Tindakan guru ditinjau dari ham
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Upaya perlindungan, pemajuan, penegakan dan pemenuhan Hak Asasi Manusia merupakan kewajiban seluruh Lembaga dan perangkat negara
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Humain rights
The document discusses key concepts of human rights including:
- The Universal Declaration of Human Rights which was adopted by the UN in 1948 and outlines fundamental human rights that everyone is entitled to.
- Human rights are universal, inviolable, and interdependent - they should apply to all people equally without discrimination and cannot be violated or sacrificed against others.
- There are individual rights like the rights to life, education, and freedom from torture as well as group rights for vulnerable populations.
- Morocco has made progress on human rights but continued abuses raise concerns about its commitment to democratization.
- Amnesty International works to document human rights abuses worldwide and advocate for victims.
Nhrc document
The Training and Placement Cell at Periyar E.V.R. College in Tiruchirappalli, Tamil Nadu organized a one-day basic training program on Human Rights sponsored by the National Human Rights Commission in collaboration with the District Legal Service Authority. Over 147 students from various departments participated in the program and listened to lectures from guest speakers on topics like the introduction to human rights, issues of human rights from judicial perspectives, rights of vulnerable groups such as women and children, and the role of human rights institutions in India. The participants actively engaged in discussions and received course materials, training files, and certificates at the end of the successful program.
Human Rights Education
The document outlines the goals and purpose of human rights education. It discusses how human rights education aims to teach people about their human rights, promote human rights values, and empower people to respect and defend human rights. The goals of human rights education are listed as helping people know and value their human rights, inspiring them to take action to realize human rights for themselves and others, and developing skills to strategize and participate in human rights campaigns.
Human rights education
This document discusses human rights education in India. It defines human rights as protections for individuals against interference with fundamental freedoms and dignity. It explains that human rights education aims to enhance knowledge of rights, foster tolerance, and develop skills to protect rights. The curriculum focuses on history, geography, civics, economics, and science to teach about rights. Teaching methods include discussion, projects, and celebrating rights-related days. The Indian constitution and education policy outline provisions for protecting rights.
Human rights
Human rights are rights that are believed to belong to every person regardless of background or attributes. They are based on respect for individual dignity. The Universal Declaration of Human Rights was adopted by the UN in 1948 to promote these rights internationally. It aims to prevent devastation from war by establishing basic standards for all humans. Core values of human rights include equality, justice and respect. Women's rights and children's rights are also discussed, including the right to equal treatment, provision of basic needs, and protection from harm.
Human Rights
The document discusses human rights and outlines the goals and history of the United Nations and Universal Declaration of Human Rights. It notes that 1.5 billion people live on less than $1 per day and half of children in South Asia are malnourished. Only a third of people in sub-Saharan Africa are expected to live past 40. The UN was created in 1945 to maintain peace and security, develop friendly relations between nations, and promote human rights. The UDHR, adopted in 1948, established basic human rights and the UN has since expanded protections for vulnerable groups. Students are assigned a project analyzing the UDHR and asked to create a poster illustrating one of the 30 articles.
Human rights education
This document provides an overview of a lecture on human rights education given by Dr. David Perez. It defines human rights education, discusses its goals and concepts, and covers topics like the classification of rights, indigenous peoples' rights, and rights of the child. The presentation was given by three students - Peña, Morad, and Relativo - for a social studies class at Western Philippines University. The objectives were to define human rights education, understand the classification of civil/political and socio-economic rights, and develop awareness of human rights issues.
The Human Right Issues......Prakash Marapady
This document discusses human rights issues related to abuse within families. It covers several types of abuse: women abuse, elder abuse, child abuse, and gender-based violence. It notes that while families are meant to provide care, changing social structures have led to violations of rights for certain groups. Respecting individual rights and needs is important for harmonious family relationships. Addressing human rights issues within families requires efforts to protect vulnerable groups like women, elders, and children.
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Humain rights
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- The Universal Declaration of Human Rights which was adopted by the UN in 1948 and outlines fundamental human rights that everyone is entitled to.
