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International Law and Contemporary Forms of Slavery: an Economic and Social Rights-Based Approach A
Penn State International Law Review Volume 23 Article 15 Number 4 Penn State International Law Review 5-1-2005 International Law and Contemporary Forms of Slavery: An Economic and Social Rights-Based Approach A. Yasmine Rassam Follow this and additional works at: http://elibrary.law.psu.edu/psilr Recommended Citation Rassam, A. Yasmine (2005) "International Law and Contemporary Forms of Slavery: An Economic and Social Rights-Based Approach," Penn State International Law Review: Vol. 23: No. 4, Article 15. Available at: http://elibrary.law.psu.edu/psilr/vol23/iss4/15 This Article is brought to you for free and open access by Penn State Law eLibrary. It has been accepted for inclusion in Penn State International Law Review by an authorized administrator of Penn State Law eLibrary. For more information, please contact [email protected]. I Articles I International Law and Contemporary Forms of Slavery: An Economic and Social Rights-Based Approach A. Yasmine Rassam* I. Introduction The prohibition of slavery is non-derogable under comprehensive international and regional human rights treaties, including the Universal Declaration of Human Rights'; the International Covenant on Civil and * J.S.D. Candidate, Columbia University School of Law. LL.M. 1998, Columbia University School of Law; J.D., magna cum laude, 1994, Indiana University, Bloomington; B.A. 1988, University of Virginia. I would like to thank the Columbia Law School for their financial support. I would also like to thank Mark Barenberg, Lori Damrosch, Alice Miller, and Peter Rosenblum for their comments and guidance on earlier drafts of this article. I am grateful for the editorial support of Clara Schlesinger. -
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. -
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 • -
Right to Health Through Education: Mental Health and Human Rights*
Right to Health Through Education: Mental Health and Human Rights* Riikka Elina Rantala, Natalie Drew, Soumitra Pathare, and Michelle Funk he World Health Organization (who) is a specialized United Nations agency responsible for providing leadership on global health matters. At the time of its creation in 1948, health was de- Tfined as being “a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity.” However, in reality the main focus of global health work has predominantly been on physical health with much less focus given on mental and social health. Yet there is com- pelling evidence that mental health problems are one of the leading causes of sickness, disability, and even premature mortality in certain age groups.1 Indeed hundreds of millions of people worldwide are affected by mental, be- havioral, neurological and substance use disorders. For example, estimates made by who in 2002 showed that one hundred fifty-four million people globally suffer from depression and twenty-five million people from schizo- phrenia; 91 million people are affected by alcohol use disorders and fifteen million by drug use disorders.2 Another who report reveals that fifty million people suffer from epilepsy and twenty-four million from Alzheimer disease and other dementias.3 About 877,000 people die by commiting suicide every year.4 In addition it is well known that the human rights of the poorest and most marginalized people in society are most often violated or neglected, and people with mental disabilities are certainly no exception. Indeed, all 188 Right to Health Through Education: Mental Health and Human Rights 189 over the world people with mental disabilities experience severe and sys- tematic human rights violation. -
No. 34 the Right to Adequate Food
UNITED NATIONS The Right to Adequate Food Human Rights Human Rights Fact Sheet No. 34 The Right to Adequate Food Fact Sheet No. 34 NOTE The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations or the Food and Agriculture Organization of the United Nations concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Material contained in this publication may be freely quoted or reprinted, provided credit is given and a copy of the publication containing the reprinted material is sent to the Office of the United Nations High Commissioner for Human Rights, Palais des Nations, 8–14 avenue de la Paix, CH–1211 Geneva 10, Switzerland. ii CONTENTS Page Abbreviations . iv Introduction . 1 I. WHAT IS THE RIGHT TO FOOD? . 2 A. Key aspects of the right to food . 2 B. Common misconceptions about the right to food. 3 C. The link between the right to food and other human rights . 5 D. The right to food in international law. 7 II. HOW DOES THE RIGHT TO FOOD APPLY TO SPECIFIC GROUPS?. 9 A. The rural and urban poor . 10 B. Indigenous peoples. 12 C. Women . 14 D. Children. 16 III. WHAT ARE THE OBLIGATIONS ON STATES AND THE RESPONSIBILITIES OF OTHERS? . 17 A. Three types of obligations. 17 B. Progressive and immediate obligations . 19 C. Obligations with international dimensions . 22 D. The responsibilities of others. -
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............................................................................................................................................................................................ -
Comments on the Prohibition of Torture and Inhuman, Cruel, Or Degrading Treatment Or Punishment in Libya’S Draft Constitutional Recommendations
