The Right to Life
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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. -
Handbook for the Protection of Internally Displaced Persons
Handbook for the Protection of Internally Displaced Persons Action Sheet 8 Liberty and Freedom of Movement Key message The ability to move freely and in safety within one’s country is a basic right as well as a pre-condition for the enjoyment of many other rights. Limitations on freedom of movement can have serious consequences for the lives, health and well-being of individuals and communities. Ensuring freedom of movement thus forms an important part of any protection strategy. 1. What do we mean by the term freedom of movement? Freedom of movement consists of the right and ability to move and choose one’s residence freely and in safety within the territory of the State, regardless of the purpose of the move. It also includes the right to leave any country and to return to one’s own country. It is closely related to the right to liberty and security of person, which guarantees freedom from arbitrary arrest and detention, and the right to seek asylum in another country. Taken together these rights mean that all persons, including the internally displaced, have the right to: l Take flight and seek safety in another part of the country (of choice), or to leave the country in order to seek asylum in another country. l Move freely and in safety within the country, including in and out of camps and settlements, regardless of the purpose of the move. l Voluntarily return to the place of origin or relocate to another part of the country. l Not be arbitrarily displaced or forced to return or relocate to another part of the country. -
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 • -
Facilitating Peaceful Protests
ACADEMY BRIEFING No. 5 Facilitating Peaceful Protests January 2014 Geneva Academy of International Humanitarian Law and Human Rights Geneva Académie de droit international humanitaire et de droits humains à Genève Academ The Academy, a joint centre of ISBN: 978-2-9700866-3-5 © Geneva Academy of International Humanitarian Law and Human Rights, January 2014. Acknowledgements This Academy Briefing was written by Milena Costas Trascasas, Research Fellow, and Stuart Casey-Maslen, Head of Research, at the Geneva Academy of International Humanitarian Law and Human Rights (Geneva Academy). The Academy would like to thank all those who commented on an earlier draft of this briefing, in particular Anja Bienart and Brian Wood of Amnesty International, and Neil Corney of Omega Research Foundation. The Geneva Academy would also like to thank the Swiss Federal Department of Foreign Affairs (DFAE) for its support to the Academy’s work on facilitating peaceful protests, especially the Human Security Division for its funding of the publication of this Briefing. Editing, design, and layout by Plain Sense, Geneva. Disclaimer This Academy Briefing is the work of the authors. The views expressed in it do not necessarily reflect those of the project’s supporters or of anyone who provided input to, or commented on, a draft of this Briefing. The designation of states or territories does not imply any judgement by the Geneva Academy, the DFAE, or any other body or individual, regarding the legal status of such states or territories, or their authorities and institutions, or the delimitation of their boundaries, or the status of any states or territories that border them. -
On Flew's Compatibilism and His Objections to Theistic Libertarianism
On Flew’s Compatibilism and His Objections to Theistic Libertarianism 2015/25 115 Kaygı Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Uludağ University Faculty of Arts and Sciences Journal of Philosophy Sayı 25 / Issue 25│Bahar 2015 / Fall 2015 ISSN: 1303-4251 Research Article Araştırma Makalesi Hakan GUNDOGDU* Doç.Dr. | Assoc.Prof.Dr. Gazi University, Faculty of Arts, Department of Philosophy, Ankara-Turkey [email protected] On Flew’s Compatibilism and His Objections to Theistic Libertarianism Abstract Flew strongly defends a compatibilist thesis in the free will debate before going on to totally object to theistic libertarianism. His objections basically rely on his compatibilism embracing the notion of agent causation, which is not very common in compatibilist theses. Since he is a strong proponent of ordinary language philosophy, he also holds that linguistic analyses can certainly solve the free will problem as well as many other problems of philosophy. In doing so, he first uses the paradigm cases based on our common sense experience and then assumes the verity of principle of alternative possibilities. This study attempts to show, on the one hand, that there are some serious difficulties in both his justification of compatibilism and his objections to theistic libertarianism, and on the other hand, that he cannot easily defend both at the same time. Keywords Antony Flew, Compatibilism, Free-Will, Agent, Causation, Theistic Libertarianism, Paradigm Case Argument, Principle of Alternative Possibility. * This study was funded by the Scientific and Research Council of Turkey (TUBITAK): 2219 / 1059B191400716. On Flew’s Compatibilism and His Objections to Theistic Libertarianism 116 2015/25 1. -
