This document discusses human rights and their protection. It provides definitions of human rights, including the rights to adequate food, shelter, and protection from abuse. It discusses how human rights concepts vary by culture but some values are universal. It outlines the UN Universal Declaration of Human Rights and efforts to protect rights through international organizations and courts. In Canada, the Canadian Charter of Rights and Freedoms enshrines rights and limits government interference in individuals' lives. The Charter is part of the constitution and Canadian law also includes common law and civil codes.
Basic human right is a concept that can be related to every race, religion, belief, culture and country. Basic human right is aspiration of every individual to achieve happiness in their live.
Rights and Duties
Introduction
Definition
Kinds of Rights
Classification or Kinds of Rights
Legal or Moral Rights
Kinds of Legal Rights
Duty
Classification or Kinds of Duties
Conclusion
Basic human right is a concept that can be related to every race, religion, belief, culture and country. Basic human right is aspiration of every individual to achieve happiness in their live.
Rights and Duties
Introduction
Definition
Kinds of Rights
Classification or Kinds of Rights
Legal or Moral Rights
Kinds of Legal Rights
Duty
Classification or Kinds of Duties
Conclusion
Title: Understanding Human Rights
Slide 1: Introduction
- Title: Understanding Human Rights
- Subtitle: Protecting the Dignity of Every Individual
- Your Name/Presenter's Name
- Date
Slide 2: What Are Human Rights?
- Definition: Fundamental rights and freedoms that every person is entitled to, simply because they are human.
- Universal: They apply to all people, regardless of race, nationality, gender, religion, or other status.
- Inherent: Human rights are not granted by the government; they are inherent to every human being.
Slide 3: Historical Background
- Begin with the Universal Declaration of Human Rights (1948).
- Key events that contributed to the development of human rights.
- Historical atrocities and the need for a global human rights framework.
Slide 4: The Universal Declaration of Human Rights
- Key principles:
- Equality and non-discrimination.
- Right to life, liberty, and security.
- Freedom from torture and slavery.
- Right to work, education, and more.
Slide 5: The International Bill of Human Rights
- Consists of three major documents:
- Universal Declaration of Human Rights.
- International Covenant on Civil and Political Rights.
- International Covenant on Economic, Social, and Cultural Rights.
Slide 6: Categories of Human Rights
- Civil and Political Rights: Right to vote, freedom of speech, and more.
- Economic, Social, and Cultural Rights: Right to education, healthcare, and a standard of living.
- Collective Rights: Rights of indigenous people, minority groups, and self-determination.
- Solidarity Rights: Right to peace, a clean environment, and development.
Slide 7: Violations of Human Rights
- Discuss global examples of human rights violations.
- War crimes, discrimination, censorship, and police brutality.
- Emphasize the importance of accountability and justice.
Slide 8: Protecting Human Rights
- National governments: Enact and enforce laws that protect human rights.
- International organizations: United Nations, NGOs, and regional bodies play a role.
- Advocacy: The power of collective action to raise awareness and effect change.
Slide 9: Challenges and Controversies
- Balancing individual rights with societal interests.
- Cultural relativism vs. universalism.
- Emerging technologies and privacy concerns.
- Ensuring human rights in times of crisis (e.g., pandemic response).
Slide 10: Progress and Achievements
- Highlight milestones in the advancement of human rights.
- Cases of successful advocacy and change.
- Illustrate how human rights have improved lives globally.
Slide 11: The Future of Human Rights
- Address ongoing challenges.
- The role of the younger generation in advocating for human rights.
- Potential areas for development and reform.
Slide 12: Conclusion
- Summarize key points.
- Reiterate the importance of human rights for global peace and development.
Slide 13: Q&A
- Open the floor to questions and discussions.
Slide 14: Thank You
- Express gratitude to the audience for their
Palestine last event orientationfvgnh .pptxRaedMohamed3
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. What are Human Rights?
• Many people believe that human rights are rights that are
considered basic to life in any human society:
1. Adequate food
2. Shelter
3. Protection from abuses such as torture
• The concept of human rights varies from culture to culture:
- Health care, basic education, and freedom from economic
bondage
• Many people believe that some moral values are universal, and
are the foundation for human rights around the world.