- Human rights are universal, inviolable, and interdependent - they should apply to all people equally without discrimination and cannot be violated or sacrificed against others.
- There are individual rights like the rights to life, education, and freedom from torture as well as group rights for vulnerable populations.
- Morocco has made progress on human rights but continued abuses raise concerns about its commitment to democratization.
- Amnesty International works to document human rights abuses worldwide and advocate for victims.
Nhrc document
The Training and Placement Cell at Periyar E.V.R. College in Tiruchirappalli, Tamil Nadu organized a one-day basic training program on Human Rights sponsored by the National Human Rights Commission in collaboration with the District Legal Service Authority. Over 147 students from various departments participated in the program and listened to lectures from guest speakers on topics like the introduction to human rights, issues of human rights from judicial perspectives, rights of vulnerable groups such as women and children, and the role of human rights institutions in India. The participants actively engaged in discussions and received course materials, training files, and certificates at the end of the successful program.
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The document outlines the goals and purpose of human rights education. It discusses how human rights education aims to teach people about their human rights, promote human rights values, and empower people to respect and defend human rights. The goals of human rights education are listed as helping people know and value their human rights, inspiring them to take action to realize human rights for themselves and others, and developing skills to strategize and participate in human rights campaigns.
Human rights education
This document discusses human rights education in India. It defines human rights as protections for individuals against interference with fundamental freedoms and dignity. It explains that human rights education aims to enhance knowledge of rights, foster tolerance, and develop skills to protect rights. The curriculum focuses on history, geography, civics, economics, and science to teach about rights. Teaching methods include discussion, projects, and celebrating rights-related days. The Indian constitution and education policy outline provisions for protecting rights.
Human rights
Human rights are rights that are believed to belong to every person regardless of background or attributes. They are based on respect for individual dignity. The Universal Declaration of Human Rights was adopted by the UN in 1948 to promote these rights internationally. It aims to prevent devastation from war by establishing basic standards for all humans. Core values of human rights include equality, justice and respect. Women's rights and children's rights are also discussed, including the right to equal treatment, provision of basic needs, and protection from harm.
Human Rights
The document discusses human rights and outlines the goals and history of the United Nations and Universal Declaration of Human Rights. It notes that 1.5 billion people live on less than $1 per day and half of children in South Asia are malnourished. Only a third of people in sub-Saharan Africa are expected to live past 40. The UN was created in 1945 to maintain peace and security, develop friendly relations between nations, and promote human rights. The UDHR, adopted in 1948, established basic human rights and the UN has since expanded protections for vulnerable groups. Students are assigned a project analyzing the UDHR and asked to create a poster illustrating one of the 30 articles.
Human rights education
This document provides an overview of a lecture on human rights education given by Dr. David Perez. It defines human rights education, discusses its goals and concepts, and covers topics like the classification of rights, indigenous peoples' rights, and rights of the child. The presentation was given by three students - Peña, Morad, and Relativo - for a social studies class at Western Philippines University. The objectives were to define human rights education, understand the classification of civil/political and socio-economic rights, and develop awareness of human rights issues.
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This document discusses human rights issues related to abuse within families. It covers several types of abuse: women abuse, elder abuse, child abuse, and gender-based violence. It notes that while families are meant to provide care, changing social structures have led to violations of rights for certain groups. Respecting individual rights and needs is important for harmonious family relationships. Addressing human rights issues within families requires efforts to protect vulnerable groups like women, elders, and children.
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Nepal has ratified several major international human rights treaties and incorporated rights protections into its constitution. However, it has faced significant human rights issues in recent decades due to conflicts between the monarchy, Maoists, and democratic forces. Violations have included extrajudicial killings, disappearances, torture, and abuses committed by both state security forces and Maoist insurgents. Other ongoing issues include domestic violence, trafficking, discrimination against marginalized groups, and poor conditions for internally displaced persons and refugees. While human rights are now broadly discussed in Nepal, full implementation of protections remains challenging due to political instability, lack of accountability, and insufficient resources.
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1. Pakistan has a poor human rights record and high levels of violations against minorities, women, and children. While Pakistan is signatory to international human rights declarations and covenants, domestic implementation and enforcement of these protections is lacking.
