Resolution 1/2020, Pandemic and Human Rights in the Americas
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COVID-19 and Human Rights: We Are All in This Together
COVID-19 and Human Rights We are all in this together APRIL 2020 Human rights are critical – for the response and the recovery They put people at the centre and produce better outcomes Human rights are key in shaping the pandemic response, both for the public health emergency and the broader impact on people’s lives and livelihoods. Human rights put people centre-stage. Responses that are shaped by and respect human rights result in better outcomes in beating the pandemic, ensuring healthcare for everyone and preserving human dignity. But they also focus our attention on who is suffering most, why, and what can be done about it. They prepare the ground now for emerging from this crisis with more equitable and sustainable societies, development and peace. Why are human rights equip States and whole societies to respond to so important to the threats and crises in a way that puts people at the centre. Observing the crisis and its impact COVID-19 response? through a human rights lens puts a focus on how it is affecting people on the ground, partic- The world is facing an unprecedented crisis. ularly the most vulnerable among us, and what At its core is a global public health emer- can be done about it now, and in the long term. gency on a scale not seen for a century, Although this paper presents recommenda- requiring a global response with far-reaching tions, it is worth underlining that human rights consequences for our economic, social and are obligations which States must abide by. political lives. -
Proxy Voting Guidelines Benchmark Policy Recommendations TITLE
UNITED STATES Proxy Voting Guidelines Benchmark Policy Recommendations TITLE Effective for Meetings on or after February 1, 2021 Published November 19, 2020 ISS GOVERNANCE .COM © 2020 | Institutional Shareholder Services and/or its affiliates UNITED STATES PROXY VOTING GUIDELINES TABLE OF CONTENTS Coverage ................................................................................................................................................................ 7 1. Board of Directors ......................................................................................................................................... 8 Voting on Director Nominees in Uncontested Elections ........................................................................................... 8 Independence ....................................................................................................................................................... 8 ISS Classification of Directors – U.S. ................................................................................................................. 9 Composition ........................................................................................................................................................ 11 Responsiveness ................................................................................................................................................... 12 Accountability .................................................................................................................................................... -
Modern-Day Slavery & Human Rights
& HUMAN RIGHTS MODERN-DAY SLAVERY MODERN SLAVERY What do you think of when you think of slavery? For most of us, slavery is something we think of as a part of history rather than the present. The reality is that slavery still thrives in our world today. There are an estimated 21-30 million slaves in the world today. Today’s slaves are not bought and sold at public auctions; nor do their owners hold legal title to them. Yet they are just as surely trapped, controlled and brutalized as the slaves in our history books. What does slavery look like today? Slaves used to be a long-term economic investment, thus slaveholders had to balance the violence needed to control the slave against the risk of an injury that would reduce profits. Today, slaves are cheap and disposable. The sick, injured, elderly and unprofitable are dumped and easily replaced. The poor, uneducated, women, children and marginalized people who are trapped by poverty and powerlessness are easily forced and tricked into slavery. Definition of a slave: A person held against his or her will and controlled physically or psychologically by violence or its threat for the purpose of appropriating their labor. What types of slavery exist today? Bonded Labor Trafficking A person becomes bonded when their labor is demanded This involves the transport and/or trade of humans, usually as a means of repayment of a loan or money given in women and children, for economic gain and involving force advance. or deception. Often migrant women and girls are tricked and forced into domestic work or prostitution. -
