International Empirical Studies on Religion and Socioeconomic Human Rights. An Introduction

2020 ◽  
pp. 1-8
Author(s):  
Hans-Georg Ziebertz
Keyword(s):  
Human Rights ◽  
Empirical Studies

Human Rights Education

2008 ◽  
Vol 39 (1) ◽  
pp. 70-80 ◽  
Author(s):  
Jost Stellmacher ◽  
Gert Sommer
Keyword(s):  
Human Rights ◽  
Present Article ◽  
Empirical Research ◽  
Empirical Studies ◽  
Human Rights Education ◽  
Positive Attitudes ◽  
Culture Of Peace ◽  
Peace Psychology ◽  
Short Time ◽  
Reference Document

Abstract. Human rights have advanced to an important category of peace and international politics in recent decades. The reference document for human rights is the Universal Declaration of Human Rights (UDHR), which emphasizes, among other things, the relevance of human rights education. However, this topic has been largely neglected in empirical research until now. Peace psychology might contribute to a better understanding of human rights education. The present article examines effects of human rights education on knowledge, attitudes, and commitment concerning human rights. Three university seminars dealing with human rights as one of two principal topics formed the background for three quasiexperimental studies with pre-/posttest designs. All studies demonstrate that even short-time human rights education can increase the knowledge about human rights and enhance positive attitudes and commitment concerning human rights. The discussion stresses the importance of further empirical studies on human rights education for a culture of peace.

THE INFLUENCE OF EU AND EUROPEAN HUMAN RIGHTS LAW ON ENGLISH PRIVATE LAW

2015 ◽  
Vol 64 (2) ◽  
pp. 237-265 ◽  
Author(s):  
Paula Giliker
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Comparative Law ◽  
Private Law ◽  
Eu Law ◽  
Human Rights Law ◽  
European Court ◽  
Human Rights Act ◽  
Human Rights Act 1998 ◽  
The Common

AbstractThis article examines the extent to which EU and European human rights law, following the enactment of the European Communities Act 1972 and the Human Rights Act 1998, have changed the manner in which English courts use comparative law in the private law field. Despite legislative intervention rendering EU law part of the national legal system and requiring the courts ‘to take into account’ the jurisprudence of the European Court of Human Rights, there remains evidence that private law courts retain a preference for comparisons within the common law world. This article will examine, with reference to a number of recent empirical studies, the reasons for this position and what this signifies in terms of future comparative law reasoning.

scholarly journals „…wobec rozmiarów Zagłady świat doświadczył ogromnej winy…”. Debaty wokół nauczania o Holokauście

2017 ◽  
Vol 38 (2) ◽  
pp. 19-33
Author(s):  
Jolanta Ambrosewicz-Jacobs
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Strong Association ◽  
European Countries ◽  
Human Rights Education ◽  
Holocaust Education ◽  
Local Populations ◽  
The Holocaust ◽  
The World ◽  
Research And Education

„…THE WORLD FELT A HUGE GUILT OVER THE SCALE OF THE HOLOCAUST…”. DEBATES SURROUNDING THE TEACHING ABOUT THE HOLOCAUSTIn Europe a strong association with a sense of victimhood based on the memory of terror and murder in many cases creates conflicting approaches and generates obstacles to providing education about Jewish victims. Suppressed shame and tension together with conflicts related to insufficiently acknowledged victimhood of one’s own group intersect with political agreements on teaching about the Shoah such as the signing of the Stockholm Declaration and membership in the IHRA and other IGOs. The text presents selected challenges and the dynamics of education about the Holocaust and poses questions such as whether it is possible to identify clear concepts, strategies and good educational practices, whether there are links between education about the Holocaust, education against genocides and human rights education, and how education about the Holocaust relates to attitudes toward Jews? In many European countries disparities have grown between Holocaust research and education about the Holocaust. Empirical studies in the field of education reveal that there is a gap between research and education in some aspects of the way the Holocaust is presented, particularly with regard to the attitudes of local populations towards Jews during the Shoah. Nevertheless, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing.

scholarly journals ABORTION, HUMAN RIGHTS AND MEDICAL ADVANCES IN DIGITAL AGE

2021 ◽  
Vol 74 (1) ◽  
pp. 132-136
Author(s):  
Yulia S. Razmetaeva ◽  
Olga O. Sydorenko
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Empirical Studies ◽  
Digital Age ◽  
Legal Method ◽  
Societal Pressure ◽  
Technological Advances ◽  
European Court ◽  
Medical Advances ◽  
The Impact