2. Factors contributing to human rights issues include prolonged periods of authoritarian rule hindering democratic development, discriminatory laws against religious minorities and women, widespread poverty, and more recently increased militant violence.
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HAM HARUS DIBEDAKAN DENGAN HAK DASAR: HAM BERASAL DARI KATA MENSEN-RECHTEN, YAITU: HAK YG DIPEROLEH SETIAP MANUSIA SEBAGAI KONSEKUENSI IA DILAHIRKAN MENJADI MANUSIA.
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The document discusses the concept and history of human rights. It traces the concept through major religions, cultures, and philosophies dating back to ancient times. Key documents like the Magna Carta, English Bill of Rights, and American Declaration of Independence helped establish rights. Human rights are divided into civil/political rights like freedom of thought and religion, socio-economic rights like education and healthcare, and basic rights like marriage and private property. The document provides examples and definitions of different types of human rights.
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Nepal has ratified several major international human rights treaties and incorporated rights protections into its constitution. However, it has faced significant human rights issues in recent decades due to conflicts between the monarchy, Maoists, and democratic forces. Violations have included extrajudicial killings, disappearances, torture, and abuses committed by both state security forces and Maoist insurgents. Other ongoing issues include domestic violence, trafficking, discrimination against marginalized groups, and poor conditions for internally displaced persons and refugees. While human rights are now broadly discussed in Nepal, full implementation of protections remains challenging due to political instability, lack of accountability, and insufficient resources.
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The document discusses human rights and duties as outlined in the Indian Constitution. It describes several key rights such as: the right to equality; freedom of speech, expression and peaceful assembly; religious freedom; freedom from exploitation like trafficking and child labor; the right to education and culture; and the right to constitutional remedies. It also discusses corresponding fundamental duties of citizens to promote national harmony, renounce practices against women's dignity, strive for excellence, and protect the environment. However, it questions whether these rights are truly respected in practice by providing examples where certain rights like freedom of speech and protection from exploitation appear to have been violated.
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Human dignity
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Fundamental rights
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Human rights issues still exist in the United States, including racial discrimination and the disproportionate incarceration of African Americans. While the US criticizes other countries' human rights records, it still struggles with providing economic and social rights to all citizens. However, organizations are working to raise awareness of issues like gender inequality, poverty, and environmental degradation to advocate for better protections of human rights.
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The document discusses human dignity, human development, gender equality, nationalism, patriotism, and civic engagement. It defines these concepts and discusses their importance. For human dignity, it discusses definitions and foundations. For human development, it discusses definitions from the UN and pillars like equity and empowerment. For gender equality, it discusses definitions and issues like reproductive health and economic empowerment. For nationalism and patriotism, it distinguishes them and discusses civic engagement in the context of higher education and youth.
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1. Pakistan has a poor human rights record and high levels of violations against minorities, women, and children. While Pakistan is signatory to international human rights declarations and covenants, domestic implementation and enforcement of these protections is lacking.
2. Factors contributing to human rights issues include prolonged periods of authoritarian rule hindering democratic development, discriminatory laws against religious minorities and women, widespread poverty, and more recently increased militant violence.
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The document discusses human rights and Islam. It begins by defining human rights and categorizing them into three generations: civil and political rights, economic and social rights, and collective rights. It then discusses the universality and cultural relativism perspectives on human rights. The document outlines some basic human rights in Islam, as well as rights of citizens and enemies at war. It compares international versus Islamic views on human rights and discusses Malaysian opinions on LGBT rights, which are controversial and illegal in the country.
Human rights
Human rights are inherent to all humans, regardless of attributes, and include rights to life, dignity, liberty, equality, and self-development. They are based on principles of dignity, justice, respect, and equality. The UN officially recognizes universal human rights and works to protect individuals from political, legal, and social abuses through international treaties and law. Human rights violations occur when state or non-state actors deny or abuse civil, political, economic, social, or cultural rights.