A Brief Appraisal of Behavioral Economists' Plea for Light Paternalism
Brazilian Journal of Political Economy, vol 32, nº 3 (128), pp 445-458, July-September/2012 Freedom of choice and bounded rationality: a brief appraisal of behavioral economists’ plea for light paternalism ROBERTA MURAMATSU PATRÍCIA FONSECA* Behavioral economics has addressed interesting positive and normative ques- tions underlying the standard rational choice theory. More recently, it suggests that, in a real world of boundedly rational agents, economists could help people to im- prove the quality of their choices without any harm to autonomy and freedom of choice. This paper aims to scrutinize available arguments for and against current proposals of light paternalistic interventions mainly in the domain of intertemporal choice. It argues that incorporating the notion of bounded rationality in economic analysis and empirical findings of cognitive biases and self-control problems cannot make an indisputable case for paternalism. Keywords: freedom; choice; bounded rationality; paternalism; behavioral eco- nomics. JEL Classification: B40; B41; D11; D91. So the immediate problem in Libertarian Paternalism is the fatuity of its declared motivation Very few libertarians have maintained what Thaler and Sunstein suggest they maintain, and indeed many of the leading theorists have worked with ideas in line with what Thaler and Sunstein have to say about man’s nature Thaler and Sunstein are forcing an open door Daniel Klein, Statist Quo Bias, Economic Journal Watch, 2004 * Professora doutora da Universidade Presbiteriana Mackenzie e do Insper, e-mail: rmuramatsu@uol. com.br; Pesquisadora independente na área de Economia Comportamental e Psicologia Econômica, e-mail [email protected]. Submetido: 23/fevereiro/2011. Aprovado: 12/março/2011. Revista de Economia Política 32 (3), 2012 445 IntrodUCTION There is a long-standing methodological tradition stating that economics is a positive science that remains silent about policy issues and the complex determi- nants of human ends, values and motives. -
Happiness and Economic Freedom: Are They Related?
SHS Web of Conferences 28, 01109 (2016) DOI: 10.1051/shsconf/20162801109 RPTSS 2015 Happiness and economic freedom: Are they related? Ilkay Yilmaz1,a, and Mehmet Nasih Tag2 1Mersin University, Department of Economics, Mersin University, 33342 Mersin, Turkey 2Mersin University, Department of Business Administration, Mersin University, 33342 Mersin, Turkey Abstract. In this article we investigate the linkage between economic freedom and happiness (subjective well-being). We attempt to understand which economic institutions (rule of law, limited government, regulatory efficiency, open markets) have influence on subjective well-being. For this purpose we use a panel dataset and analyze the effect of economic freedom on subjective well-being while using various control variables such as government expenditures as percentage of GDP, human development, social support, freedom of choice and generosity. Our pooled FGLS estimations indicate that all pillars of economic freedom have a strong influence on the average subjective well-being in society. Three of these pillars, namely rule of law, regulatory efficiency and open markets, positively affect subjective well-being. To our surprise we have found a negative relationship between limited government and subjective well- being. This might be due to the situation that reducing the size of government possibly leads to lower government expenditures and higher unemployment, which in turn results in lower subjective well-being. 1 Introduction if any, increase the level of subjective well-being in a country. The literature on the relationship between As the great Austrian economist Ludwig von Mises economic institutions and economic growth suggests that explained in his magnum opus, human action can be good governmental institutions foster economic growth defined as the striving for happiness. -
Review Essay LIBERTARIAN PATERNALISM IS an OXYMORON
Copyright 2005 by Northwestern University, School of Law Printed in U.S.A. Northwestern University Uw Review Vol. 99, No. 3 Review Essay LIBERTARIAN PATERNALISM IS AN OXYMORON Gregory Mitchelt I. THE EVITABILITY OF CHOICE-FRAMING PATERNALISM 1248 II. USING PATERNALISM TO MAXIMIZE LIBERTY, NOT WELFARE 1260 III. THE REDISTRIBUTIVE CONSEQUENCES OF LIBERTARIAN PATERNALISM 1269 IV. CONCLUSION 1276 In Libertarian Paternalism Is Not an Oxymoron, Professors Sunstein and Thaler set out to show that state control over the structure of choice op- tions can improve the welfare of citizens without reducing personal auton- omy.' A public or private institution that adopts the perspective of the "libertarian paternalist" will "steer people's choice in directions that will improve the choosers' ovm welfare" but will not prescribe or proscribe any particular choices.^ This limited regulation of choice behavior should be Associate Professor, Florida State University College of Law, and Visiting Associate Professor, University of Virginia School of Law. The author tnay be contacted by e-mail at [email protected] or by regular mail at Florida State University College of Law, 425 West Jefferson Street, Tallahassee, Florida 32306-1601. I appreciate the helpful comments on a draft by participants in the N.Y.U. Collo- quium on Market Institutions and Economic Processes, Amitai Aviram, Paul Edelman, Chris Guthrie, Steve Hetcher, Adam Hirsch, Jon Klick, Mae Kuykendall, Peter Oh, Jim Rossi, Phil Tetlock, Mike Van- denbergh, and particularly Richard Thaler. ' See Cass R. Sunstein & Richard H. Thaler, Libertarian Paternalism ts Not an Oxymoron, 70 U. CHI. L. REV. 1159, 1160 (2003) ("We propose a form of paternalism, libertarian in spirit, that should be acceptable to those who are firmly committed to freedom of choice on grounds of either autonomy or welfare."). -