The Right to Reparations for Acts of Torture: What Right, What Remedies?*
96 STATE OF THE ART The right to reparations for acts of torture: what right, what remedies?* Dinah Shelton** 1. Introduction international obligation must cease and the In all legal systems, one who wrongfully wrong-doing state must repair the harm injures another is held responsible for re- caused by the illegal act. In the 1927 Chor- dressing the injury caused. Holding the zow Factory case, the PCIJ declared dur- wrongdoer accountable to the victim serves a ing the jurisdictional phase of the case that moral need because, on a practical level, col- “reparation … is the indispensable comple- lective insurance might just as easily provide ment of a failure to apply a convention and adequate compensation for losses and for fu- there is no necessity for this to be stated in ture economic needs. Remedies are thus not the convention itself.”1 Thus, when rights only about making the victim whole; they are created by international law and a cor- express opprobrium to the wrongdoer from relative duty imposed on states to respect the perspective of society as a whole. This those rights, it is not necessary to specify is incorporated in prosecution and punish- the obligation to afford remedies for breach ment when the injury stems from a criminal of the obligation, because the duty to repair offense, but moral outrage also may be ex- emerges automatically by operation of law; pressed in the form of fines or exemplary or indeed, the PCIJ has called the obligation of punitive damages awarded the injured party. reparation part of the general conception of Such sanctions express the social convic- law itself.2 tion that disrespect for the rights of others In a later phase of the same case, the impairs the wrongdoer’s status as a moral Court specified the nature of reparations, claimant. -
Case 4:21-Cv-00416 Document 1 Filed 01/15/21 Page 1 of 34
Case 4:21-cv-00416 Document 1 Filed 01/15/21 Page 1 of 34 1 Abigail P. Barnes (Bar No. 313809) Scarlet Kim* COVINGTON & BURLING LLP Dror Ladin* 2 Salesforce Tower Hina Shamsi* 415 Mission Street, Suite 5400 AMERICAN CIVIL LIBERTIES UNION 3 San Francisco, California 94105-2533 FOUNDATION Telephone: +1 (415) 591-6000 125 Broad Street, 18th Floor 4 Facsimile: +1 (415) 591-6091 New York, NY 10004 Email: [email protected] Telephone: +1 (212) 549-2660 5 Email: [email protected], [email protected], Trisha B. Anderson* [email protected] 6 David M. Zionts* Alexander N. Ely* *Application for admission pro hac vice 7 Diana Lee* forthcoming COVINGTON & BURLING LLP 8 One CityCenter Attorneys for Plaintiffs 850 Tenth Street, NW 9 Washington, DC 20001-4956 Telephone: +1 (202) 662-6000 10 Facsimile: +1 (202) 662-6291 Email: [email protected], [email protected], 11 [email protected], [email protected] 12 UNITED STATES DISTRICT COURT FOR THE NORTHERN DISTRICT OF CALIFORNIA 13 14 LEILA N. SADAT; K. ALEXA KOENIG; NAOMI Civil Case No.: ROHT-ARRIAZA; and STEVEN M. WATT, 15 COMPLAINT FOR DECLARATORY AND Plaintiffs, INJUNCTIVE RELIEF 16 v. 17 DONALD J. TRUMP, in his official capacity as 18 President of the United States; U.S. DEPARTMENT OF STATE; MICHAEL R. 19 POMPEO, in his official capacity as Secretary of State; U.S. DEPARTMENT OF THE TREASURY; 20 STEVEN T. MNUCHIN, in his official capacity as Secretary of the Treasury; U.S. DEPARTMENT 21 OF JUSTICE; JEFFREY A. ROSEN, in his official capacity as Acting Attorney General; OFFICE OF 22 FOREIGN ASSETS CONTROL; and ANDREA M. -
Microremains from El Miron Cave Human Dental Calculus Suggest A
Journal of Archaeological Science 60 (2015) 39e46 Contents lists available at ScienceDirect Journal of Archaeological Science journal homepage: http://www.elsevier.com/locate/jas Microremains from El Miron Cave human dental calculus suggest a mixed planteanimal subsistence economy during the Magdalenian in Northern Iberia * Robert C. Power a, , Domingo C. Salazar-García b, c, d, e, Lawrence G. Straus f, g, Manuel R. Gonzalez Morales g, Amanda G. Henry a a Research Group on Plant Foods in Hominin Dietary Ecology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany b Department of Archaeology, University of Cape Town, Cape Town, South Africa c Departament de Prehistoria i Arqueologia, Universitat de Valencia, Valencia, Spain d Aix Marseille Universite, CNRS, Ministere de la culture et de la communication, LAMPEA UMR 7269, 13090 Aix-en-Provence, France e Department of Human Evolution, Max-Planck Institute for Evolutionary Anthropology, Leipzig, Germany f Department of Anthropology, University of New Mexico, Albuquerque, NM, USA g Instituto Internacional de Investigaciones Prehistoricas de Cantabria, Universidad de Cantabria, Santander, Spain article info abstract Article history: Despite more than a century of detailed investigation of the Magdalenian period in Northern Iberia, our Available online 13 April 2015 understanding of the diets during this period is limited. Methodologies for the reconstruction of Late Glacial subsistence strategies have overwhelmingly targeted animal exploitation, thus revealing only a Keywords: portion of the dietary spectrum. Retrieving food debris from calculus offers a means to provide missing Upper Palaeolithic information on other components of diet. We undertook analysis of human dental calculus samples from Archaeobotany Magdalenian individuals (including the “Red Lady”) at El Miron Cave (Cantabria, Spain), as well as several Palaeolithic diet control samples, to better understand the less visible dietary components. -
