech, giving examples of pre-publication bans and defamation laws.
The document summarizes views expressed by various religious and political figures opposing LGBTQ rights from the 1990s to present day. It describes the Catholic Church's continued condemnation of homosexual acts as intrinsically disordered. It also outlines anti-LGBTQ statements and policies from other Christian denominations like the Southern Baptist Convention, Church of Jesus Christ of Latter-day Saints, and Evangelical Covenant Church. Several prominent American evangelical figures like Falwell, Robertson, Dobson, and Phelps are quoted making disparaging claims about LGBTQ people.
Pornography refers to the depiction of erotic behavior intended to cause sexual excitement. It has existed in various media such as books, photos, and films. Before the internet, pornography was distributed through means like bulletin board systems with adult files available without age verification. The introduction of the internet in the 1990s led to the widespread availability of online pornography. However, this also raised legal issues around depictions of child pornography and obscenity. Countries have different laws governing pornography. In the Philippines, the Anti-Pornography Law of 2009 defines and penalizes illegal pornography. Censorship involves suppressing speech or media deemed objectionable by governments or organizations. It is practiced for moral, political, religious or other
The document discusses segregation in the United States from the late 19th century to the late 20th century. Laws were passed approving racial segregation, dividing public spaces and jobs unequally between black and white people. Violence against black people was also legally permitted. Several important dates are highlighted, including the Supreme Court ruling that ended segregation in schools in 1954 and the assassinations of Martin Luther King Jr. and Malcolm X who fought against segregation and discrimination. While segregation is no longer legal, the document notes some inequalities still remain.
Racial segregation was practiced in the United States through much of the 20th century, separating public facilities, services, housing, education and transportation along racial lines. Facilities and services for black Americans were underfunded compared to those for white Americans, despite the phrase "separate but equal" being used to justify the system. The civil rights movement led by figures like Dr. Martin Luther King Jr. and Rosa Parks advocated for desegregation and equal rights. Gradually, racial integration began to take hold in the US.
This document contains a presentation arguing that capitalism is evil. It begins with an introduction of the presenter, D. Chowdhury, and their topic. The bulk of the document defines capitalism and discusses both its perceived advantages, such as growth and freedom, and disadvantages, like inequality, waste, pollution, and war driven by profit motives. It concludes by reiterating the position that capitalism only benefits the rich and is therefore another name for evil. The entire presentation is contained within this single document.
This document provides an in-depth overview of capital punishment in India and around the world, including:
- A brief history of capital punishment practices from ancient times to the present.
- An overview of the major religions' stances on capital punishment.
- Details on the implementation and controversies around capital punishment in countries like the US, China, India and others.
- International frameworks and treaties related to abolition of the death penalty.
The document provides a summary of the history and development of human rights from historical documents like the Magna Carta to the creation of the UN and adoption of the Universal Declaration of Human Rights in 1948. It notes divisions during drafting around issues like sovereignty and some articles contradicting interpretations of Sharia law. The UDHR established fundamental rights for all people regardless of attributes and influenced later international human rights treaties.
This document discusses the concept of "equallyokedtarianism" and the rights of "equallyokedtarians" in a multicultural society. It argues that equallyokedtarians have the right to freedom, civil rights, and human rights, including the rights to marriage, family, and childrearing. However, it notes that globalization and profit-seeking have altered definitions of rights and freedoms in some countries in a way that puts equallyokedtarians' rights at risk by threatening their identity, lineage, and self-esteem. The document calls for recognizing equal rights for all peoples in a multicultural world according to a biopsychosocial medical model.
Equallyokedtarianism - Social Psychology - Liberal Arts - HumanitiesDr Christian
This document discusses the concept of "equallyokedtarianism" and the rights of "equallyokedtarians" in a multicultural society. It argues that equallyokedtarians have the right to freedom, civil rights, and human rights, including the rights to marriage, family, and childrearing. However, it notes that globalization and profit-seeking have altered definitions of marriage and rights in some countries in ways that undermine multiculturalism and the identities of equallyokedtarians. The document calls for education about human rights that recognizes the humanity and rights of all people equally.
The document discusses the history and philosophical underpinnings of human rights. It describes how early concepts of natural rights and laws influenced the development of modern human rights. It also summarizes different theoretical approaches to justifying human rights such as interests theory, conceptual necessity, and capabilities approaches. Overall, the document provides important context for understanding the normative basis and evolution of international human rights.
Based on Arendt’s analysis of human rights, do you think human rig.docxjasoninnes20
Based on Arendt’s analysis of human rights, do you think human rights are
sufficient for protecting vulnerable populations including refugees illegal
immigrants, and people forced into exile? What are some of Arendt’s reasons? Use a current event to explain your analysis.
YOU SHOULD READ THE LECTURE FIRST
For more detail
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Human Rights /
Humans as Political Beings
Lecture 2.4
Natural Rights, Civil Rights, Human Rights
So far, in this unit of the course, the notion of
“rights” has come up several times. Both Hobbes,
Locke, and Mills discuss rights in some way.
As you may recall, Hobbes defines right as a type of
liberty, the freedom to do something without
impediment. Both Hobbes and Locke believe that
humans have natural rights, that is inherent
freedoms that they are endowed with by nature. In
other words, because humans and the world are
they way they are, humans come with pre-given
rights. For Hobbes the principle right held by
humans was to do whatever it takes to survive. For
Locke it was to defend one’s property (including
one’s life).
