American Declaration of the Rights and Duties of Man
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Natural Persons, Juridical Persons and Legal Personhood
Esta revista forma parte del acervo de la Biblioteca Jurídica Virtual del Instituto de Investigaciones Jurídicas de la UNAM www.juridicas.unam.mx http://biblio.juridicas.unam.mx exican M Review aw L New Series V O L U M E VIII Number 1 NATURAL PERSONS, JURIDICAL PERSONS AND LEGAL PERSONHOOD Elvia Arcelia QUINTANA ADRIANO* ABSTRACT. The study of commercial law can be divided into four basic ca- tegories: (a) individuals (natural persons); (b) objects of commerce; (c) legal instruments and (d) administrative and legal procedures. Business relations bet- ween individuals and business entities requires significant legal documentation, including atypical or nonstandard business contracts. A central feature of all business transactions is the “legal entity”, used by organizations worldwide to conduct business. In order for many businesses to carry out routine activities, they must have many of the same legal rights and responsibilities as natural persons. In a word, these entities require “legal personhood”. Which leads us to the question of Legitimation. The most widely used legal instruments are nons- tandardized business contracts. In essense, this is the delineation of contracting parties as entities with well-defined rights and obligations. This authority de- pends, in turn, on the legitimacy of the “personhood” of the contracting parties, which is often a point of dispute in business relations. Regardless of whether one accepts the use of terms “legal entity” and “legal personhood”, they often give rise to immeasurable and diverse conflicts domestically, regional and at global level. This had led to efforts to improve the rules of the International Chamber of Commerce and improve legal models that provide guidance to di- verse nations. -
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. -
Undergraduate Honor System Honor Code Manual Virginia Polytechnic Institute and State University
Undergraduate Honor Code- Virginia Tech Page 1 UNDERGRADUATE HONOR SYSTEM HONOR CODE MANUAL VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY Reviewed and Approved by the Senior Vice President and Provost, [INSERT DATE] Ratified by the Undergraduate Honor System Review Board, [INSERT DATE] Ratified by the Commission on Undergraduate Studies and Policies, [INSERT DATE] Reviewed and Approved by University General Counsel, [INSERT DATE] Ratified by University Council, [INSERT DATE] Reviewed and Approved by President, [INSERT DATE] Ratified by the Board of Visitors, [INSERT DATE] “As a Hokie, I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do.” Undergraduate Honor Code- Virginia Tech Page 2 Table of Contents Undergraduate Honor Code Manual Virginia Polytechnic Institute and State University Table of Contents Page I. Introduction 3-4 I. A. Community Responsibility 4 II. Definitions of Academic Misconduct 5-8 III. Academic Dishonesty Sanctions 9-11 IV. Procedures Pertaining to Case Resolution 12-20 IV. A. Faculty-Student Resolution 12-15 IV. B. Undergraduate Honor System Procedures 16-20 V. Operating Guidelines for Promotion and Education 21 V.A. Promotion and Communication of Academic Integrity 21-23 V.B. Training and Faculty/Student Assistance 23-24 V.C. Academic Integrity Education Program 24-25 V.D. Academic Integrity Research and Experiential Learning 25-26 VI. Office of Undergraduate Academic Integrity 27-28 VII. Undergraduate Honor System Personnel 29-32 VIII. Approvals and Revisions 33 IX. References 34 X. Honor Code Violation Report Form 35 Undergraduate Honor Code- Virginia Tech Page 3 THE VIRGINIA TECH UNDERGRADUATE HONOR CODE The Virginia Tech Undergraduate Honor Code is the University policy that defines the expected standards of conduct in academic affairs. -
Thank You Very Much. I Am Very Pleased and Honored to Be with You Today
Thank you very much. I am very pleased and honored to be with you today. I would also like to extend my warm welcome to Vilnius. It is indeed a charming and special city. How do I recommend you might enjoy the city? Wander the narrow streets of the Old Town and if you see a courtyard, explore it- You might be surprised how far it goes and you never know what you may see! Vilnius has about 100 churches and are worth a visit. Many have been lovingly and beautifully restored. My husband has been with the State Department as a diplomat for over 30 years. Both born in New England, our upbringing in Massachusetts and Connecticut was far removed from the wandering life. Both us moved locally when we were 3 and then except to live at college, did not leave that house until we were married at the tender age of 21. In fact, I knew so little of the life that when John told me at age 19 when we first met, that he wanted to become a Foreign Service officer, I asked, “What’s that??” But after completing a Master’s in International Relations and the numerous tests and screenings of the State Department, he did indeed become a Foreign Service officer. Our first assignment was in Mexico City- a small city at the time that had only about 15 million people and it seemed about that many cars! We actually drove to the city from Washington D.C over a week’s time. John had never been out of the country and I had only ventured to Canada. -
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. -
Chapter 02 Who Am I?