3. Example of India
• India’s British rulers left the country in 1947.
• Nearly 70 years later, why is India not yet a wealthier country?
• According to entrepreneur Rajesh Jain and economist Atanu Dey,
the reasons are manifold, but they have to do with a simple reality
– that Indians are not yet economically free.
“Under British rule, Indians suffered the ill effects of extractive and
exploitative policies,” they note. “These policies did not change even
after independence. What is worse is that socialist policies were
added to an already toxic system. These need to be replaced with
new, pro-growth, pro-economic freedom policies.”
4. Global Movements for Human Rights
• The Holocaust became a global issue after WWII.
• The global movement helped to end apartheid in South
Africa in 1994.
• The United Nations and human rights organizations have
moved to protect the basic rights of people around the
world.
5. UNIVERSAL DECLARATION OF HUMAN RIGHTS
• proclaimed by the UN in 1948
• Based on the belief that “all human beings are born free &
equal in dignity & rights” (Article 1 of 30)
• Most countries have agreed to these principles.
• Canadian Fed and Prov gov’ts signed and ratified it making it
binding in Canada.
• Problem – the only power the UN has is ‘world attention.’
• Not part of binding international law.
6. Who makes sure that human rights are
protected?
• The UN created the International Courth of Justice (ICJ) in 1946 at The Hague,
Netherlands.
• To settle disputes between countries based on international law but only if
both countries asked for help.
• During the Cold War the protection of human rights was left to individual
countries.
• After the Cold War – in the 1990s tribunals set up to deal with war crimes
Kosovo and Rwanda, and human rights violations in Cambodia, Sierra Leone,
Lebanon, and East Timor.
• By 2002, 60 countries esta an International Criminal Court (ICC) – to
prosecute individuals and pol leaders who commit war crimes, genocide, and
crimes against humanity.
7. Human Rights in Canada
CANADIAN BILL OF RIGHTS – 1960
• Formally recognized Can. Rights held by common law.
• Problem – ‘No teeth’ -> Could be changed like any other law.
• Did not override Fed. Or Prov. laws.
CANADIAN CHARTER OF RIGHTS & FREEDOM
• ‘The Bill of Rights with ‘teeth’ -> Trudeau included in Constitution.
• Limiting The Charter –
• Reasonable Limits (Keegstra’s teachings on Holocaust)
• Notwithstanding Clause – Fed. & Prov. Leg. have final say (Bill 101)
8. THE CHARTER IN ACTION
Fundamental Freedoms:
• Conscience, religion, thought, belief, opinion, expression, assembly, &
association.
• Mobility Rights (Free movement)
• No extradition for death penalties, Effects of 9-11.
• Equality Rights
• Race, origin, colour, religion, sex, age, disability.
• Exceptions – Affirmative action – protects minority rights & disadvantaged.
• Legal Rights
• Arrest procedures, questioning, search & seizure.
9. Citizen Rights
• The rights and freedoms of people in Canada and the
description of the protection from too much gov’t
interference in our lives are stated in the Canadian Charter
of Rights and Freedoms.
• Rights & responsibilities are outlined in the Constiturion
and Canadian law.
• Canadian law has several sources, including laws passed
by Parliament and the provincial legislatures, English
common law, the civil code of France and the unwritten
constitution that we have inherited from Great Britain.
10. There are some subtle differences to consider regarding the
following:
1. Rights – are powers or entitlements provided by a system
of laws.
2. Freedoms – are often defined as a natural or inherent
reality of being alive. We are free to breathe, think, speak,
laugh, move, and to be with others. Limit to these should be
reasonable and justifiable within a free and democratic
society.
3. Responsibilities – are based on the recognition that we are
not alone and do not act in isolation of one another; and,
therefore, we must consider our impact on others.
4. Privileges – are the actions that we, as members of a
society, have been given permission to take; permission
can be denied or removed.
11. Citizen Responsibilities
• These cover a broad range of actions and urge people in
Canada:
1. Obey the law
2. Respect the rights of others
3. Assist others
4. Protect our heritage and the environment
5. Eliminate injustice
6. Participate as a member of a jury, if summoned