For Hobbes, when humans enter a social contract
and form a government with laws, they give up
their natural rights. For Locke, the institution of
government provides a way of guaranteeing one’s
natural rights by codifying those rights into law. When
a sovereign power establishes rights for its citizens
and laws for protecting those rights, we get civil
rights.
Natural rights apply in the state of nature while civil
rights apply in civilization. Human rights refer to
those rights which humans hold simply because they
are human. Such rights are closer in kind to natural
rights, but are often reflected in civil rights.
The notion of human rights gets invoked frequently in
discussions of violations of human dignity and ethics.
But where do human rights come from? Are they
real? Who guarantees them? How effective are
they in protecting vulnerable people? Do
other-than-human beings have rights, too?
Amartya Sen, 1933 -
Sen was born in West Bengal India in 1933. He
received is B.A., M.A., and Ph.D. in Economics at
Trinity College in Cambridge, England. His research
has included topics such as social choice theory,
economic theory, ethics and political philosophy,
welfare economics, theory of measurement,
decision theory, development economics, public
health, and gender studies. His interest in global
welfare and human rights was partly inspired by his
experience of witnessing famine in India.
Sen has served on various economic advisory
boards including the American Economic
Association. He has also received numerous awards
for his work, the most prestigious of which was the
Nobel Prize in economics.
Sen currently teaches at Harvard University.
Hannah Arendt,
1906-1975
Arendt was born in Linden, Germany in 1906 to a Jewish
family. She studied under the German philosophers
Martin Heidegg ...
The document provides an overview of the concept of human dignity in Western thought from ancient philosophers like Socrates, Plato, and Aristotle to modern traditions. It discusses how dignity emerged from the idea that humans are rational beings and have worth that separates them from animals. Stoics like Cicero and Marcus Aurelius emphasized that all humans belong to a single moral community as world citizens. The Christian tradition established the idea that humans are created in God's image, giving them inherent worth. Modern frameworks like the UN Declaration of Human Rights are founded on respecting the dignity and equal rights of all people. However, some scholars like Ruth Macklin have critiqued the vague use of "dignity" in bioethics
The document discusses human rights in Pakistan, outlining the basis of human rights as standards that accord to humans based on their humanity. It notes several issues regarding human rights violations in Pakistan, including healthcare access, women's rights, and child labor. The document concludes by discussing various methods that could help protect human rights, such as education, police/military training, independent judiciary, and work by international organizations.
This essay discusses the development of human rights policy in the European Union from its early beginnings to the establishment of the EU Charter of Fundamental Rights in 2000. It outlines how the European Court of Justice played a key role in establishing an internal human rights framework through its case law, granting direct effect and supremacy to EU law over national laws. Externally, the EU focused on promoting human rights through cooperation with the Council of Europe and conditioning aid on rights compliance. The essay then analyzes four landmark court cases from the 1960s-1980s to assess the effectiveness of the evolving human rights policy.
Migration can occur for various reasons including economic, social, environmental, medical, and political factors. Globalization has made movement of people easier across national borders. The effects of migration include brain drain, impacts on culture and economics, and social and psychological problems. Information technology has both advantages like increased communication and disadvantages like lack of job security and impacts on culture. Human rights are basic rights and freedoms that belong inherently to all humans. Theories of natural rights emerged in ancient Greece and developed further during the Middle Ages and Enlightenment period with thinkers like Hobbes, Locke, and Rousseau arguing that individuals have inherent rights to life, liberty, and property.
The relative Universality of Human Righgts by Jack Donnelly.pdfBasemManardas
This document discusses different perspectives on the universality of human rights. It makes the following key points:
1. It distinguishes between conceptual universality (human rights applying equally to all humans by definition) and substantive universality (the universal application of a particular list of rights, like those in the UDHR).
2. It argues that claims of historical or anthropological universality that point to values like justice in other cultures confuse these with the modern concept of equal and inalienable individual rights against the state.
3. It proposes that human rights have functional universality in providing effective remedies for threats to human dignity posed by modern markets and states, giving them relevance wherever these social transformations occur.
This document provides an overview of the history and development of human rights from ancient to modern times. It discusses concepts of human rights in ancient India, Buddhism, and the pre-World War era. It also covers the constitutional vision and provisions for human rights in modern India, including fundamental rights and directive principles guaranteed in the Indian constitution that relate to international covenants. Overall, the document traces the philosophical and legal roots of human rights from early religious texts and laws to their modern formulations in international declarations and national constitutions.
The document discusses human rights and their importance in society. It argues that individuals should not have to sacrifice their rights for the perceived benefit of society. The rights of individuals are meant to protect freedom, a core concept in global society. However, these rights are not always respected or enforced equally around the world. One example of a right in Canada is the freedom of movement, allowing people to enter and leave the country.
The document discusses the concept and evolution of human rights. It defines key characteristics of human rights such as being universal, inherent to human dignity, and independent of legal systems. It traces the origins and development of human rights from natural law philosophies to religious doctrines to documents like the Magna Carta and the Universal Declaration of Human Rights. The document also outlines the six fundamental rights guaranteed by the Indian constitution - right to equality, right to freedom, right against exploitation, freedom of religion, cultural/education rights, and right to constitutional remedies.
