scholarly journals The role of endowments in the realization of peace and human rights

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Jafar Sabbaghian Deloui ◽  
Ali Pourqasab Amiri ◽  
Alireza Jahangiri ◽  
Ahmad Reza Behniafar
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Third Generation ◽  
Right To Education ◽  
The Third ◽  
Right To Development ◽  
Positive Peace ◽  
The Right ◽  
Economic Inequalities

The results of this article indicate that positive peace focuses on health, disease and the fight against disease, poverty, social and economic inequalities, and the realization of social justice and at the same time, the components of the third generation of human rights are trying to realize such things as the right to development, the right to education and the right to occupation that due to its functions, endowment plays an important role in providing the mentioned items. In conclusion, it can be said that endowment is effective in strengthening and promoting positive peace and the components of the third generation of human rights.

scholarly journals Paix, développement et droits de l'homme

2005 ◽  
Vol 28 (3) ◽  
pp. 649-674
Author(s):  
Louis Pettiti
Keyword(s):  
Human Rights ◽  
United Nations ◽  
European Community ◽  
European Council ◽  
Social Implications ◽  
Third Generation ◽  
Collective Rights ◽  
The Third ◽  
Right To Development ◽  
The Right

The author begins by presenting the institutional effort for development accomplished by the United Nations, the European Council, the European Community as well as that resulting from the A.C.P. Lomé Accords and the Helsinki Accord. The author then situates the right to development in the third generation of Human Rights, which are those of collective rights and examines the very concept of the right to development including all of its social implications.

scholarly journals The Role of Open and Distance Learning in the Implementation of the Right to Education in Zambia

2008 ◽  
Vol 9 (1) ◽  
Author(s):  
Richard Siaciwena ◽  
Foster Lubinda
Keyword(s):  
Human Rights ◽  
Distance Learning ◽  
Right To Education ◽  
Youth Policy ◽  
Child Rights ◽  
Rights Of The Child ◽  
Child Policy ◽  
Open And Distance Learning ◽  
The Right

As a member of the United Nations, Zambia is committed to the observance of human rights enshrined in the Universal Declaration of Human Rights of 1948. This is evidenced, among others, by the fact that Zambia is a signatory to the Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Zambia has a permanent Human Rights Commission that includes a subcommittee on child rights whose focus is on child abuse and education. Zambia also has a National Child Policy and National Youth Policy whose main objectives are to holistically address problems affecting children and youth. This paper focuses on the progress and challenges currently facing Zambia and the role of open and distance learning in addressing those challenges.

scholarly journals INFLUENCE OF THE RIGHT TO THE ENVIRONMENT ON SUSTAINABLE DEVELOPMENT FROM THE PERSPECTIVE OF INTERNATIONAL LAW

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Akramosadat Kia
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
International Law ◽  
Environmental Law ◽  
Human Life ◽  
Legal Protection ◽  
Third Generation ◽  
Human Beings ◽  
The Third ◽  
The Right

Nature is one of the most important pillars of human life, which is why the environment has been considered in all historical periods. At first, contemporary international law seeks to protect the environment as part of international environmental law, but the inadequacy of this protection and the need to protect the environment for Nowadays's human beings and future generations, the link between the environment and human rights It was considered because legal protection of human rights could be a means to protect the environment. Hence, in the context of the third generation of human rights, a new right called "the right to the environment" was created in international human rights instruments, in which the environment was raised as a human right. This right is not only a reminder of the solidarity rights that are categorized in the third generation of human rights, but also necessary for the realization of many human rights, civil, political or economic, social and cultural rights. However, the exercise of this right requires a level of development which in turn provides for a greater degree of environmental degradation. Hence, the international community since the nineties has promoted the idea of sustainable development at all levels of national, regional and the international has put it on its agenda.

