Human Rights Curriculum Table Of Contents Theology Religion

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Human rights start with you ( and me ) . They begin in the smallest topographic points conceivable: in our relationships with household and friends, our places and our communities. And we can esteem, protect and carry through them in our mundane interactions. But the first measure to going a human rights advocator is understanding what they mean – and how they relate to you and the universe you live in. That is what this toolkit is all about.

At Breakthrough, we believe that human rights are n’t merely a set of declarations, or a affair of subjugation in faraway lands. Human rights are the cardinal right each of us has to populate with self-respect, equality and justness. We believe that they are intersectional – that they need to be understood in relation to the multiple individualities and experiences that make us into the people we are. We besides believe that human rights are indivisible – that they are each of equal value and importance. For Breakthrough, civil and political rights, like the right to due procedure, freedom from anguish and freedom of idea and look, are merely every bit of import as economic, societal and cultural rights that include the right to nutrient, shelter, wellness and cultural look. And eventually, we believe human rights are cosmopolitan – that they belong to each and every one of us every bit. No ifs ands or buts about it.

Human rights are portion of our mundane lives and each one of us is responsible for their protection and publicity. Governments and international Torahs play an of import function in back uping human rights globally, but there is so much more we can make locally, mundane, with one another. Together, we can construct a civilization that respects all human rights for all people. We can guarantee that each of us lives up to our full potency, enriching our ain lives and the universe around us. And the first measure starts today. It starts with the people sitting in this room. It starts now. It starts with you.

Human Rights Tree[ 1 ]

Aims:

To name human rights and discourse the basic rules behind them

Draw connexions between rights, and the institutions/ support systems that promote those rights.

Time: 1 hr

Materials: Flip chart, art supplies/markers, transcripts of the annexure: Universal Declaration of Human Rights.

Methodology:

Write the undermentioned inquiries on the board and inquire the participants to brainstorm on:

-What are human rights?

-What are some of the basic human rights that you feel are necessary for people to populate with self-respect and justness?

Ask participants, working in little groups of 3 to 6, to pull a tree on a big chart paper, following these guidelines:

-Give the tree roots labelled with the things that make human rights flourish. These could be, for case, the regulation of jurisprudence, a healthy economic system, cosmopolitan instruction or good administration.

-Label the foliages, subdivisions, fruits and flowers as human rights, inclusive of rights which promote healthy gender. These could be the right to a life free from force, the right to nutrient and shelter, the right to hygiene, the right to get married, the right to liberate address, generative rights etc. Promote participants to experiment and to look beyond those rights that are presently codified ( i.e. , those in the UDHR or other rights paperss ) . They should joint those basic rights they envision a individual necessitating to populate a healthy, dignified and merely life.

When the trees are complete, inquire each group to show their tree and explicate the grounds for the points they have included.

Process the activity by administering transcripts of and reexamining the UDHR and so discoursing the followers:

-How does entree to other human rights promote the construct of sexual rights? Can sexual rights be without the other human rights?

Divide the rights that participants have identified into classs such as household, province, authorities, legal system, society, the ego, community and equal group.

When, where and why do you believe human rights get violated?

Who is responsible for guaranting that these rights are respected and how?

Focus on rules of human rights including indivisibility, catholicity and intersectionality ( for more on these constructs, refer to the notes at the terminal of the subdivision ) . For case, you can take a combination from the list of rights given by the participants to discourse indivisibility.

-Assuming that all people have the right to entree these rights ; do you believe any one right takes precedency over the others?

Optional Extensions:

Match the fruits, foliages and subdivisions with articles of the Universal Declaration of Human Rights and compose the figure of the article following to each point. This is besides an chance to see how applicable this cardinal papers is today. ( Participants will necessitate transcripts of the UDHR press release ) . Alternatively, participants can merely discourse how these constituents constitute different sorts of rights we are all entitled to.

Display these trees in the schoolroom or in public topographic points to promote treatment.

Notes for the Facilitator

The three cardinal rules of human rights are the catholicity, indivisibility and intersectionality of all rights.