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Perbandingan hukum 1
[Ringkasan]
Dokumen tersebut membahas sejarah perkembangan perbandingan hukum, pengertian, dan metode perbandingan hukum. Perbandingan hukum awalnya berkembang secara perseorangan kemudian berkembang menjadi lembaga-lembaga. Perbandingan hukum adalah metode penelitian dan bukan cabang hukum. Metode perbandingan hukum yang modern menggunakan pendekatan fungsional yang kritis, realistis, dan tidak dogmatis.
Paradigma Hukum 1
Paradigma adalah pandangan mendasar dari suatu disiplin ilmu tetntang apa yang menjadi pokok persoalan (subject matter) yang semestinya dipelajarinya (a fundamental image a dicipline has of its subject matter).
Wawasan kebijakan pembangunan hukum
Pembangunan dapat diartikan sebagai suatu konsep yang di dalamnya terdapat perihal usul tentang perubahan perilaku manusia yang diinginkan
Hakikat Pembangunan Hukum adalah bagaimana merubah perilaku manusia kearah kesadaran dan kepatuhan hukum terhadap nilai-nilai yang hidup dan diberlakukan dalam masyarakat
Strategi pembangunan hukum 3
kebijakan Pembangunan hukum’ mencakup banyak isu yang paling bersangkutan dengan pembahasan ini adalah maksud atau tujuan yang dinyatakan pemerintah.
Pembangunan hukum 1
Pembangunan hukum mengandung dua arti, Pertama, sebagai upaya untuk memperbarui hukum positif (modernisasi hukum). Kedua, sebagai usaha untuk memfungsionalkan hukum yakni dengan cara turut mengadakan perubahan sosial sesuai dengan kebutuhan masyarakat yang sedang membangun (Satjipto Rahardjo, Hukum dan Perubahan Sosial, 1979)
Konsep Dasar Pembangunan hukum nasional
Untuk mengkaji pembangunan hukum nasional diperlukan metode pendekatan filsafat hukum dengan dasar bahwa filsafat hukum melakukan usaha pengkajian tentang hukum secara mendasar dengan sistematis dan dengan metode yang rasional
Dasar pendekatan dan pengkajian hukum yang akan dibangun dan dikembangkan adalah berdasarkan nilai-nilai dan dasar-dasar hukum
Kebijakan pembangunan hukum
Dokumen tersebut membahas tentang kebijakan pembangunan hukum di Indonesia. Terdapat tekanan dari pemerintah dan masyarakat untuk menjadikan proses perubahan kebijakan hukum lebih sistematis dan transparan. Riset kebijakan bertujuan memberikan informasi yang relevan untuk pengambilan keputusan publik.
Kewarganegraan sebagai ham
HAKEKAT HAM; ADALAH KEBEBASAN, TETAPI KEBEBASAN ITU BERAKHIR KETIKA MULAI MERAMBAH KEWILAYAH KEBEBASAN ORANG LAIN
Kebebasan pers vs ham
Upaya perlindungan, pemajuan, penegakan dan pemenuhan Hak Asasi Manusia merupakan kewajiban seluruh Lembaga dan perangkat negara
Ham dan kurikulum nasional
This document discusses the role of a national curriculum in teaching human rights in education. It covers several key topics:
1) The basis for determining the subjects in the national curriculum, which includes substantive, spirit of the time, and political factors.
2) Various concepts of human rights from different philosophical, religious, cultural, political perspectives and how rights can apply to individuals vs groups.
3) The importance of teaching human rights to ensure the integrity of humanity is protected both historically and factually.
Hukum & kemandirian yudisial
Dokumen tersebut membahas pentingnya kemerdekaan yudisial dan supremasi hukum sebagai prinsip negara hukum. Kekuasaan kehakiman harus bebas dari pengaruh kekuatan lain dan hanya berdasarkan hukum dan keadilan, bukan kepentingan rezim atau kekuasaan. Kemerdekaan ini penting untuk menegakkan konstitusi, hak asasi manusia, dan tatanan demokrasi yang sehat.