Freedom of conscience and free profession, practice and propagation of religion - Article 25
This article guarantees freedom of conscience and the right freely to profess, practice and propagate religion to every citizen of India. However, this right is subject to public order, morality and health.
b. Freedom to manage religious affairs - Article 26
This article guarantees every religious denomination or any section thereof the right to establish and maintain institutions for religious and charitable purposes, manage its own affairs in matters of religion, own and acquire movable and immovable property and administer such property.
c. Freedom as to payment of taxes for promotion of any particular religion - Article 27
No person shall be compelled to pay any taxes
This document discusses the possibility of reaching a worldwide consensus on human rights. It argues that while the concept of human rights originated in Western societies, the values of democracy and human rights are increasingly accepted on a global scale. However, full agreement faces challenges, as other cultures may interpret concepts like individual rights and dignity differently. Still, the document believes that separating the philosophical principles from legal frameworks allows for the values like life, liberty and equality to be adopted more universally. It also acknowledges the important role of non-governmental organizations in advocating for human rights around the world.
The document discusses the history and development of human rights from ancient Sanskrit writings to modern declarations. It notes that early writings emphasized the responsibility of rulers for people's welfare. Many philosophers from different cultures and eras promoted concepts like equality and recognizing humanity. Milestones included the Geneva Conventions establishing rules of war and the UN Charter. The Universal Declaration of Human Rights was adopted in 1948 and established civil, political, economic, social and cultural rights. It outlines rights such as the right to life, freedom from torture and slavery, fair trials, freedom of speech and religion, and freedom of movement.
An astonishing, first-of-its-kind, report by the NYT assessing damage in Ukraine. Even if the war ends tomorrow, in many places there will be nothing to go back to.
Acolyte Episodes review (TV series) The Acolyte. Learn about the influence of the program on the Star Wars world, as well as new characters and story twists.
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
El Puerto de Algeciras continúa un año más como el más eficiente del continente europeo y vuelve a situarse en el “top ten” mundial, según el informe The Container Port Performance Index 2023 (CPPI), elaborado por el Banco Mundial y la consultora S&P Global.
El informe CPPI utiliza dos enfoques metodológicos diferentes para calcular la clasificación del índice: uno administrativo o técnico y otro estadístico, basado en análisis factorial (FA). Según los autores, esta dualidad pretende asegurar una clasificación que refleje con precisión el rendimiento real del puerto, a la vez que sea estadísticamente sólida. En esta edición del informe CPPI 2023, se han empleado los mismos enfoques metodológicos y se ha aplicado un método de agregación de clasificaciones para combinar los resultados de ambos enfoques y obtener una clasificación agregada.
Essential Tools for Modern PR Business .pptxPragencyuk
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
1. Introduction to Human RightsIntroduction to Human Rights
Human rights are traditionally categorized in the following
five types
Civil Rights
Political Rights
EconomicRights
Cultural Rights
SocialRights
This is compilation of Presentation to introduce HR subjects to my students with due acknowledgement to all the sources
2.
3. Basic Documents on Human RightsBasic Documents on Human Rights
19481948 Universal Declaration of Human RightsUniversal Declaration of Human Rights
19661966 International Covenants on Human RightsInternational Covenants on Human Rights
International Covenant on CPRInternational Covenant on CPR
International Covenant on ESCRInternational Covenant on ESCR
a)a) Specific topics: Torture, Racial discriminationSpecific topics: Torture, Racial discrimination
b)b) Specific victim groups: Gender, ChildrenSpecific victim groups: Gender, Children
General Comments & Recommendations by all treaty bodiesGeneral Comments & Recommendations by all treaty bodies
including:including:
General Comment 12, 1999General Comment 12, 1999
General Comment 15 on drinking water, 2002General Comment 15 on drinking water, 2002
5. Civil and Political Rights
Civil Rights Political Rights
Civil rights deal with standards of judiciary
and penal systems.
Political rights deal with specific
components of participation in political
power.
These rights are often focused on when
one talks about human rights.
6. Economic Rights
Cultural RightsSocial Rights
ESCR - The neglected half of HumanESCR - The neglected half of Human
RightsRights
Economic Rights deal with the sphere of human
beings working, producing and servicing.
Social Rights deal with standard of living and
quality of life for all persons, including those not
participating in economic activities.
Cultural Rights deal with the cultural sphere of life
including ethnic culture, subcultures, arts and
science.
7. ““Distinctions” of CPR ESCRDistinctions” of CPR ESCR
Civil and Political
rights (CPR)
Economic, social, and
cultural rights (ESCR)
Rationale for challenging
the distinction
Objective is to
ensure freedom
Objective is to ensure
equality
Freedom requires both types
of rights, and equality must
be assured in both
Negative (freedom
from=droit attribut)
Positive (right to=droit
créance)
Obligation to respect,
protect, and fulfill apply to
all rights.
Cost-free
(individual
freedom)
Resources re quired
(welfare)
Requirement of resources is
dependent on the type of
obligation not on the type of
right.