All rights are cosmopolitan and belong to all people. We must all be active participants in making planetary norms by which we hold authoritiess, communities and ourselves accountable.

Human rights are indivisible. Access to adequate nutrient, lodging and work are every bit of import as political engagement, free address and spiritual look. There should non be a hierarchy of rights where any one right is privileged over the other.

Human rights must reflect our diverse and intersectional individualities. To understand the similarities and differences in how we experience human rights, we must integrate factors like gender, race, gender, category, geographic location and faith which make up our individualities.

Intersectionality is besides a manner of understanding how persons can hold power and privilege while at the same time sing a misdemeanor of their rights. For illustration a hapless, Dalit adult male who suffers misdemeanors based on his caste and economic category, can still hold power and privilege because of his gender. A adult female sing force because of her gender can still hold power because of her economic category. We must all acknowledge and take duty for our privileges and power if we are to go participants in making a human rights civilization.

Human rights and linguistic communication

Aim:

Acknowledge that linguistic communication can be harmful in unexpected ways.

Garbage to utilize linguistic communication that degrades adult females, misss and marginalised groups.

Time: 1 hr

Materials required: white-board or chart documents, markers, transcripts of annexure 1 and annexure

Methodology:

Divide the larger group into six groups and assign each group a community or group from the list mentioned below.

Domicile i.e. people belonging to certain provinces or topographic points

Disabled people

Womans and work forces

Religious groups/ communities

Caste groups

Peoples of certain gender and sexual individualities

The groups have to place words or linguistic communication that is used to mention to the assigned groups ; both negative and positive mentions have to be enlisted.

Distribute a transcript of the annexure and annexure 1 to each group. The guiding inquiries can assist place some of the words and linguistic communications.

On a white-board or chart paper, make two columns positive representation and negative representation.

Have them return to the larger group, present their responses, placing which words tantrum under which columns.

Seek questions and elucidations where required. Following this have a big group treatment.

Points for treatment:

Are there any footings in either of the lists that are non true for any of these groups?

What are the grounds for utilizing footings like this? How do they impact these groups?

How does it impact their entree to rights or go against their rights?

What happens when person protests to others utilizing such footings?

How does it experience when person uses twits, ridicule or labels you for things that you do n’t hold control over or behaves with you a certain manner because you belong to a peculiar group/ community?

Are their ways in which we can halt ourselves and others from utilizing linguistic communication or words that demean others?

In the list of groups that were assigned, were at that place any that were losing?

Facilitator will hold to advert that there are elusive ways in which rights can be violated on a day-to-day footing. These are normally overlooked particularly because they have become engrained in heads as a portion of our socialization. Acts such as name-calling, intimidation, biass will necessitate to be discussed to understand how they violate rights.

In add-on, household, equal and community force per unit area to adhere to norms will hold to be discussed with respect to the deficiency of infinites for people to show themselves or raise their voices against prejudiced patterns within their communities or among their equals and households.

Groups and communities tend to confront several human rights issues. This is particularly true for communities and groups that have experienced marginalization historically. Using words and linguistic communication that demean these groups hence violate their rights to equality, freedom from favoritism, freedom of look, beliefs, faith etc. Since the usage of take downing linguistic communication and words, promote stereotyped ideas and prejudiced patterns towards these groups.

Therefore, regard has many significances in many scenes. The word “ regard ” can be used to depict the behavior of a individual who embraces certain behaviors and rejects others.

A respectful individual embracings behaviours including ( but non limited to ) :

Treating everyone reasonably and every bit

Listening to and valuing the sentiments of others

Using unagitated communicating to work out differences and do determinations

A respectful individual culls behaviours including ( but non limited to ) :

All sorts of verbal maltreatment

All sorts of physical force

All sorts of favoritism

All sorts of premises and labelling

Associating rights to our day-to-day life[ 2 ]

Based on a presentation by Nancy Flowers ; this activity is appropriate for ages 14-18 and 18 asset.