Kebebasan hakim & sistem peradilan
Sistem peradilan tidak sepenuhnya berfungsi berhubung ada peraturan-peraturan yang tidak dijalankan sebagaimana semestinya dan ada yang memerlukan sanksi untuk lebih menjamin kebebasan hakim dalam menjalankan tugasnya.
Hukum & kemandirian yudisial
Dokumen tersebut membahas tentang kemerdekaan yudisial dan prinsip-prinsip dasar dalam peradilan Indonesia. Terdapat empat poin utama yaitu: 1) Peradilan harus bebas dan tidak memihak, 2) Pentingnya peradilan tata usaha negara dan konstitusi, 3) Asas-asas hukum seperti sidang terbuka dan independensi hakim, 4) Kemandirian yudisial secara fungsional, personal, dan struktural.
Hukum dan kemandirian yudisial
Lembaga peradilan sebagai lembaga publik harus senantiasa terjamin akuntabilitasnya, sebab sebagai lembaga publik tidak saja bekerja untuk kepentingan individu tertentu tetapi lebih jauh dan lebih utama adalah untuk kepentingan publik itu sendiri, sehingga disyaratkan adanya independensi, dan independensi itu harus dilengkapi dengan akuntabilitas
Filsafat hukum
Ringkasan dokumen tersebut adalah:
1. Dokumen tersebut membahas berbagai persoalan klasik dan kontemporer dalam filsafat hukum seperti hakekat hukum, tujuan hukum, dan keadilan.
2. Dokumen tersebut juga membahas pandangan klasik tentang hukum alam dan pandangan positivis seperti teori perintah dan teori murni Hans Kelsen.
3. Dokumen tersebut juga menjelaskan bahwa filsafat huk
Teori2 keadilan
Dokumen tersebut membahas tentang konsep keadilan dari berbagai perspektif. Keadilan didefinisikan sebagai kemauan untuk memberikan hak setiap orang, sebagai ketertiban sosial yang dilindungi kebenaran, dan sebagai kondisi dimana setiap orang bebas menentukan tindakannya asalkan tidak melanggar kebebasan orang lain.
Filsafat hukum dan Teori Hukum
Dokumen tersebut membahas tentang filsafat dan teori hukum. Secara ringkas, dokumen tersebut membahas tentang konsep teori hukum sebagai konstruksi dari realitas sosial, serta berbagai pendekatan dan teori hukum seperti positivisme hukum, teori pertanggungjawaban hukum, dan perkembangan pikiran manusia menurut Comte.
Teori ilmu-hukum
Teori hukum membahas berbagai pengertian dan pendekatan terhadap hukum, meliputi filsafat hukum, teori-teori hukum, pengembangan hukum teoretik dan praktik, serta masalah-masalah fundamental dalam hukum."
Penelitian hukum (mph)
penelitian hukum adalah suatu proses untuk menemukan aturan hukum, prinsip-prinsip hukum, maupun doktrin-doktrin hukum guna menjawab isu-isu hukum yang dihadapi
M P H
metode penelitian hukum adalah suatu penelitian yang mempunyai obyek hukum, baik hukum sebagai suatu ilmu atau aturan-aturan yang sifatnya dogmatis maupun hukum yang berkaitan dengan perilaku dan kehidupan masyarakat.
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Undercapitalization: If a corporation is formed with insufficient capital to conduct its intended business and meet its foreseeable liabilities, and this lack of capitalization results in harm to creditors or other parties, courts may lift the corporate veil to hold shareholders or members liable.
Failure to Observe Corporate Formalities: Corporations and LLCs are required to observe certain formalities, such as holding regular meetings, maintaining separate financial records, and avoiding commingling of personal and corporate assets. If these formalities are not observed and the corporate structure is used as a mere façade, courts may disregard the corporate entity.