Justiciable Political or
programmatic
All rights eventually become
justiciable as better they are
defined
Immediate
implementation
Progressive
implementation
Elements of immediate and
progressive implementation
apply to all rights in varying
degrees
Absolute,
immutable
Relative, responsive to
changing conditions
All rights have a core of
which the implementation is
indispensible
8. Indivisibility of Human RightsIndivisibility of Human Rights
“All human rights are universal, indivisible and
interdependent and interrelated. The international
community must treat human rights globally in a fair and
equal manner, on the same footing, and with the same
emphasis. While the significance of national and
regional particularities and various historical, cultural and
religious backgrounds must be borne in mind, it is the
duty of States, regardless of their political, economic and
cultural systems, to promote and protect all human rights
and fundamental freedoms.”
The Vienna Declaration and Program of Action (June 1993, Paragraph 5)
10. FRAMING OUR HUMAN RIGHTS
QUESTIONS
What are the historic and philosophicalWhat are the historic and philosophical
foundations for “human rights”?foundations for “human rights”?
What are the underlying principles of theWhat are the underlying principles of the
Universal Declaration of Human Rights?Universal Declaration of Human Rights?
How does the Universal Declaration of HumanHow does the Universal Declaration of Human
Rights and our stories connect to HumanRights and our stories connect to Human
Rights Education?Rights Education?
11. Story of the evolution of Human RightsStory of the evolution of Human Rights
How do we tell our story of the evolution ofHow do we tell our story of the evolution of
human rights and human rightshuman rights and human rights
education?education?
We must recognize our ancestors and
elders, whose shoulders we are standing
upon!
12. Philosophical Visions:
Human Nature - A search for Common secular inquiry and human reason
400 B.C.E. est. - Mo Zi founded Mohist School of Moral Philosophy in400 B.C.E. est. - Mo Zi founded Mohist School of Moral Philosophy in
ChinaChina
Importance of duty, self-sacrifice, and an all-embracing respect forImportance of duty, self-sacrifice, and an all-embracing respect for
othersothers –– ““universally throughout the worlduniversally throughout the world ””
300 B.C.E. est.300 B.C.E. est. –– Chinese sage MenciousChinese sage Mencious
Wrote on theWrote on the ““human naturehuman nature”” –– ““humans are fundamentally good, buthumans are fundamentally good, but
goodness needs to be nurturedgoodness needs to be nurtured ””
300 B.C.E. est.300 B.C.E. est. –– Hsun-tzuHsun-tzu
AssertedAsserted ““to relieve anxiety and eradicate strife, nothing is a effectiveto relieve anxiety and eradicate strife, nothing is a effective
as the institution of corporate life based on a clear recognition ofas the institution of corporate life based on a clear recognition of
individual rightsindividual rights ””
1750 B.C.E.1750 B.C.E. –– King Hammurabi in BabylonKing Hammurabi in Babylon
Necessary to honor broad codes of justice among people. Created oneNecessary to honor broad codes of justice among people. Created one
of the earliest legal codes to govern behaviorof the earliest legal codes to govern behavior –– ““let the oppressed manlet the oppressed man
come under my statuecome under my statue ”” to seek equal justice in lawto seek equal justice in law
Ancient EgyptAncient Egypt
Explicit social justiceExplicit social justice –– ““comfort the afflictedcomfort the afflicted ……refrain from unjustrefrain from unjust
punishment. Kill notpunishment. Kill not ……make no distinction between the son of a man ofmake no distinction between the son of a man of
importance and one of humble originimportance and one of humble origin ””
Early Sanskrit writings in IndianEarly Sanskrit writings in Indian
Responsibility of rulers for the welfare of people.Responsibility of rulers for the welfare of people. ““None should beNone should be
allowed to sufferallowed to suffer …… either because of poverty or of any deliberateeither because of poverty or of any deliberate
actions on the part of othersactions on the part of others ””
13. Philosophical Visions:
Human Nature - A search for Common secular inquiry and human reason
300 B.C.E.300 B.C.E. –– Ashoka of IndiaAshoka of India
Freedom of worship and other rights of his subjects. Other leadersFreedom of worship and other rights of his subjects. Other leaders
from this area impartial justice and social equality and no castesfrom this area impartial justice and social equality and no castes
should exist since all are from one treeshould exist since all are from one tree
1616thth
century - Hindu philosopher Chaitanyacentury - Hindu philosopher Chaitanya
““There is only one casteThere is only one caste –– humanityhumanity ””
Sikh leader Guru Gobind SinghSikh leader Guru Gobind Singh
ProclaimedProclaimed ““recognize all the human race as onerecognize all the human race as one ””
1010thth
Century - Al-Farabi, an Islamic PhilosopherCentury - Al-Farabi, an Islamic Philosopher
WroteWrote The Outlook of the People of the City of Virtue,The Outlook of the People of the City of Virtue, a vision of moral societya vision of moral society
in which all individual were endowed with rights and lived in love andin which all individual were endowed with rights and lived in love and
charity with their neighbors.charity with their neighbors.
Greek PhilosophersGreek Philosophers
Equal respect for all citizens (insotimia). Equality before the lawEqual respect for all citizens (insotimia). Equality before the law
(isonomia). Equality in political power (isokratia) and Suffrage(isonomia). Equality in political power (isokratia) and Suffrage
(isopsephia).(isopsephia).
Marcus Tillius CiceroMarcus Tillius Cicero
““Universal justice and law guided human nature to act justly and be ofUniversal justice and law guided human nature to act justly and be of
service to othersservice to others ”” –– This natural lawThis natural law ““binds all human societybinds all human society ””
together, applies to every member oftogether, applies to every member of ““the whole human racethe whole human race ”” withoutwithout
distinction and unique dignity of each person.distinction and unique dignity of each person.