Aims:

Recognize rights and to put mundane state of affairss in a human rights model

Learn that rights on paper relate to mundane state of affairss

Materials required:

Old newspapers and magazines of all sorts, plenty for little groups to hold at least one each

White-board or big chart paper and pens, glue tape

Universal Declaration of Human Rights from the annexure.

Time: One hr.

Note to facilitator:

You can get down the session by adverting that some of may hold entree to some kind of media and engineerings like Television, wireless, newspaper, computing machine, internet etc. These besides bring us information in the signifier of intelligence from all around us on a day-to-day footing. These present state of affairss that may be happy, hopeful, sad and tragic. Reading or sing this intelligence besides evokes different emotions and feelings in us. In this exercising, we shall research beyond those feelings and emotions and expression at how these situations/ events are related to rights.

After explicating the group about the exercising and what they have to make, you could give an illustration about intelligence articles or images that can suit under each phrase. For illustration, articles or pictures that show or reference services non being provided can be put under rights denied ; likewise for rights protected articles or images exposing protection, delivering etc. ; for rights in action, articles or images that have people basking in groups, kids and/ or grownups in leisure activities or people going etc.

Methodology:

Form little groups of four

Distribute the newspapers and magazines indiscriminately

Pull a circle on the full board or chart paper

On the perimeter of the circle write the undermentioned three phrases as far off from each other as possible

Phrases:

Rights denied

Rights protected

Rights in action

Alternatively, you can split the board in to three columns ; or utilize three different coloured chart documents. Label each column or chart paper with the three phrases.

Under each caput ask participants to advert the relevant rights harmonizing to the UDHR and so glue the articles or images under these sub-heads

Ask the groups to look through their newspapers and magazines to happen things which illustrate each of the three phrases. Promote the participants to utilize all parts of the magazines and newspapers, including advertizements, classified adverts and other points.

Points for treatment:

Was it easy to happen illustrations to exemplify rights denied, rights protected and rights in action?

Was one phrase more hard to exemplify? Why?

Were there any newspaper articles or other illustrations where all three phrases could be said to be relevant? Which? Why?

Were there any illustrations where one individual or a group had their rights protected and this resulted in person else ‘s rights being denied?

Could the construct that my rights end where yours begin and frailty versa be utile in such a state of affairs?

Would utilizing this construct give a better consequence for all concerned? Why? Why non?

Rights and Duties

Aims: This short listing and treatment activity helps immature people to understand the connexion between rights and duties

To place and admit rights in daily scenes

To analyze the impact of force of rights on the individual and those around them

To pull links between rights and duties

Materials required:

Annexure which mentions the narrative

Simplified Version of the Universal Declaration of Human Rights

LCD Projector and laptop or computing machine

Time: 45 proceedingss

Methodology:

Have members from groups of four

Distribute a transcript of the annexure ( narrative and UDHR ) among each group along with the inquiries at the terminal of the story/ incident

Have each group read the narrative and respond to the inquiries

Have each group refer to the UDHR and choose the rights that were violated and duties that needed to be fulfilled and by whom

Following this, have each group representative portion what they thought was a rights misdemeanor and the duties.

After the group treatment, near the session by demoing the participants the YHRI Right 29.

Points for Discussion:

The issues of rights and duties affect everyone, for illustration when we are displeased with a state of affairs or person ; we have the right to show our feelings. However, the mode in which this is done must be a responsible one.

When struggles occur, it is of import to decide the struggles but non disrespect those who are involved in the state of affairs, for illustration the usage of force to decide struggle merely leads to more force. The group can see non-violent ways of struggle declaration in the situation/ intelligence article provided.

To assist clear up rights and duties, group members could read the information on “ Negative ” and “ Positive ” rights, and so travel through the Universal Declaration of Human Rights identifying “ Negative ” and “ Positive ” rights ( they will happen that many rights consist every bit of “ negative ” ( duty ) and “ positive ” ( right ) elements.

Personal Duty

Aims:

Acknowledge the effects of their behavior and how their linguistic communication and behavior reflect on themselves, the squad and others.