The aim: The article analyzes the impact of abortion on human rights and women’s health in the light of medical and technological advances of the digital age. Materials and methods: The methods of research were dialectic approach and general analysis of normative and scientific sources, analysis of the results of studies of women’s mental health after abortions, analysis of judicial practice, especially decisions of the European Court of Human Rights, the results of author’s own empirical studies, the formal legal method, the comparative legal method and the historical method. It has been established that there is no strong evidence that abortion negatively affects a woman’s mental health, including no evidence that the emotional consequences aredeeply personal, or are rather the result of societal pressure. Arguments were refuted about extending the protection of human rights regarding abortion to unborn children and their fathers. Conclusions: The article emphasizes that the ethical burden on medical workers, especially in jurisdictions that require the approval of a doctor to legally terminate a pregnancy,increases significantly due to information flows and community expectations dictated by new medical advances.

scholarly journals Against State Censorship of Thought and Speech: The “Mandate of Philosophy” contra Islamist Ideology

2019 ◽  
Author(s):  
Norman Swazo
Keyword(s):  
Human Rights ◽  
Political Correctness ◽  
Freedom Of Expression ◽  
Empirical Studies ◽  
Ethical Judgment ◽  
Public Law ◽  
Baruch Spinoza ◽  
Politics And Religion ◽  
Islamic Jurisprudence ◽  
Religion And State

Contemporary Islam presents Europe in particular with a political and moral challenge: Moderate-progressive Muslims and radical fundamentalist Muslims present differing visions of the relation of politics and religion and, consequently, differing interpretations of freedom of expression. There is evident public concern about Western “political correctness,” when law or policy accommodates censorship of speech allegedly violating religious sensibilities. Referring to the thought of philosopher Baruch Spinoza, and accounting for the Universal Declaration of Human Rights, the Universal Islamic Declaration of Human Rights, and various empirical studies on the religious convictions of Muslims, it is argued here that: (1) sovereign European state powers should be especially cautious of legal censorship of speech allegedly violating Muslim religious sensibilities; and (2) instead of legal moves to censorship, European states should defer to the principle of separation of religion and state (political authority). Further, a reasonable interpretation of Islamic jurisprudence allows that matters of religious difference may be engaged and resolved by appeal to private conscience and ethical judgment, rather than by appeal to public law per se.1 In so far as they are representative of contemporary scholarship, the interpretative positions of Ziad Elmarsafy, Jacques Derrida, and Nasr Abū Zayd are presented in illustration of this latter point.

scholarly journals THE IMPLEMENTATION OF HUMAN RIGHTS IN LABOUR AND HUMAN TRAFFICKING LAW ON WOMEN

2021 ◽  
Vol 5 (1) ◽  
pp. 163
Author(s):  
Sulistyowati Sulistyowati
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Secondary Data ◽  
Educational Institutions ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Trafficking In Women ◽  
The Government ◽  
Role Of The Government

This study aims to analyze implementation of human rights in economic field and role of the Government, Educational Institutions and Non-Governmental Organizations in the prevention and control of trafficking in women. How to achieve the goal, is done by empirical studies and documentation studies, to obtain primary and secondary data. This research is descriptive analytical. The approach method used is empirical juridical. Data analysis was carried out in a qualitative descriptive manner. Factors that cause the implementation of human rights in the economic field have not been fully realized because between legal policies and legal implementation have not been running consistently and simultaneously. The realization of human rights in the economic field is still only limited to issues and has not become a concrete implementation. The role of the Government in the prevention and overcoming of trafficking in women is still limited to political will by the issuance of a law that ratifies the ASEAN Convention Against Trafficking in Persons, Especially Women and Children, then followed by Institutional Infrastructure Compilation. The role of Educational Institutions and Non-Governmental Organizations in the prevention and prevention of trafficking in women, has responded with action, prevention and handling of trafficking in women, through the socio-economic empowerment of families and advocacy in handling cases of trafficking in women. The struggle and movement for the achievement of feminism justice, in the economic field is carried out by empowering the family economy, improving education and expanding access to job search for women by utilizing information technology.

Empirical Studies of Human Rights Law

2019 ◽  
Vol 15 (1) ◽  
pp. 155-182 ◽  
Author(s):  
Kevin L. Cope ◽  
Cosette D. Creamer ◽  
Mila Versteeg
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Causal Effects ◽  
Legal Rights ◽  
Constitutional Rights ◽  
Human Rights Law ◽  
State Behavior ◽  
Human Rights Treaties ◽  
Political Environments ◽  
Two Bodies

A growing body of empirical studies has provided important insights into our understanding of the causes and effects of codified human rights. Yet empirical research has treated human rights treaties and constitutional rights as separate domains, even though the two regimes offer many of the same rights protections and can interact and reinforce each other. In this article, we review these two bodies of literature, focusing on two lines of inquiry: studies that ( a) treat rights commitments as the outcome to be explained and ( b) examine the consequences of these commitments for state behavior. Some broad insights emerge from these literatures. First, the literatures adopt different orientations to explaining why states commit themselves to legal rights. Second, the effect of both human rights treaties and constitutions is usually small and contingent on certain legal and political environments. This review concludes by synthesizing debates over the most effective methods for measuring rights performance and for gauging causal effects.