French philosopher Jean-Jacques Rousseau (1762)French philosopher Jean-Jacques Rousseau (1762)
““Man is born free, but everywhere he is in chainsMan is born free, but everywhere he is in chains
14. Precursors to 20th Century Human Rights Documents
1750 B.C.E.1750 B.C.E.
Code of Hammurabi, BabyloniaCode of Hammurabi, Babylonia
1200 - 300 B.C.E.1200 - 300 B.C.E.
Old TestamentOld Testament
551 - 479 B.C.E.551 - 479 B.C.E.
Analects of ConfuciusAnalects of Confucius
40 - 100 C.E.40 - 100 C.E.
New TestamentNew Testament
644 - 656 C.E.644 - 656 C.E.
KoranKoran
12151215
Magna Carta, EnglandMagna Carta, England
14001400
Code of Nezahualcoyotl, AztecCode of Nezahualcoyotl, Aztec
1648
Treaty of Westphalia, Europe
1689
English Bill of Rights, England
1776
Declaration of Independence,
United States
1787
United States Constitution
1789
French Declaration on the Rights
of Man and the Citizen, France
1791 -United States Bill of Rights
15. 19th and 20th Century Human Rights
based on Natural Rights
1863: Emancipation Proclamation, United1863: Emancipation Proclamation, United
StatesStates
1864 & 1949: Geneva Conventions,1864 & 1949: Geneva Conventions,
International Red CrossInternational Red Cross
1919: League of Nations Covenant,1919: League of Nations Covenant,
International Labor Organization (ILO)International Labor Organization (ILO)
CreatedCreated
1920: Women gain the right to vote in the1920: Women gain the right to vote in the
U.S.U.S.
1926: Slavery Convention1926: Slavery Convention
1945: United Nations Charter, San Francisco1945: United Nations Charter, San Francisco
1947: Mohandas Gandhi uses non-violent1947: Mohandas Gandhi uses non-violent
16. What are the Human Rights Principles?
The rights thatThe rights that
someone hassomeone has
simply becausesimply because
he or she is ahe or she is a
human being &human being &
born into thisborn into this
worldworld..
CORE PRINCIPLES:
Human Dignity
Equality
Non-discrimination
Universality
Interdependency
Indivisibility
Inalienability
Responsibilities
17. What are the Common Myths about
Human Rights
Human Rights = civil rights.Human Rights = civil rights.
Economic, Social, and Cultural RightsEconomic, Social, and Cultural Rights
(i.e., healthcare, housing) are privileges.(i.e., healthcare, housing) are privileges.
Human Rights applies only in poor,Human Rights applies only in poor,
foreign countries.foreign countries.
Human Rights are only concerned withHuman Rights are only concerned with
violations.violations.
Only lawyers can understand theOnly lawyers can understand the
significance of Human Rights.significance of Human Rights.
18. Universal Declaration of Human Rights
History and Current Status
The Universal Declaration of Human Rights (UDHR)
was drafted by the UN Commission on Human Rights
chaired by, then first lady, Eleanor Roosevelt. The
UDHR was adopted by the 56 member nations of the
UN General Assembly on December 10, 1948.
December 10th is celebrated around the world as
International Human Rights Day. The 192 member
states in the U.N., upon membership, agreed to
educate their citizens about the principles of the
UDHR. Most of these countries have incorporated the
principles of the UDHR into their constitutions.
“The UDHR specifies minimal conditions of a
dignified life.”
19. Human Rights InstrumentsHuman Rights Instruments
Organizations / agreements working for protecting,Organizations / agreements working for protecting,
promoting human Rightspromoting human Rights
20. International Bill of Human Rights
2 O p tio na l P ro toc o ls to th e IC C P R
(M e m b e r n a tio n s p e rm it in d ivid u a ls o r g ro u p s
to rep o rt p e rso n a l h u m a n rig h ts viola tio n s to th e
U N H u m a n R ig h ts C o m m itte e)
In t'l C o ve n a n t o n C ivil a n d P o litic a l R ig h ts
(IC C P R )
A d o pte d b y U N G e n e ra l A sse m b ly in 1 9 6 6
E n te re d in to F o rce in 1 9 7 6
In t'l C o ven a n t o n E c o n o m ic, S o c ia l an d C u ltu ra l R ig h ts
(IC E S C )
A d o p te d b y th e U N G e n e ra l A sse m b ly in 1 9 6 6
E n tere d in to F o rce in 1 9 7 6
U n ivers a l D e c la ra tio n o f H u m a n R ig h ts
(U D H R )
D e ce m b e r 10 , 1 9 4 8
21. General
Assembly
Security Council
Trusteeship Council
Secretariat
Economic &
Social Council
International Court of World Justice
Commission on Human Rights
International Labour Organization (ILO)
United Nations Children’s Fund (UNICEF)
United Nations Development Fund for Women
United Nations Educational, Scientific & Cultural Organization (UNESCO)
World Health Organization (WHO)
23. The UN General AssemblyThe UN General Assembly
The United Nations currently comprises 185The United Nations currently comprises 185
member statesmember states, all of which belong to the General, all of which belong to the General
Assembly. The General Assembly controls the UN’sAssembly. The General Assembly controls the UN’s
finances, makes non-binding recommendations, andfinances, makes non-binding recommendations, and
oversees and elects members of other UN organs. Itoversees and elects members of other UN organs. It
is the General Assembly that ultimately votes tois the General Assembly that ultimately votes to
adopt human rightsadopt human rights declarationsdeclarations andand
conventionsconventions, which are also called, which are also called treatiestreaties oror
covenantscovenants. For example, in 1948 when the. For example, in 1948 when the UNUN
Commission on Human RightsCommission on Human Rights had completedhad completed
its draft of the Universal Declaration of Humanits draft of the Universal Declaration of Human
Rights, the General Assembly voted to adopt theRights, the General Assembly voted to adopt the
document.document.