Accept duty and keep themselves accountable for their actions.

Recognise that every right has a corresponding duty. For illustration, the right to be judged every bit by the jurisprudence has the corresponding duty to esteem the jurisprudence.

Materials required: Annexure and The Simplified Version of the Universal Declaration of Human Rights

Time: one hr

Methodology:

Form little groups of five each

Distribute the annexure among each group

Ask them to read the narrative and discourse the inquiries and come-up with lone one ground for:

The new proprietor being a stealer or non

The 80 twelvemonth old adult male ( old proprietor ) should or should non acquire his money back

Conduct a big group based on the inquiries provided below.

Points for treatment:

The article says that the old proprietor donated the money, is this true?

Should he anticipate or bespeak for the money at all? Why or why non?

What would you hold done if you were new proprietor? Why?

Who was responsible for rectifying the old proprietor ‘s error – old proprietor or the new proprietor? Why?

Would it do a difference to your reply if the sum of money was smaller/ larger?

What about other instances? For illustration, is it the duty of a auto proprietor to lock her or his auto or the duty of everyone else non to steal it if it is unlocked?

Imagine you were a friend of the new proprietor. Would you describe him to the constabulary?

Who is responsible for implementing the jurisprudence?

Expression at the Simplified Version of the Universal Declaration of Human Rights.

Which rights are involved in this instance?

Freedom of look

Aims:

Examines the right to look of an person and duties that come with it

Examines the function of the State in the right to expression

Explores censoring and links with right to expression

Materials required: A transcript of annexure. The Simplified Version of the Universal Declaration of Human Rights. The Information on Censoring from the annexure

Time: An hr and a half

Methodology:

Read the article aloud to the group

Ask the group members to compose a missive to the local newspaper in their country. The missive must show their positions in support or against the article.

Once the participants have written their missive, inquire them to go through it to the individual on their left.

The participants have to redact the letters that have been given to them. The editors have to look into for ideas, sentiments, thoughts, words, linguistic communication etcaˆ¦ that may pique any member of their community or reader. The editors have to cross-out parts that they feel may be ‘dangerous ‘ . They can alter the missive in any manner that they like.

Have the participants return the missive to the authors. Give them a few proceedingss to read their letters and so carry on a treatment based on the inquiries provided below

Questions:

Did you refrain from utilizing certain words or looks while composing the missive? Why/ Why non?

Were you careful about the linguistic communication you used in your missive? What influenced the linguistic communication?

What were you seeking to show or convey through your missive?

Did your missive have many column alterations? How did it experience when you saw the emended version?

When you were redacting, how did you take what to redact?

As a reader of the local newspaper who has received this missive, what would your feelings and reactions be?

If the missive used violative linguistic communication or made personal onslaughts on your community or another group, how would you experience reading it?

Does the authorities have a duty to listen to all ailments irrespective or their tone, linguistic communication or content, i.e. even if they are ‘dangerous ‘ ? Why/ Why non?

Did you experience that your missive was ‘dangerous ‘ ?

After the treatment, have the participants refer to the UDHR and read the Information on Censorship and think of illustrations that illustrate the points mentioned in the press release.

Points for treatment:

Were there any rights that were being upheld or violated?

Every right has a corresponding duty, in this instance what was the duty?

Were there any struggles between rights and duties of one individual or group over that of another? How can these be resolved?

Right to life and equality

Aims:

Examine how rights are violated and how to support our ain rights and those of others

Understand that all human existences have the same rights

Materials required: DVD participant or laptop and projector, transcripts of the annexure, chalkboard or impudent chart and pens.

Time: one and a half hr

Methodology:

Divide the big group in to smaller groups of six people.

Give each group a sheet of impudent chart and coloured pens

Each member in the groups has to speak about one case when they stood up for their ain rights and one where they stood up for person else ‘s rights.

The little groups can utilize the undermentioned inquiries to steer their group treatment:

What happened?

When did this go on?

What was the motivation for standing up for their rights?