Comments on the prohibition of torture and inhuman, cruel, or degrading treatment or punishment in Libya’s Draft Constitutional Recommendations I. The Prohibition of Torture and other Cruel, Inhuman or Degrading Treatment or Punishment Torture is a crime and serious human rights violation that has devastating consequences for its victim, his or her family and whole communities. The practice of torture is in stark contrast to the rule of law. The abhorrent nature of the crime is recognised in constitutions around the world and in international law, under which torture is absolutely prohibited. This absolute prohibition means that there are no exceptions and no justifications for this crime, even in times of emergency. Libya is party to a number of key international and regional treaties that enshrine the absolute prohibition of torture and other cruel, inhuman or degrading treatment or punishment (ill- treatment). These include the 1966 International Covenant on Civil and Political Rights (ICCPR) (articles 7 and 10), the 1981 African Charter on Human and Peoples’ Rights (ACHPR) (article 5), the 1984 United Nations Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (UNCAT) and the 1989 Convention on the Rights of the Child (CRC) (article 37). Under international law, states parties to a treaty are bound to implement its provisions and must ensure that their domestic law complies with their treaty obligations.1 According to article 2 UNCAT ‘Each State Party shall take effective legislative, administrative, judicial or other measures to prevent acts of torture in any territory under its jurisdiction.’2 Libya therefore has a duty to enshrine the prohibition of torture in its domestic legal order. -
Position Document on the Problem of Limiting Access to Health Based on Clothing and User Appearance in Mozambique
Position Paper nr: 02 POSITION DOCUMENT ON THE PROBLEM OF LIMITING ACCESS TO HEALTH BASED ON CLOTHING AND USER APPEARANCE IN MOZAMBIQUE Maputo; August 2020 1 BACKGROUND The “Observatório do Cidadão para Transparência e Boa Governação no Sector de Saúde” (Citizen Observatory for Transparency and Good Governance in the Health Sector) - OCS, as a private, non-profit legal per- son, endowed with legal personality, administrative, financial and patrimonial autonomy, con- cerning the defense and protection of health rights, carried out a research on the issue of clothing in the access to health services by citizens, having noted several aspects that deserve deep reflec- tion with regard to institutional transformation at the level of the health sector for a better promo- tion and protection of the right to health within the framework of the Constitution of the Republic of Mozambique (CRM). Health is a fundamental right in accordance with the provisions of article 89 of the Constitution of the Republic of Mozambique (CRM), which states as follows: “All citizens have the right to medical and health care, under the Law, as well as the duty to promote and defend public health.” THE PROBLEM Over the years, there has been a very repeated practice in the health sector, more specifically in hospitals, health units, health posts and centers, including access to the Ministry of Health's own facilities and its directorates, which translates into the prohibition of access due to the use of clothing or appearance considered inappropriate for accessing health services. This practice constitutes a limitation in access to health that is not covered by the legal frame- work in force in the Mozambican legal system. -
The Right to Be Free from Torture and Cruel, Inhuman Or Degrading
Equality and Human Rights Commission Following Grenfell: the right to be free from torture and cruel, inhuman or degrading treatment Following Grenfell: the right to be free from torture and cruel, inhuman or degrading treatment This briefing focuses on the prohibition of torture and cruel, inhuman or degrading treatment, including the meaning of these terms, case law and relevance to Grenfell. The briefing forms part of a series explaining human rights issues raised by the Grenfell Tower fire: the right to life, adequate and safe housing, inhuman or degrading treatment, access to justice, equality and non-discrimination, and children’s rights. What is the right to be free from torture and cruel, inhuman or degrading treatment and what is its source in international law? The survivors of the Grenfell Tower fire and many of those who witnessed it, or were otherwise affected by it, have suffered great harm, potentially reaching the threshold of inhuman and degrading treatment. The right to be free from torture and cruel, inhuman or degrading treatment (‘c/i/d treatment’) or punishment is established in the UN Convention Against Torture (CAT) and the International Covenant on Civil and Political Rights (ICCPR), at an international level, and the European Convention of Human Rights (ECHR), at a regional level.1 The UK Government has ratified CAT, ICCPR and the ECHR. By doing so, it has committed to the human rights standards set out in these treaties under international law. This means that all UK governments and public bodies – central, local and devolved – and all public officials, have to take appropriate measures to protect people from torture and c/i/d treatment. -
Tragedy & Remedy: Reparations for Disparities in Black Health
Boston University School of Law Scholarly Commons at Boston University School of Law Faculty Scholarship 2005 Tragedy & Remedy: Reparations for Disparities in Black Health Kevin Outterson Boston Univeristy School of Law Follow this and additional works at: https://scholarship.law.bu.edu/faculty_scholarship Part of the Civil Rights and Discrimination Commons Recommended Citation Kevin Outterson, Tragedy & Remedy: Reparations for Disparities in Black Health, 9 DePaul Journal of Health Care Law 735 (2005). Available at: https://scholarship.law.bu.edu/faculty_scholarship/399 This Article is brought to you for free and open access by Scholarly Commons at Boston University School of Law. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of Scholarly Commons at Boston University School of Law. For more information, please contact [email protected]. TRAGEDY AND REMEDY: REPARATIONS FOR DISPARITIES IN BLACK HEALTH ∗ Kevin Outterson INTRODUCTION The Tragedy of American health care is the stubborn persistence of disparities in Black health,1 140 years after Emancipation, and more than four decades after the passage of Title VI. Formal legal equality has not translated into actual health equality. This Tragedy is deeper and older than mere legal forms; it has been supported by powerful social institutions, including some governments, charities, market participants, religions, ideologies, and cultures. Black health disparities interact with other vestiges of slavery such as disparities in wealth, education, employment and housing. They have permeated the American health experience. Efforts to eliminate Black health disparities will require something more transformative than Title VI. The history of oppression in America is laid bare by Black disparities in health.