24. The UN Commission on Human Rights
The UN Commission on Human RightsThe UN Commission on Human Rights
Although human rights are fundamental to all functions of the UN, human rights issues mainly fall under theAlthough human rights are fundamental to all functions of the UN, human rights issues mainly fall under the
Economic and Social Council (ECOSOC)Economic and Social Council (ECOSOC) . Made up of fifty-three member states elected by. Made up of fifty-three member states elected by ECOSOCECOSOC
thethe
UN Commission on Human Rights initiates studies and fact-finding missions and discusses specific humanUN Commission on Human Rights initiates studies and fact-finding missions and discusses specific human
rights issues. It has responsibility for initiating and drafting human rights declarations and conventions.rights issues. It has responsibility for initiating and drafting human rights declarations and conventions.
ECOSOCECOSOC also supervisesalso supervises intergovernmental organizations (IGOs)intergovernmental organizations (IGOs) , which are specialized agencies, which are specialized agencies
thatthat
function independently with their own charter, budget, and staff but are affiliated with the UN by specialfunction independently with their own charter, budget, and staff but are affiliated with the UN by special
agreements.agreements. IGOsIGOs report to thereport to the ECOSOCECOSOC and may be asked to review reports from certain UN bodies thatand may be asked to review reports from certain UN bodies that
are relevant to their area of focus.are relevant to their area of focus.
Some intergovernmental organizations that work to protect human rights include:Some intergovernmental organizations that work to protect human rights include:
International Labor Organization (ILO)International Labor Organization (ILO) – Develops international labor standards and provides technical assistance– Develops international labor standards and provides technical assistance
training to governments.training to governments.
United Nations Children’s Fund (UNICEF)United Nations Children’s Fund (UNICEF) – Works with other UN bodies, governments, and nongovernmental– Works with other UN bodies, governments, and nongovernmental
organizations to provide community-based services in primary healthcare, basic education, and safe water and sanitationorganizations to provide community-based services in primary healthcare, basic education, and safe water and sanitation
for children in developing countries. Human rights are fundamental to its programming.for children in developing countries. Human rights are fundamental to its programming.
United Nations Development Fund for Women (UNIFEM)United Nations Development Fund for Women (UNIFEM) – Promotes economic and political empowerment of– Promotes economic and political empowerment of
women in developing countries, working to ensure their participation in development planning and practices, as well as theirwomen in developing countries, working to ensure their participation in development planning and practices, as well as their
human rights.human rights.
United Nations Educational, Scientific, and Cultural Organization (UNESCO)United Nations Educational, Scientific, and Cultural Organization (UNESCO) – Pursues intellectual cooperation– Pursues intellectual cooperation
in education, science, culture, and communications and promotes development through social, cultural, and economicin education, science, culture, and communications and promotes development through social, cultural, and economic
projects.projects.
World Health Organization (WHO)World Health Organization (WHO) – Conducts immunization campaigns, promotes and coordinates research, and– Conducts immunization campaigns, promotes and coordinates research, and
provides technical assistance to countries that are improving their health systems. provides technical assistance to countries that are improving their health systems.