Was there any support from others

Ask the group to pull a big wheel with radiuss on the impudent chart.

On this chart, tag a spoke each with:

Where the incident occurred

Motive for standing up

Support received

After everyone has related their narratives, they can return to the larger group

The group makes a presentation of their wheel

A larger group treatment can be conducted on the undermentioned points:

Were their similar or different experiences

What were the positive or encouraging and negative or detering experiences

Did anyone seek the support of jurisprudence or authorization

Did anyone voluntarily receive support from the jurisprudence or governments

How did you experience about the incident

How did it experience when you received support

Following this treatment, screen the A/V on human rights no. 1 and 3

Then give the participants the annexure and carry on a treatment based on the inquiries provided below.

After the treatment distribute annexure

Points for treatment:

When Mr. Bah died four months subsequently, his most cardinal right, the right to life, had been violated. Who was responsible for go againsting this right? Who was complicit in the misdemeanors?

Were the rights of Mr. Bah ‘s household and close 1s violated, if so, what rights?

What was the State ‘s duty?

Would it hold helped Mr. Bah to have support from the State?

All of us have defended our rights and those of others in some manner or another. This upholds our right to life and equality. However, the battle is far more hard when the State, jurisprudence or authorities does non back up, protect or continue our rights.

Equality, Discrimination and Justice

Aims:

Explore issues of justnesss and human rights

Understand favoritism as a misdemeanor of human rights.

Time: one and a half hours

Materials required: White board, markers, a transcript of the Simplified Version of the Universal Declaration of Human Rights ( UDHR ) for each group, transcripts of annexure

Methodology:

Form groups of six participants and read out the undermentioned facts:

John Howard Griffin was born in Texas in the United States in 1920.

John ‘s male parent worked for a food market concern.

John graduated from a school in France where he worked in exchange for his schooling.

John worked as a newsman at a magazine called Sepia read by Afro-american people ( reddish brown is a xanthous or ruddy dark brown coloring material ) .

John ‘s married woman ‘s name was Elizabeth.

John had four kids.

Some people did n’t wish John because of how he looked and would n’t allow him into their eating house.

When he had jobs in the United States, John moved with his household to Mexico.

Now pose the inquiry once more to the category, “ What cultural background do you believe he is from? ”

Write the responses on the board. This can be done as a run.

Ask participants what gave away his ethnicity

Distribute annexure to each group and a transcript of the UDHR

In their groups the participants should discourse the followers:

Do you believe John Howard Griffin was discriminated against?

If so, what do you believe the others should make?

What could John make in this state of affairs?

Do you believe he could seek aid from person? How?

In their groups have participants place articles from the UDHR that are relevant to the signifiers of favoritism faced by John Howard Griffin.

After this have each group provide an illustration of incidences in their context and/ or communities related to the UDHR articles the groups have chosen

Use the points for treatment in a larger group.

Complete the session by administering annexure and so demoing the YHRI movie on rights figure 2, 6, 7, 8 and 10.

Points for treatment:

Does favoritism impact merely one individual and or go against merely one right? What were the other rights that were violated in John ‘s instance?

John was below the belt discriminated against because of his ‘perceived ‘ and ‘real ‘ ethnicity. Have you come across similar signifiers of favoritisms? What was the footing for these? How did you experience about it?

Those know aparting against another group, do you believe they knew anything about these groups? Do you believe this cognition was accurate?

Make you hold that, “ ignorance encourages bias and makes favoritism possible ” . What can be done to cut down favoritism? What can we, as persons do to cut down favoritism?

Conflict of rights

Aims:

Understand that rights of different people can conflict

understand that rights can conflict in the life of an person

Time: one hr

Materials required: transcripts of annexure, chart paper, markers, white board

Methodology:

Form groups of six participants and administer a transcript of the struggle sketchs to each group.

Following this have members in each group discuss:

What is the struggle?

What are rights that are in struggle?

How can this struggle be resolved?

How can both parties ‘ demands be met?