The Taming of the Shrill: From Indicators to Indicatorization

2015 ◽  
Vol 12 (1) ◽  
pp. 81-115
Author(s):  
Siobhán Airey
Keyword(s):  
Human Rights ◽  
Task Force ◽  
Economic Relations ◽  
Right To Development ◽  
International Economic Relations ◽  
Rights Discourse ◽  
The Right ◽  
High Level ◽  
Human Rights Discourse

This article addresses the specific norm-generation function of indicators in a human rights context, focusing on ways that indicators foreground and legitimize as ‘truth’ particular worldviews or values. It describes the stakes of this process through elaborating on the concept of ‘indicatorization’, focusing on one moment in which the relationship between human rights and development was defined through indicators: the indicatorization of the Right to Development by a un High Level Task Force in 2010. In this initiative, different perspectives on human rights, equality, participation and development from within the un and the World Bank were brought together. This resulted in a subtle but significant re-articulation of ideas contained in the 1986 un Declaration on the Right to Development. The article argues that how indicatorization happens, matters, and has important implications for the potential role of human rights discourse within international economic relations.

Solidarity

2021 ◽  
pp. 327-340
Author(s):  
William A. Schabas
Keyword(s):  
Human Rights ◽  
Fundamental Rights ◽  
The Other ◽  
Self Determination ◽  
Third Generation ◽  
Human Rights Law ◽  
Healthy Environment ◽  
Right To Development ◽  
The Right ◽  
Collective Dimension

Some fundamental rights, variously described as ‘solidarity rights’, ‘people’s rights’ or ‘third generation rights’ are not fully reflected in the human rights instruments. Indeed their place within human rights law remains somewhat controversial although that does not imply that they are not customary in nature. Among them are the right to peace, the right to a healthy environment, the right of peoples to self determination, and the right to development. The main distinction between these rights and other human rights relates to the jurisdiction of human rights bodies. They have a collective dimension that is not present in the same way with the other categories of human rights.

Africa, the United Nations, and Third Generation Rights

2020 ◽  
pp. 96-133
Author(s):  
Derrick M. Nault
Keyword(s):  
Human Rights ◽  
World War Ii ◽  
United Nations ◽  
Third Generation ◽  
World War ◽  
Global Inequality ◽  
Right To Development ◽  
International Body ◽  
The United Nations ◽  
The Right

Chapter Four assesses Africa’s contributions to ‘third generation’ rights—‘solidarity’ or ‘group rights’ that emerged in tandem with decolonization after World War II. It traces the genealogy of three such human rights incorporated into the mandate of the United Nations (UN) from the 1950s to 1980s—the right to self-determination, the right to racial non-discrimination, and the right to development—arguing that African political lobbying proved decisive for the recognition and codification of these interrelated rights at the UN. Through writings and speeches critical of colonialism, racism, and global inequality; cultivating alliances with non-African Third World nations; and making the United Nations a more inclusive and representative international body, African leaders, it is shown, helped redefine human rights at the UN in ways that continue to reverberate in our own era.

Theories of human rights and its history

2021 ◽  
Vol 70 (09) ◽  
pp. 58-62
Author(s):  
Nigar Hafiz qızı Məmmədova ◽  
Keyword(s):  
Human Rights ◽  
Legal Status ◽  
The State ◽  
Right To Education ◽  
Personal Rights ◽  
Criminal Charges ◽  
The Law ◽  
The Right ◽  
To Receive

Human rights are the opportunities that people have from birth to death. Regardless of race, nationality, gender, every person has certain rights. These rights must be applied regardless of where and in what position people live. No one has the right to receive these rights from people. But there are also some restrictive cases in this area. If a person violates the law or acts contrary to the national security interests of the state, then it is inevitable to make decisions within the framework required by the law. Human rights are norms that seek to protect people from serious political, legal and social exploitation. The most important of these rights are freedom of religion, the right to a fair trial on criminal charges, the right not to be tortured and the right to education. The philosophy of human rights is understood to answer questions about the existence, essence, validity, justification and legal status of human rights. Human rights are relations that determine the place and role of a person and a citizen in society and the state, the essence of the realization of a person's own capabilities and limits established by the state, as well as ways of ensuring and protecting. At the same time, the legal status of a person includes socio-economic, civil, political and personal rights and freedoms. Key words:human rights,ombudsman,social exploitation,occupied lands,refugees