Other UN Bodies and Human RightsOther UN Bodies and Human Rights
TheThe UN Security CouncilUN Security Council, comprising fifteen member states, is responsible, comprising fifteen member states, is responsible
25. Human Rights InstrumentsHuman Rights Instruments
International Bill of Human RightsInternational Bill of Human Rights
Human Rights DefendersHuman Rights Defenders
Right of self-determinationRight of self-determination
Prevention of discriminationPrevention of discrimination
Rights of womenRights of women
Rights of the childRights of the child
Slavery, servitude, forced labour and similar institutions andSlavery, servitude, forced labour and similar institutions and
practicespractices
Human rights in the administration of justiceHuman rights in the administration of justice
Freedom of informationFreedom of information
Freedom of association Freedom of association
EmploymentEmployment
Marriage, Family and YouthMarriage, Family and Youth
Social welfare, progress and developmentSocial welfare, progress and development
Right to enjoy culture, international cultural development andRight to enjoy culture, international cultural development and
co-operationco-operation
Nationality, statelessness, asylum and refugeesNationality, statelessness, asylum and refugees
War crimes and crimes against humanity, including genocideWar crimes and crimes against humanity, including genocide
Humanitarian lawHumanitarian law
26. Human Rights SubjectsHuman Rights Subjects
HH
Health / HIV/AIDS HumanHealth / HIV/AIDS Human
rights / Human rightsrights / Human rights
education / Human rightseducation / Human rights
institutions for theinstitutions for the
protection and promotionprotection and promotion
of human rights (Nationalof human rights (National
Institutions)Institutions)
II
Income distribution /Income distribution /
Independence of theIndependence of the
judiciary / Indigenousjudiciary / Indigenous
people) / populations /people) / populations /
Internally displacedInternally displaced
persons / Internationalpersons / International
law and human rightslaw and human rights
JJ
Justice (AdministrationJustice (Administration
of-)of-)
LL
Labor rights -EmploymentLabor rights -Employment
Law enforcementLaw enforcement
MM
Mercenaries / Migrants /Mercenaries / Migrants /
MinoritiesMinorities
NN
National human rights /National human rights /
institutions / Nationalityinstitutions / Nationality
&statelessness&statelessness
PP
PovertyPoverty
RR
Racism and racialRacism and racial
discrimination / Refugees /discrimination / Refugees /
Religious intoleranceReligious intolerance
Right to development / RightRight to development / Right
to education / Right to foodto education / Right to food
SS
Self-determination / SlaverySelf-determination / Slavery
Social Forum / States ofSocial Forum / States of
Emergency / StructuralEmergency / Structural
adjustment and foreign debt /adjustment and foreign debt /
Summary or arbitrarySummary or arbitrary
executionsexecutions
TT
Terrorism / Torture ToxicTerrorism / Torture Toxic
waste /Trade andwaste /Trade and
Investment /TraditionalInvestment /Traditional
practices / Traffic inpractices / Traffic in
persons / Transnationalpersons / Transnational
corporations corporations
WW
War crimes Water (Right to) /War crimes Water (Right to) /
WomenWomen
XX
Xenophobia (Discrimination) Xenophobia (Discrimination)
EE
Economic, social andEconomic, social and
cultural rights / Educationcultural rights / Education
(Right to-) / Enhancing(Right to-) / Enhancing
national capacities /national capacities /
Environment / ExecutionsEnvironment / Executions
(extrajudicial, summary or(extrajudicial, summary or
arbitrary- ) / Exploitationarbitrary- ) / Exploitation
of the prostitution ofof the prostitution of
others / Extreme poverty others / Extreme poverty
FF
Fair trial (right to a-) /Fair trial (right to a-) /
Family rights / FoodFamily rights / Food
(Right(Right
to -) / Forced or bondedto -) / Forced or bonded
labour / Foreign debtlabour / Foreign debt
(& Structural(& Structural
adjustment) / Forensicadjustment) / Forensic
science (Humanscience (Human
rights and-) / Freedom ofrights and-) / Freedom of
association / Freedom ofassociation / Freedom of
opinion and expression /opinion and expression /
Freedom of Religion andFreedom of Religion and
beliefbelief
GG
Genocide Girl children /Genocide Girl children /
Globalization / GoodGlobalization / Good
GovernanceGovernance
AA
Adequate housing /
Administration of
justice / AIDS /
Arbitrary detention /
Asylum
B
Biotechnology (&
Human rights ) /
Business & human
rights
C
Capital punishment /
Children' s rights /
Civil and political
rights /Crimes
against humanity
D
Death penalty
(Capital Punishment)
/Defenders (Human
Rights-) /
Democracy
Development
(Human Rights in-) /
Disability ( & Human
Rights)
Disappearances /
Discrimination (other
forms than racism
and racial
discrimination)
28. Human Rights USA
1997 Survey Results
Only 8% of adults and 4% of young people are awareOnly 8% of adults and 4% of young people are aware
the Universal Declaration of Human Rights exists.the Universal Declaration of Human Rights exists.
After learning about the UDHR, a large majority, 83%,After learning about the UDHR, a large majority, 83%,
feel that the US should do more to live up to thefeel that the US should do more to live up to the
principles of the UDHR.principles of the UDHR.
2/3 of the people polled (63%) say that the poor are2/3 of the people polled (63%) say that the poor are
usually discriminated against in US.usually discriminated against in US. OthersOthers
discriminated against: the disabled (61%), the elderlydiscriminated against: the disabled (61%), the elderly
(54%), gays and lesbians (51%), Native Americans(54%), gays and lesbians (51%), Native Americans
(50%), and African Americans (41%).(50%), and African Americans (41%).
29. HUMAN RIGHTS EDUCATIONHUMAN RIGHTS EDUCATION
““Human Rights EducationHuman Rights Education isis a meansa means towards socialtowards social
change;change; aa tooltool to transform the theory and practicalto transform the theory and practical
applications into everyday social practice.”applications into everyday social practice.”
““In conflict situations and in peace building,In conflict situations and in peace building, HREHRE must be seenmust be seen
to benefit the target populations’ daily lives.”to benefit the target populations’ daily lives.”
“HRE focuses especially on social goals and ideals that“HRE focuses especially on social goals and ideals that
emphasize the dignity of all human beings and the need foremphasize the dignity of all human beings and the need for
laws and institutions that enforce those standards. In so doing,laws and institutions that enforce those standards. In so doing,
HRE contributes directly to the process of building a societyHRE contributes directly to the process of building a society
based on freedom, peace and Justice.”based on freedom, peace and Justice.”
Paul Martin, et al.Paul Martin, et al.