Protection from Arbitrary Arrest and Detention Under International Law Laurent Marcoux, Jr
Boston College International and Comparative Law Review Volume 5 | Issue 2 Article 3 8-1-1982 Protection from Arbitrary Arrest and Detention Under International Law Laurent Marcoux, Jr. Follow this and additional works at: http://lawdigitalcommons.bc.edu/iclr Part of the Comparative and Foreign Law Commons, Human Rights Law Commons, International Law Commons, and the International Relations Commons Recommended Citation Laurent Marcoux, Jr., Protection from Arbitrary Arrest and Detention Under International Law, 5 B.C. Int'l & Comp. L. Rev. 345 (1982), http://lawdigitalcommons.bc.edu/iclr/vol5/iss2/3 This Article is brought to you for free and open access by the Law Journals at Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College International and Comparative Law Review by an authorized editor of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. Protection from Arbitrary Arrest and Detention Under International Law by Laurent Marcoux, Jr. * I. INTRODUCTION Since the adoption of the United Nations Charter in 1945, the international community, in recognition of the vital importance of securing respect for human rights and freedom from fear, has developed an impressive body of interna tional human rights law. 1 Among the most fundamental of all human rights is the right to personal liberty. One significant dimension of this right is freedom from arbitrary arrest and detention.2 In recognition of the right to this freedom, the Universal Declaration of Human Rights (Universal Declaration), adopted by the General Assembly of the United Nations in 1948, provides in Article 3 that "[e]veryone has the right to life, liberty and security of person," and in Article 9 that "[n]o one shall be subjected to arbitrary arrest, detention or exile."3 Simi larly, Article 9(1) of the International Covenant on Civil and Political Rights (Covenant on Civil and Political Rights) states: "Everyone has the right to liberty and security of person. -
Universal Declaration of Human Rights
Universal Declaration of Human Rights Preamble Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, Whereas it is essential to promote the development of friendly relations between nations, Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge, Now, therefore, The General Assembly, Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. -
Abolishing Corporal Punishment of Children
Abolishing corporal punishment of children Abolishing corporal punishment of children Questions and answers Why should it be made illegal to hit children for disciplinary reasons? What right does the state have to interfere in the way children are raised? How can public attitudes be shifted towards positive and non-violent parenting? These Questions and answers and many other issues are discussed in this booklet, intended for parents, policy makers, lawyers, children’s advocates and other people working with children, all of whom have a vested interest in their well-being. Divided into four main parts, this booklet defines corporal punishment of children; gives reasons, based on international law, why corporal punishment should be abolished; discusses how abolition can be achieved; and debunks myths and public fears hovering around the issue. Punishing children physically is an act of violence and a violation of children’s human rights. Every nation in Europe has a legal obligation to join the 17 European nations that have already enacted a total ban on corporal punishment of children. www.coe.int The Council of Europe has 47 member states, covering virtually the entire continent of Europe. It seeks to develop common democratic and legal principles based on the European Convention on Human Rights and other reference texts on the protection of individuals. Ever since it was founded in 1949, in the aftermath of the Second World War, the Council of Europe has symbolised reconciliation. ISBN 978-92-871-6310-3 BUILDING A EUROPE FOR AND WITH CHILDREN 9:HSTCSH=V[XVUX: http://book.coe.int €12/US$18 Council of Europe Publishing Abolishing corporal punishment of children Questions and answers Building a Europe for and with children www.coe.int/children Council of Europe Publishing 1 Contents French edition Introduction............................................................................................................................................................................................