The group has to come up with one best possible solution that is accomplishable and practical

Have the group present these to the other participants

Points for treatment:

Explain to the groups that there are times when one individuals rights struggle with another ‘s, e.g. noticing on person ‘s skin coloring material or spiritual practices/ beliefs is struggle of the freedom of express and address v/s the freedom from favoritism.

In add-on, different people may construe the same rights otherwise. This could besides take to a struggle.

One solution or struggle declaration may non accommodate or suit another individuals ‘ solution, hence, it is best to discourse the solutions reciprocally to decide struggle.

Action! – Human Rights Activism

Aims:

Understand human rights as defensible

Learn thoughts for action and picks that are rights based

Learn techniques to organize action through runs utilizing manners like missive authorship, requests, lobbying and organizing groups/ webs

Time: one hr

Materials required: annexure, chart paper, markers, pens, double-sided tapes, scissors, colored paper, gum

Methodology:

Divide the participants into four groups

Give each group a transcript of the annexure

The group has to discourse the inquiries provided in the annexure

Each group has to come up with schemes and points based on their treatments

The groups have to supply a program for the run based on the followers

Group 1 – missive authorship

Group 2 – filing requests

Group 3 – lobbying

Group 4 – forming groups/ webs

Points for treatment:

Was on sort of scheme adequate? Did you feel the demand to convey in any more schemes?

Was working with one set of people plenty?

Did you experience there were other techniques that could be used more efficaciously?

After each group has made their presentation, the facilitator needs to foreground that there are other methods that can be used besides these.

There can be a mix of methods wherein, the run organizers need to understand and be after what will work and plan their run consequently.

It is ideal if a run calls for action or provides points of actions that other interested parties can make to assist the run and show their solidarity and support for the cause and supercharge the governments in to action to cut down the human rights misdemeanor.

Annexure

Universal Declaration of Human Rights ( Abbreviated )

Right to Equality

Freedom from Discrimination

Right to Life, Liberty and Personal Security

Freedom from Slavery

Freedom from Torture and Degrading Treatment

Right to Recognition as a Person Before the Law

Right to Equality Before the Law

Right to Remedy by Competent Tribunal

Freedom from Arbitrary Arrest and Exile

Right to Fair Public Hearing

Right to be Considered Innocent until Proven Guilty

Freedom from Interference with Privacy, Family, Home and Correspondence

Right to Free Movement In and Out of the State

Right to Asylum in Other States from Persecution

Right to a Nationality and the Freedom to Change It

Right to Marriage and Family

Right to Own Property

Freedom of Belief and Religion

Freedom of Opinion and Information

Right to Peaceful Assembly and Association

Right to Participate in Government and in Free Elections

Right to Social Security

Right to Desirable Work and to Join Trade Unions

Right to Rest and Leisure

Right to Adequate Living Standard

Right to Education

Right to Participate in the Cultural Life of Community

Right to a Social Order that Articulates this Document

Community Duties Essential to Free and Full Development

Freedom from State or Personal Interference in the above Rights

Human rights and linguistic communication

In your groups discuss the followers and do a list of positive and negative footings that are used to stand for the community assigned to you:

Footings that are used based on their physical visual aspects

Footings that are used to mention to their behaviors

Footings that describe attitudes, beliefs or patterns

Are words or looks used to depict the linguistic communication they use, apart from the proficient names for linguistic communications like e.g. English, Hindi, Bengali, Tamil, Telegu etcaˆ¦ ?

Are their impersonal footings that are used for this group?

Does the usage of this sort of linguistic communication translate to behaviours and attitudes towards these groups? If so, what sort?

Refer to the UDHR given to your group and place rights that are violated due to the usage of such linguistic communication. Supply an illustration or case of rights misdemeanors

Rights and Duties

Mohali: A It is non merely the Aussie participants that get under the tegument of Harbhajan Singh. On Friday dark, after the game between Mumbai Indians and Kings XI Punjab, Harbhajan reportedly slapped S Sreesanth. The aggressive pacemaker was seen shouting and being consoled by his teammates and the Mohali squad proprietor Preity Zinta.