The Ethics of Torture: Definitions, History, and Institutions

2012 ◽  
Author(s):  
Rebecca Evans
Keyword(s):  
Human Rights ◽  
World War Ii ◽  
Empirical Studies ◽  
Government Support ◽  
International Treaties ◽  
Transnational Terrorism ◽  
Liberal Democracies ◽  
The World ◽  
Convention Against Torture ◽  
Euphemistic Language

International law defines torture as the intentional infliction of intense suffering aimed at forcing someone to reveal information, punishing unwanted behavior or inspiring fear in a broader population. Since torture is banned under any and all circumstances, states go to great lengths to insist that their conduct does not qualify as torture. Officials seek to distance themselves legally and morally from an association with torture by using clean torture techniques that do not leave physical marks and by downplaying the seriousness of their methods, characterizing their interrogation techniques in euphemistic language that makes it possible to practice torture without admitting that they are doing so. Yet even supposedly lesser forms of abuse referred to as torture “lite” can have severe effects when they are employed in combination and for long periods. Fundamentally, torturous acts are designed to break a victim by demonstrating the victim’s utter powerlessness. Historically, torture was not only common in times of war and social upheaval, but it was also openly practiced in many societies as an integral part of the judicial system. Torture was seen as an effective technique for obtaining information as well as an appropriate punishment for the immoral and a useful deterrent against future misconduct. Since the end of World War II, torture has been rejected as a violation of basic human rights and publicly condemned by most countries in the world; international treaties such as the United Nations Convention Against Torture (CAT) require signatory parties to end torture within their territorial jurisdiction and to criminalize all acts of torture. Nonetheless, countries throughout the world continue to engage in ill-treatment and torture, often during times of national stress, when perceived others or out-group members are subjected to extreme interrogation. Although torture is employed by democratic and nondemocratic forms of government alike, empirical studies reveal that political regimes and institutions have a significant impact on the type of torture used and the duration of government support for torture. Effective democratic institutions like a free press and an independent judiciary make it more likely that cases of torture will be exposed and violators punished, and democratic governments with strong mechanisms for holding officials accountable are more likely to transition away from ill-treatment and torture of detainees, at least once violent challenges end. During periods of perceived threat, however, public intolerance of unwanted others makes it likely that democratic publics will condone if not encourage the use of torture against detained transnational terrorism suspects and other dissidents. Under such circumstances, independent judicial institutions may incentivize officials to practice torture more covertly. Non-democratic countries are more likely to flout human rights treaties such as the CAT, signing such agreements as a means of deflecting criticism but continuing to employ torture against dissidents. Even liberal democracies are found to have difficulty complying with certain international human rights treaty obligations, especially when information about violations—as in the case of torture—tends to be hidden. The resulting impunity makes it difficult to put an end to torture.

scholarly journals Remembrance and education about the Holocaust and Gulag crimes at selected museums and memorial sites in the context of learning from the past and human rights education

2018 ◽  
Vol 40 (3) ◽  
pp. 65-86
Author(s):  
Jolanta Ambrosewicz-Jacobs
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Human Rights Education ◽  
Historical Narratives ◽  
Collective Memories ◽  
Central Eastern Europe ◽  
The Past ◽  
The Holocaust ◽  
Context Of Learning ◽  
Memorial Sites

REMEMBRANCE AND EDUCATION ABOUT THE HOLOCAUST AND GULAG CRIMES IN SELECTED MUSEUMS AND MEMORIAL SITES IN THE CONTEXT OF LEARNING FROM THE PAST AND HUMAN RIGHTS EDUCATIONDiff erent historical narratives and collective memories linked to the constructions of national identity still divide Western and Central-Eastern Europe. The framework of Human Rights Education addressing universality and interdependence of Human Rights may have a potential to overcome divisions connected with national approaches to history. They may connect young people to “negative” memory and shameful, hidden, distorted historical narratives of the past of their own countries. The attitude of European societies towards the Holocaust is one of the themes still not included in many curricula. The history of the Holocaust and Soviet crimes in many countries still waits for contextual approaches. Museums and memorial sites in this context are carriers of memory of wars, genocides, slavery, totalitarian regimes, crimes against humanity, mass atrocities and memories of their victims. They are also signifi cant agents of historical socialisation. History education at memorial sites is a form of historical education based not on teaching about but rather on learning through the past. The text deals with empirical studies focused on education at museums and memorial sites and will explore issues related to education about the Holocaust and Gulag in selected case studies.

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