Struggle for North America Prepare to Read
0120_wh09MODte_ch03s3_s.fm Page 120 Monday, June 4, 2007 10:26WH09MOD_se_CH03_S03_s.fm AM Page 120 Monday, April 9, 2007 10:44 AM Step-by-Step WITNESS HISTORY AUDIO SECTION 3 Instruction 3 A Piece of the Past In 1867, a Canadian farmer of English Objectives descent was cutting logs on his property As you teach this section, keep students with his fourteen-year-old son. As they focused on the following objectives to help used their oxen to pull away a large log, a them answer the Section Focus Question piece of turf came up to reveal a round, and master core content. 3 yellow object. The elaborately engraved 3 object they found, dated 1603, was an ■ Explain why the colony of New France astrolabe that had belonged to French grew slowly. explorer Samuel de Champlain. This ■ Analyze the establishment and growth astrolabe was a piece of the story of the of the English colonies. European exploration of Canada and the A statue of Samuel de Champlain French-British rivalry that followed. ■ Understand why Europeans competed holding up an astrolabe overlooks Focus Question How did European for power in North America and how the Ottawa River in Canada (right). their struggle affected Native Ameri- Champlain’s astrolabe appears struggles for power shape the North cans. above. American continent? Struggle for North America Prepare to Read Objectives In the 1600s, France, the Netherlands, England, and Sweden Build Background Knowledge L3 • Explain why the colony of New France grew joined Spain in settling North America. North America did not Given what they know about the ancient slowly. -
How Did Language Begin?
How did language begin? Written by Ray Jackendoff What does the question mean? In asking about the origins of human language, we first have to make clear what the question is. The question is not how languages gradually developed over time into the languages of the world today. Rather, it is how the human species developed over time so that we — and not our closest relatives, the chimpanzees and bonobos — became capable of using language. And what an amazing development this was! No other natural communication system is like human language. Human language can express thoughts on an unlimited number of topics (the weather, the war, the past, the future, mathematics, gossip, fairy tales, how to fix the sink...). It can be used not just to convey information, but to solicit information (ques- tions) and to give orders. Unlike any other animal communication system, it contains an expression for negation — what is not the case. Every human lan- guage has a vocabulary of tens of thousands of words, built up from several dozen speech sounds. Speakers can build an unlimited number of phrases and sentences out of words plus a smallish collec- tion of prefixes and suffixes, and the meanings of sentences are built from the meanings of the individ- ual words. What is still more remarkable is that every normal child learns the whole system from hearing others use it. Animal communication systems, in contrast, typically have at most a few dozen distinct calls, and they are used only to communicate immediate issues such as food, danger, threat, or reconciliation. -
Human Rights Watch (HRW)
Human Rights Watch Submission to the Office of the High Commissioner for Human Rights Resolution 43/1 Report on the Promotion and Protection of the Human Rights of Africans/People of African Descent against Excessive Use of Force March 9, 2021 Human Rights Watch is pleased to offer this submission to the Office of the High Commissioner for Human Rights (OHCHR) as background information for the preparation of OHCHR’s report on the Promotion and Protection of the Human Rights of Africans/People of African Descent against Excessive Use of Force. We have compiled published reports of our investigations and legal analysis, congressional testimony, and related materials in the United States and France beneath each of the relevant headings from the OHCHR’s request for information. OHCHR has requested information on, “measures taken to identify, address, reform and remedy systems, institutions, structures, mechanisms, legislation, policies and/or practices that give rise to, perpetuate, entrench and/or reinforce systemic racism, racial discrimination and associated human rights violations against Africans and people of African descent, including those resulting from historical legacies, as relevant.” Human Rights Watch would like to draw OHCHR’s attention to current efforts to provide reparations to people of African descent within the United States. Human Rights Watch, alongside several local and national activists and groups, has been a part of efforts to call for reparative justice for racial discrimination and human rights violations against people of African descent, including those resulting from historical events, such as the Tulsa Race Massacre of 1921 and from the legacy of slavery in the United States. -