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一比一原版(Lincoln毕业证)新西兰林肯大学毕业证如何办理
Lincoln硕士毕业证成绩单【微信95270640】办理新西兰林肯大学毕业证原版一模一样、Lincoln毕业证制作【Q微信95270640】《新西兰林肯大学毕业证购买流程》《Lincoln成绩单制作》新西兰林肯大学毕业证书Lincoln毕业证文凭新西兰林肯大学
本科毕业证书,学历学位认证如何办理【留学国外学位学历认证、毕业证、成绩单、大学Offer、雅思托福代考、语言证书、学生卡、高仿教育部认证等一切高仿或者真实可查认证服务】代办国外（海外）英国、加拿大、美国、新西兰、澳大利亚、新西兰等国外各大学毕业证、文凭学历证书、成绩单、学历学位认证真实可查。
[留学文凭学历认证(留信认证使馆认证)新西兰林肯大学毕业证成绩单毕业证证书大学Offer请假条成绩单语言证书国际回国人员证明高仿教育部认证申请学校等一切高仿或者真实可查认证服务。
多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
1客户提供办理新西兰林肯大学新西兰林肯大学毕业证学位证信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是获得留信网入网的信息将会逐步更新到个人身份内将在公安部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
5：在国家人才网主办的全国网络招聘大会中纳入资料供国家500强等高端企业选择人才。问山娃想买什么想吃什么山娃知道父亲赚钱很辛苦除了书籍和文具山娃啥也不要能牵着父亲的手满城闲逛他已心满意足了父亲连挑了三套童装叫山娃试穿山娃有点不想父亲说城里不比乡下要穿得漂漂亮亮爸怎么不穿得漂亮望着父亲山娃反问道父亲听了并不回答只是吃吃地笑山娃很精神越逛越起劲父亲却越逛越疲倦望着父亲呵欠连天的样子山娃也说困了累了回家吧小屋闷罐一般头顶上的三叶扇彻夜呜呜作响搅得满屋热气腾腾也搅得山娃心烦意乱父亲一的
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原版制作(PSU毕业证书)宾州州立大学公园分校毕业证学历证书一模一样
学校原件一模一样【微信：741003700 】《(PSU毕业证书)宾州州立大学公园分校毕业证学历证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
The Art and Science of Cryptoforensic Investigation: Best Practices and Tools
The Art and Science of Cryptoforensic Investigation: Best Practices and Tools
在线办理(SU毕业证书)美国雪城大学毕业证成绩单一模一样
学校原件一模一样【微信：741003700 】《(SU毕业证书)美国雪城大学毕业证成绩单》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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Tindakan guru ditinjau dari ham
- 1. TINDAKAN HUKUM GURU DLM MENJALANKAN TUGAS PROFESI DITINJAU DARI SISI HAM BY; Muhamad Aljebra Aliksan Rauf
- 3. Upaya perlindungan, pemajuan, penegakan dan pemenuhan Hak Asasi Manusia merupakan kewajiban seluruh Lembaga dan perangkat negara
- 5. PENGERTIAN HAK ASASI MANUSIA • D F SCHELTENS, BHW: HAM HARUS DIBEDAKAN DENGAN HAK DASAR: HAM BERASAL DARI KATA MENSEN-RECHTEN, YAITU: HAK YG DIPEROLEH SETIAP MANUSIA SEBAGAI KONSEKUENSI IA DILAHIRKAN MENJADI MANUSIA. HAK DASAR BERASAL DARI KATA GROND- RECHTEN, YAITU: HAK YG DIPEROLEH SETIAP MANUSIA SEBAGAI KONSEKUENSI IA MENJADI WARGA NEGARA DARI SUATU NEGARA
- 6. PENGERTIAN HAK ASASI MANUSIA • D F SCHELTENS, BHW: HAM HARUS DIBEDAKAN DENGAN HAK DASAR: HAM BERASAL DARI KATA MENSEN-RECHTEN, YAITU: HAK YG DIPEROLEH SETIAP MANUSIA SEBAGAI KONSEKUENSI IA DILAHIRKAN MENJADI MANUSIA. HAK DASAR BERASAL DARI KATA GROND- RECHTEN, YAITU: HAK YG DIPEROLEH SETIAP MANUSIA SEBAGAI KONSEKUENSI IA MENJADI WARGA NEGARA DARI SUATU NEGARA
- 7. HAK ASASI VS HAK DASAR 1. SUMBERNYA = HAM DARI TUHAN HAK DASAR DARI PEMERINTAH 2. SIFATNYA = HAM UNIVERSAL HAK DASAR DOMESTIK 3. FUNGSI PEMERINTAH= HAM PENGAWAL HAK DASAR /LEGAL RIGHTS PENGATUR