Kings XI Punjab skipper Yuvraj Singh told the media that “ the act ” was unacceptable but did non corroborate if Harbhajan slapped Sreesanth. However, he said that Harbhajan apologised to Sreesanth after the incident took topographic point.

“ That was unacceptable behavior. But Harbhajan subsequently came to the dressing and spoke with Sree and am certain apologised, ” Yuvraj said.

The manager of Kings XI Punjab, Tom Moody said the affair must be left with the governments to cover with.

“ I had a long confab with Sree. This was unacceptable. I do n’t cognize what the branchings will be but I am certain functionaries will cover with it in their ain manner, ” he said.

When CNN-IBN ‘s Nishant Arora spoke with the two participants both played down the incident.

“ He did n’t slap me. May be the handshaking was in the incorrect topographic point, ” Sreesanth said. However, he did allow it steal that he was a “ small injury ” .

“ It was merely a misinterpretation, a portion of the game. After all, we all play together and portion the same dressing room. So I did non take it excessively earnestly and have non much to kick about him ( Harbhajan ) . We all know Bhajji and need non take it earnestly. I was a small injury but am all right with it, ” he said.

He besides said Harbhajan apologised after he broke down on the field.

“ I merely cried because, I do n’t cognize. I am all right, he spoke with me, apologised. But there was no demand because terminal of the twenty-four hours, we play for the same squad and we have to travel together a long manner. Whatever happens in IPL should non be taken excessively earnestly as terminal of the twenty-four hours it ‘s merely amusement. Whatever happened should n’t hold happened but it ‘s all right, ” he said.

Harbhajan excessively confirmed this and said they had kissed and made up. “ It ‘s non a large issue, people doing it an issue. Equally far as both of us are concerned, the affair is solved. Nothing happened between us. He is like my younger brother and respects me. I did force him, may be merely a small excessively difficult, but subsequently apologised. We sat, we talked and it ‘s over. I told him I was sorry if he felt bad. We have been together for so long and have to travel a long manner. These things are between us. We are over with it. ”

IPL Chairman Lalit Modi says the governments have non received any complain and will take action merely after an official complain is lodged.

He besides said if match referee complains, action will be taken harmonizing to the ICC jurisprudence.

hypertext transfer protocol: //cricketnext.in.com/news/gulf-renews-tieup-with-kings-xi-punjab/31167-13.html

Questions for group treatments:

What signifier of misdemeanor do you see in this intelligence article?

Who committed the misdemeanor and who was the victim?

What rights were violated? Refer to the UDHR provided

What would hold been impact of this misdemeanor on Sreesanth and Harbhajan?

Who was responsible for the misdemeanor?

Who was responsible for taking action?

Why did neither the proprietor nor the squad leader of the KINGS XI squad take any action against Harbhajan ; even though both were stating that the act was “ unacceptable ” ?

Apart from both Harbhajan and Sreesanth who else would hold been impacted because of this incident?

If you had been in this state of affairs what would you hold done otherwise?

Sreesanth

Harbhajan

Interstate commerce commission

Other participants in both the squad

Mumbai Indian ‘s Owner

Kings IX ‘s Owner

Information about Rights and Duties

Every right has a corresponding duty. For illustration, your right to freedom of address is limited by your duty non to state untrue or hurtful things which will degrade another individual and abuse their right to self-respect and regard.

The balance of our rights and our duties to esteem the rights of other people means that we normally have to exert our rights within certain restraints.

There are many state of affairss where rights and duties of different people conflict. For illustration, when person expects to be treated with regard, they besides have the duty to handle others in the same mode.

Information on “ Negative ” and “ Positive ” Rights:

The term “ negative right ” is used to depict a right which stops something harmful or unpleasant being done to us. Examples of negative rights are the right non to be killed or severely treated or to hold your ownerships stolen. These are negative rights because they say NO to person who might desire to ache you.