January 8, 2013 at 10:30 AM 452_chapter_02.docx page 1 of 52 CHAPTER 02 WHO AM I? I. WHO AM I? ...................................................................................................................................... 3 A. THREE COMPONENTS OF THE EMPIRICAL SELF (OR ME) ............................................................................. 4 B. EXTENSIONS AND REFINEMENTS OF JAMES’S THEORY ................................................................................ 9 II. SELF-FEELING, SELF-SEEKING, AND SELF-PRESERVATION ............................................................... 14 A. SELF-FEELINGS AS BASIC EMOTIONS ..................................................................................................... 15 B. SELF-CONSCIOUS EMOTIONS .............................................................................................................. 15 C. SELF-FEELINGS AND SELF-STANDARDS .................................................................................................. 17 D. SELF-FEELINGS AND SOCIAL RELATIONSHIPS ........................................................................................... 20 E. SUMMARY AND SYNTHESIS ................................................................................................................. 21 III. GROUP DIFFERENCES IN THE SELF-CONCEPT .................................................................................. 21 A. CULTURAL DIFFERENCES IN THE SELF-CONCEPT ..................................................................................... -
St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death
The University of Akron IdeaExchange@UAkron Williams Honors College, Honors Research The Dr. Gary B. and Pamela S. Williams Honors Projects College Spring 2020 St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death Christopher Choma [email protected] Follow this and additional works at: https://ideaexchange.uakron.edu/honors_research_projects Part of the Christianity Commons, Epistemology Commons, European History Commons, History of Philosophy Commons, History of Religion Commons, Metaphysics Commons, Philosophy of Mind Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Please take a moment to share how this work helps you through this survey. Your feedback will be important as we plan further development of our repository. Recommended Citation Choma, Christopher, "St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death" (2020). Williams Honors College, Honors Research Projects. 1048. https://ideaexchange.uakron.edu/honors_research_projects/1048 This Dissertation/Thesis is brought to you for free and open access by The Dr. Gary B. and Pamela S. Williams Honors College at IdeaExchange@UAkron, the institutional repository of The University of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Williams Honors College, Honors Research Projects by an authorized administrator of IdeaExchange@UAkron. For more information, please contact [email protected], [email protected]. 1 St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death By: Christopher Choma Sponsored by: Dr. Joseph Li Vecchi Readers: Dr. Howard Ducharme Dr. Nathan Blackerby 2 Table of Contents Introduction p. 4 Section One: Three General Views of Human Nature p. -
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 • -
Serving Male-Identified Survivors of Intimate Partner Violence
Technical Assistance Guidance Serving Male-Identified Survivors of Intimate Partner Violence by Eric Stiles, Ivonne Ortiz, and Casey Keene July 2017 There are many effects of the abuse that are particular to males. Men are not supposed to be victims. Society tells us: men don’t get depressed, men don’t seek help, men don’t need therapy… – Male survivor Historically, domestic violence programs were born from the women’s liberation movement of the 1970s to address the needs of female survivors, who still represent the majority of victims seeking services today. Generally, the domestic violence movement has framed its work on a gender binary with men as perpetrators and women as victims. We have come to learn, however, that a woman-centered approach to advocacy only addresses the needs of a portion of survivors and largely fails to acknowledge and address male victimization. This Technical Assistance Guidance supports advocates seeking to build capacity to recognize and respond to survivors across the gender spectrum, while honoring the gender analysis that helps us understand the root causes of violence and oppression. While data continues to show that girls and VAWA Non-Discrimination women are disproportionately impacted by Grant Condition intimate partner violence, boys and men are No person in the United States also victims and deserve survivor-centered shall, on the basis of actual or and holistic services. One of the most reliable perceived race, color, religion, sources of information on the prevalence of national origin, sex, gender identity the victimization of men in the United States (as defined in paragraph 249(c) is the National Intimate Partner and Sexual (4) of title 18, United States Code), Violence Survey (NISVS). -
General Assembly •