- 8. •MARTHEN KRIALE: HAM ADALAH HAK YANG BERSUMBER DARI ALLAH,OLEH SEBAB ITU TDK BENAR KALAU ADA YG MENGKLAIM BAHWA HAM ITU ADALAH KONSEP MEREKA
- 9. •JACK DONNALY: HAM ADALAH HAK YG BERSUMBER DARI HUKUM ALAM, TETAPI SUMBER UTAMANYA ADALAH ALLAH
- 10. HAKEKAT HAM; ADALAH KEBEBASAN, TETAPI KEBEBASAN ITU BERAKHIR KETIKA MULAI MERAMBAH KEWILAYAH KEBEBASAN ORANG LAIN (DF.Scheltens)
- 11. What, How and Why Human Rights in Indonesia • Secara garis besar ham dikelompokan dalam empat kelompok, yaitu: 1. Civil Rights; a. integrity rights; b. due process rights 2. Political Rights; 3. Socioeconomic Rights; 4. Cultural Rights
- 12. CIVIL RIGHTS, MELIPUTI: INTEGRITY RIGHTS DAN DUE PROCESS RIGHTS: • INTEGRITY RIGHTS: RIGHTS TO LIFE, NO DEATH PENALTY, NO TORTURE, NO SLAVERY, FREEDOM OF RESIDENCE, FREEDOM OF MOVEMENT, RIGHTS TO LEAVE ANY COUNTRY, RETURN, PROTECTION OF PRIVACY, HONOUR AND REPUTATION, PROTECTION OF PROPERTY, PREEDOM OF THOUHT, CONCIENCE AND RELIGION, RIGHTS TO SEEK ASLUM FROM PERSECUTION, RIGHTS TO NATIONALITY, RIGHTS TO FAMILY LIFE
- 13. DUE PROCESS RIGHTS • No arbitrary arrest, detention or exile • Rights to effective remedy • Rights to fair trial • Equality before the courts • Rights to the accused • Nulla poena sine lege
- 14. POLITICAL RIGHTS • Opinion and expression • Assembly and association • Take part in gavernment • Equal access to public service • Elect and be elected
- 15. SOCIOECONOMIC RIGHTS • Right to work • Equal pay for equal work • No forced labour • Trade Union • Organize and bargaining • Restand leisure • Adequate standard of living • Right to food • Right to health • Right to housing • Right to education
- 16. CULTURAL RIGHTS • Take part in cultural life • To benefit from scientific progress • Protection of athorship and copyright • Freedom in scientific research and creative activity
- 17. Selain pengelompokan ham seperti tersebut di atas dikenal juga; right to self determination; women’s rights; non discrimination; protection of children; protection of minorities (classical rights) generasi baru ham; right to development, right to information, right to emperoment and the new generation right to water.
- 18. PELANGGARAN HAM • VIOLATION BY ACTION • VIOLATION BY OMMISSION • LEGISLATIVE VIOLATION
- 19. APA YANG MENJADI HAK DAN KEWAJIBAN SEORANG GURU SEBAGAIMANA YANG DIATUR DALAM UNDANG-UNDANG GURU DAN DOSEN NO. 14 TAHUN 2005 (PASAL 1 AYAT 1 GURU ADALAH PENDIDIK PROFESIONAL DG TUGAS UTAMA MENDIDIK, MENGAJAR, MEMBIMBING, MENGARAHKAN, MELATI, MENILAI DAN MENGEVALUASI PESERTA DIDIK PADA PENDIDIKAN ANAK USIA DINI JALUR PENDIDIKAN FORMAL, PENDIDIKAN DASAR DAN PENDIDIKAN MENENGAH (LIHAT JUGA HAK DAN KEWAJIBAN (PSL 14-23). TINDAKAN HUKUM APA YG MELANGGAR HAM
- 20. .