Part VI Refugee Rights and Realities, Ch.54 The Right to Education

2021 ◽  
Author(s):  
Dryden-Peterson Sarah ◽  
Mariën Hania
Keyword(s):  
Human Rights ◽  
Refugee Children ◽  
Right To Education ◽  
Cultural Rights ◽  
Role Of The State ◽  
Public Resources ◽  
Enforcement Mechanisms ◽  
The Right ◽  
Recent Policy

This chapter examines the right to education of refugees. International human rights instruments, including the International Covenant on Economic, Social and Cultural Rights (ICESCR) and the Refugee Convention, provide a framework for the right to education for refugees. As a social right, and as reflected in the ICESCR, the right to education is to be progressively realized and requires positive action and allocation of funding. Like all human rights, it is dependent on action by government, the availability of public resources, and enforcement mechanisms. The devolution of responsibility for the education of refugees to States through recent policy further entrenches the role of the State in respecting, protecting, and fulfilling refugees’ right to education. The chapter then explores the intersection of global and national frameworks for the right to education for refugees and its realization in the form of access to schools. Despite the widely embraced global articulation of the right to education for all refugee children, the realization of the right to education is highly variable, being largely dependent upon their State of asylum.

(De)colonizing Human Rights

2019 ◽  
pp. 198-215
Author(s):  
Florian Hoffmann ◽  
Bethania Assy
Keyword(s):  
Human Rights ◽  
Identity Formation ◽  
Positive Impact ◽  
International Human Rights ◽  
The Third ◽  
Right To Development ◽  
System P ◽  
International Human ◽  
The Right ◽  
The Third World

The human rights story during the decolonization era covers a range of (critical) legal perspectives. This chapter examines the role the incipient discourse and (international) institutional framework of human rights supposedly played in decolonization. It begins with the acceptance of the Universal Declaration of Human Rights by the still-colonized militants of decolonization and their use of (human) rights language to articulate core demands of self-government, self-determination, and (racial) equality. In particular, it examines the UN, where colonizing powers faced adverse international public opinion and led, first, to their withdrawal, followed by the gradual identity formation of the third world. It discusses the Bandung and Teheran conferences, the Non-Aligned Movement and the Pan-African Movement, and the right to non-discrimination and the right to development. It aims to show the positive impact human rights have had on the decolonization process, decolonization, and the international human rights system.

scholarly journals Realization of the Right to Education Through Lifelong Learning in Library Activities in B&H / Ostvarivanje prava na obrazovanje kroz cjeloživotno učenje u bibliotečkoj djelatnosti u BiH

2014 ◽  
Vol 4 (4) ◽  
pp. 227
Author(s):  
Jelena Latinović
Keyword(s):  
Human Rights ◽  
Lifelong Learning ◽  
Bosnia And Herzegovina ◽  
Cultural Institutions ◽  
Right To Education ◽  
The Third ◽  
Recognition Respect ◽  
The Right ◽  
International Instruments ◽  
Laws And Regulations

By signing international instruments on human rights, Bosnia and Herzegovina committed to their recognition, respect and protection. The right to education, as part of the third category of human rights in their work, including the right to lifelong learning. Libraries as one of the cultural institutions in BiH, organized program of lifelong learning in librarian activities. One of his most parts of the activities acting alone, the level of entities - the Serbian Republic and the Federation of Bosnia and Herzegovina, and only a small part of his work across the country. The adoption of laws and regulations of the library activities is the responsibility of the entity and its application is sometimes less, sometimes more successful, and therefore it does manifest the degree of realization of human rights in this activity.

Sign in / Sign up

Export Citation Format

Share Document