30. “Where, after all do universal rights begin? In small
places, close to home – so close and so small that
they cannot be seen on any maps of the world. Yet
they are the world of the individual person; the
neighborhood he lives in; the school or college
he attends; the factory, farm or office where he
works. Such are the places where every man,
woman, and child seeks equal justice, equal
opportunity, equal dignity without
discrimination. Unless these rights have meaning
there, they have little meaning anywhere. Without
concerted citizen action to uphold them close to home,
we shall look in vain for progress in the larger world.”
Elenor RoosweltElenor Rooswelt
31. Formal state obligations for each human rightFormal state obligations for each human right
Three obligations of actionThree obligations of action ::
RespectRespect
ProtectProtect
FulfilFulfil
Four obligations of processFour obligations of process ::
Non-discriminationNon-discrimination
Adequate progressAdequate progress
ParticipationParticipation
Effective remedyEffective remedy
32. Formal state obligations for each human rightFormal state obligations for each human right
Obligation Meaning
RespectRespect The stateThe state must notmust not interfere directlyinterfere directly withwith
people realising their rightspeople realising their rights
Protect The state must stop others from interfering with
people’s rights
FulfilFulfil The stateThe state must buildmust build the legislation, institutions,the legislation, institutions,
norms to realise the rightnorms to realise the right
Non
discrimination
The state must not discriminate in meeting its
obligations
Adequate progress Progress must occur at a rate that show
commitment
Participation People must be able to participate in realising their
rights
Effective remedy There must be a remedy for violations of obligations
33. Identifying state obligationsIdentifying state obligations::
Obligation Right to Education Right to a fair trialRight to a fair trial
Respect Don’t ban children from school Don’t imprison without trialDon’t imprison without trial
Protect Tackle household gender bias Prevent bribery of judgesPrevent bribery of judges
Fulfil Build schools, train teachers Build courts, train judgesBuild courts, train judges
Non-discrimination No ethnic bias in education
budgets
No racial bias in sentencingNo racial bias in sentencing
Adequate progress Raise enrolments by X% by
2005
Reduce case backlog by XReduce case backlog by X
% by 2006% by 2006
Participation Community role in local
schools
Citizen jury and publicCitizen jury and public
accessaccess
Effective remedy Make complaint procedure
accessible
Right of appeal againstRight of appeal against
mis-trialmis-trial
34. Realising rights depends on more than the state
Resources and capacityResources and capacity
Culture, customs and normsCulture, customs and norms
The strength of civil societyThe strength of civil society
External impacts and pressuresExternal impacts and pressures
Other non state actors…Other non state actors…
35. People and their rights
The State
Private sector
The media
International
actors
Civil Society
36. Multi-actor responsibilities: Education in IndiaMulti-actor responsibilities: Education in India
ActorActor ObligationObligation IndicatorIndicator FindingFinding
ParentsParents Must beMust be
willing towilling to
send childrensend children
to schoolto school
% of parents who% of parents who
think education isthink education is
importantimportant
% of enrolment - 89%% of enrolment - 89%
for girls, 98% for boysfor girls, 98% for boys
StateState Must provideMust provide
adequateadequate
facilitiesfacilities
% of schools with% of schools with
poor facilitiespoor facilities
60% leaking roof60% leaking roof
89% no working toilet89% no working toilet
59% no drinking water59% no drinking water
CommunityCommunity Must supportMust support
school andschool and
teachersteachers
% of schools with% of schools with
communitycommunity
meetingsmeetings
In 49% of schools noIn 49% of schools no
meeting for over onemeeting for over one
yearyear
MediaMedia Must reportMust report
neglect ofneglect of
basicbasic
educationeducation
% of newspaper% of newspaper
articles on topicarticles on topic
In one year:In one year:
8,500 articles on8,500 articles on
foreign investmentforeign investment
2,700 on defence 602,700 on defence 60
on rural educationon rural education
37. What roles can CSO* play ?What roles can CSO* play ?
**Civil Society OrganizationsCivil Society Organizations
ObligationObligation ExampleExample CSO role? Examples…CSO role? Examples…
RespectRespect Don’t imprisonDon’t imprison
without trialwithout trial
- Monitor if there is access to lawyer- Monitor if there is access to lawyer
- Raise awareness on rights of- Raise awareness on rights of
detaineddetained
ProtectProtect Prevent briberyPrevent bribery
of judgesof judges
- Monitor salaries- Monitor salaries
- Research other pressures on judges- Research other pressures on judges
FulfilFulfil Build courts,Build courts,
train judgestrain judges
- Set targets for training of judges- Set targets for training of judges
- Provide human rights training- Provide human rights training
NonNon
discriminationdiscrimination
No racial biasNo racial bias
in sentencingin sentencing
- Indicators of ethnic/political bias in- Indicators of ethnic/political bias in
sentencing, highlight in mediasentencing, highlight in media
AdequateAdequate
progressprogress
Reduce backlogReduce backlog
of casesof cases
- Monitor backlog,- Monitor backlog,
- Set targets for reduction- Set targets for reduction
ParticipationParticipation citizen jury andcitizen jury and
public accesspublic access
- Gain respected voice in legal- Gain respected voice in legal
community, ensure CSOs consultedcommunity, ensure CSOs consulted
EffectiveEffective
remedyremedy
Right of appealRight of appeal
against mis-trialagainst mis-trial
- Monitor appeals, lobby cases- Monitor appeals, lobby cases
- Provide legal aid- Provide legal aid