Teacher Lesson Plan an Introduction to Human Rights and Responsibilities
Teacher Lesson Plan An Introduction to Human Rights and Responsibilities Lesson 2: Introduction to the Universal Declaration of Human Rights Note: The Introduction to Human Rights and Responsibilities resource has been designed as two unique lesson plans. However, depending on your students’ level of engagement and the depth of content that you wish to explore, you may wish to divide each lesson into two. Each lesson consists of ‘Part 1’ and ‘Part 2’ which could easily function as entire lessons on their own. Key Learning Areas Humanities and Social Sciences (HASS); Health and Physical Education Year Group Years 5 and 6 Student Age Range 10-12 year olds Resources/Props • Digital interactive lesson - Introduction to Human Rights and Responsibilities https://www.humanrights.gov.au/introhumanrights/ • Interactive Whiteboard • Note-paper and pens for students • Printer Language/vocabulary Human rights, responsibilities, government, children’s rights, citizen, community, individual, law, protection, values, beliefs, freedom, equality, fairness, justice, dignity, discrimination. Suggested Curriculum Links: Year 6 - Humanities and Social Sciences Inquiry Questions • How have key figures, events and values shaped Australian society, its system of government and citizenship? • How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia? • How has Australia developed as a society with global connections, and what is my role as a global citizen?” Inquiry and Skills Questioning • -
Human Performance
Human Performance March 2008 JSR-07-625 Approved for public release; distribution unlimited JASON The MITRE Corporation 7515 Colshire Drive McLean, Virginia 22102-7508 (703) 983-6997 Form Approved REPORT DOCUMENTATION PAGE OMB No. 0704-0188 Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202- 4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. 1. REPORT DATE (DD-MM-YYYY) 2. REPORT TYPE 3. DATES COVERED (From - To) March 2008 Technical 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER Human Performance 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER E. Williams et al. 13079022 5e. TASK NUMBER PS 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION REPORT NUMBER The MITRE Corporation JASON Program Office JSR-07-625 7515 Colshire Drive McLean, Virginia 22102 9. SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. -
What Makes a Modern Human We Probably All Carry Genes from Archaic Species Such As Neanderthals
COMMENT NATURAL HISTORY Edward EARTH SCIENCE How rocks and MUSIC Philip Glass on Einstein EMPLOYMENT The skills gained Lear’s forgotten work life evolved together on our and the unpredictability of in PhD training make it on ornithology p.36 planet p.39 opera composition p.40 worth the money p.41 ILLUSTRATION BY CHRISTIAN DARKIN CHRISTIAN BY ILLUSTRATION What makes a modern human We probably all carry genes from archaic species such as Neanderthals. Chris Stringer explains why the DNA we have in common is more important than any differences. n many ways, what makes a modern we were trying to set up strict criteria, based non-modern (or, in palaeontological human is obvious. Compared with our on cranial measurements, to test whether terms, archaic). What I did not foresee evolutionary forebears, Homo sapiens is controversial fossils from Omo Kibish in was that some researchers who were not Icharacterized by a lightly built skeleton and Ethiopia were within the range of human impressed with our test would reverse it, several novel skull features. But attempts to skeletal variation today — anatomically applying it back onto the skeletal range of distinguish the traits of modern humans modern humans. all modern humans to claim that our diag- from those of our ancestors can be fraught Our results suggested that one skull nosis wrongly excluded some skulls of with problems. was modern, whereas the other was recent populations from being modern2. Decades ago, a colleague and I got into This, they suggested, implied that some difficulties over an attempt to define (or, as PEOPLING THE PLANET people today were more ‘modern’ than oth- I prefer, diagnose) modern humans using Interactive map of migrations: ers.