United Nations THIRD COMMITTEE, 1192nd GENERAL MEETING ASSEMBLY Monday, 46 November 1964, at 10.45 a.m. SEVENT~ENTH. SESSIOIV ; " OffiCial Records • NEW YORK CONTENTS AGENDA ITEM 46 Page Draft Declaration on the Right of Asylum (A/ 4452 and Add.1 Agenda item 44: and Add.l/Cprr.1, A/4792, A/4793, A/5145, E/3335, Office of the United Nations High Commis E/3403 and Add.1-5) . sioner for Refugees (concluded): (§} Report of the High Commissioner; STATEMENT BY THE UNITED NATIONS HIGH COM- (l2} Question of the continuation of the Office MISSIONER FOR REFUGEES of the High Commissioner Consideration of draft resolutions (con 2. Mr. SCHNYDER (United Nations High Commis cluded) sioner for Refugees) said that his Office attached The problem of Chinese refugees in Hong great importance to the draft Declaration on the Right Kong (concluded). • . • • . • . • • . 489 of Asylum (E/3335, para. 147). The adoption of a declaration would be a reaffirmation by the peoples Agenda item 46: of the United Nations of their faith in fundamental Draft Declaration on the Right of Asylum human rights, but the document would be of value Statement by the United Nations High Com only to the extent that it expressed, for the guidance missioner for Refugees. • . • • . • . 489 of States, positive principles reflecting such practice General debate. • . .. ! • • • • • • • • • • 489 as would protect and promote the right to seek asylum, enshrined in the Universal Declaration of Human Rights. Ideally, therefore, ·the principles Chairman: Mr. Nemi Chandra !<ASLIWAL embodied in it should be stated without qualification, (India>. since the listing of every situation in which States might be un.able or unwilling to act in accordance with those principles would reduce the Declaration to an expression of the lowest common denominator of AGENDA ITEM 42 State practice and would tend to weaken, rather than strengtll.en, respect for the right to seek asylum. -
West Hillhurst Go-Getters Association February 2020 Newsletter .50 Cents Per Copy
West Hillhurst Go-Getters Association February 2020 Newsletter .50 cents per copy The Go-Getters have fun! Contact us at: 1940 – 6 Avenue NW Calgary, AB T2N 0W3 Phone: (403) 283-3720 Fax: (403) 283-3744 Office Hours are from 8:30am – 4:00pm Email: [email protected] Web: www.gogetters.ca and like us on Facebook Vision & Mission Statements Vision: “To provide a welcoming meeting place for adults in social, recreational, intellectual and educational activities which I N S I D E T H I S I SSUE greatly improves their sense of well-being”. 2 President’s Message Mission: “Go-Getters adults connecting for support, community and friendship.” 4 Professional Services 7 Travel & Activities 10 Donations Made Easy 14 February Calendar 1 The Presidents Message 2020 is deemed as a "Leap Year" and as such we have an extra day in February. Besides allowing those born on February 29th an opportunity to celebrate their birthday on their actual birth date it is in fact, a corrective measure, because earth does not orbit the sun in precisely 365 days. In fact it takes 365.25 days to orbit the sun, so those in the know decided to add an extra day every 4 years to balance things out and they chose February because it is the only month without 30 or 31 days. "History Lesson Over". In keeping with tradition we will celebrate Valentines day on Friday, February 14th. While love happens every day, a special day has been set aside to express our everyday love in a very open manner. -
Pathfinder Knot Tying Honor Worksheet
Pathfinder Knot Tying Honor Worksheet Delighted Bearnard birlings no phoresy yen meantime after Mitchel flap grindingly, quite paramilitary. sinfully,Thaxter butclosets self-healing her powans Zedekiah neatly, never she bloomretrograde it slangily. so anecdotally. Angelico sermonising his anamnesis molts Download Pathfinder Knot Tying Honor Worksheet pdf. Download Pathfinder Knot Tying Honor fromWorksheet unravelling doc. Artisticallyof service toenhanced convince with anyone it by tyingyou are honor members worksheet of. Swim will continue five complete with shoe one andlaces, how you overhand.he was named Ago saul,by the even knot after on as us you any are color much is sold. more Me to thecut headwith a of secure your presentations loads on an abundant with the life. formedRemoved and the know, pathfinder but by tyingsnugging honor the by peoplemaking in the an outer effective crossing in. Fortune turns around in saltwater, each knotif you for notice the loop that pulley.they are Diet things and will keep tell your them pathfinder was the honor knot tying by the worksheet unit. Guide for leaderseach pathfinder in reefing staff and with the allend formatted through the honorlike a ropeby the and skill. show Construction us the unique of pushing teaching the and pathfinder participate knot in is a theuseful. rope Close which to the look saints nice inknot heaven tying fell twounto distinct this knot props in heaven that a parcelfell unto tying the theworld, world whipping last time, is maintained. as the first. FlyingPins the so rip what never a knot be comparedworksheet to for pledgedeal with and the tell church.