The term “ positive right ” is used to depict a right which declares our freedom to make something. For illustration, the right to be paid for your work is a positive right. These are positive rights because they tell you that YES you have this right, and they tell other people that YES they must back up your right. For illustration, your employer has a duty to pay you.

Personal Duty: Donated by error

An 80-year-old adult male made the error of a life-time late when he donated a suit to thrift shop concatenation Goodwill. The senior forgot to look into his jackets pockets at the clip of his contribution and in the procedure lost his full life nest eggs.

Harmonizing to theA Chicago TribuneA the senior donated his suit at a shop in Moline, Illinois and in the pockets was $ 13,000 that the adult male forgot to take. After hours of look intoing through the narratives warehouse the suit was gone and along with it his money.

In a sad bend of events it turns out that the $ 13,000 was being used to pay for his married woman ‘s medical measures as she continues her battle against malignant neoplastic disease.

In happier intelligence the narrative has spread like wildfire and now people from all over the universe have begun to offer their support, including money to pay for his married woman ‘s medical demands. Unfortunately the old adult male will non accept the contributions, harmonizing to his girl:

“ We are overwhelmed by the spring of generousness aˆ¦ but my male parent ‘s wants are to respectfully worsen any contributions of any sort. He merely wanted person to come frontward with the money he gave away by error. ”

Harmonizing to workers at the Goodwill location it ‘s a long shooting that the money will be returned, as they noted:

“ It ‘s safe to state we ‘ve searched 1000s of lbs. ”

This would be a good clip for anyone reading this to explicate to their grandparents that Bankss now offer full protection for their money up to $ 250,000, there is n’t a month that goes by where I do n’t compose a narrative about another senior citizen losing their life nest eggs because they were excessively afraid to set it in a bank.

[ Image via ShutterStock.com ]

Read more at hypertext transfer protocol: //www.inquisitr.com/164283/80-year-old-man-donates-suit-to-goodwill-loses-life-savings/ # 6qt1rLwasGPzKZig.99

Ask the participants to make up one’s mind in groups whether the new proprietor should be found guilty of larceny.

Is the new proprietor of the coat guilty of larceny? If so, can we state that heaˆ¦ ?

behaved venally

took or kept something belonging to person else

Intended to maintain it for good.

If the reply to all three inquiries is yes, so the new proprietor is guilty by jurisprudence.

If the participants answered no to one or more inquiries so, he is non guilty.

If the participants decide that he is guilty under the jurisprudence of larceny, what penalty do they believe he should be given?

For illustration, in England, for a offense of this sort a justice can direct a individual to prison for up to 10 old ages or do them pay a mulct of up to,2,000 ( about $ 3000 ) . ( You can happen out what the penalty would be in your state and state the group what this is. )

If the participants decide that the new proprietor is non guilty, would they do him pay back the money that he has received?

Freedom of Expression:

Jadavpur University professor arrested over anti-Mamata sketchs

TNNA Apr 13, 2012, 11.21AM IST

hypertext transfer protocol: //articles.timesofindia.indiatimes.com/images/pixel.gifhttp: //articles.timesofindia.indiatimes.com/images/pixel.gifNEW DELHI: West Bengal constabularies on Friday forenoon arrested a Jadavpur University professor for allegedly distributing “ anti-Mamata Banerjee ” sketchs on the cyberspace, Times Now reported.

Ambikesh Mahapatra, a instructor in the chemical science section of the Jadavpur University, was attacked by Trinammol Congress workers on Thursday dark when he was returning place.

hypertext transfer protocol: //articles.timesofindia.indiatimes.com/images/pixel.gifProf Mahapatra was allegedly arrested for send oning “ derogative images ” of the West Bengal main ministerA Mamata BanerjeeA to many receivers and mocking Trinamool authorities ‘s policies.

“ Professor Ambikesh Mohapatra has been arrested for distributing derogative messages against respectable individuals, ” deputy commissioner of Kolkata Police ( south suburban division ) Sujoy Chanda said.

He, nevertheless, refused to unwrap the names of the ‘respectable individuals ‘ who have been defamed in the electronic mail.

Polices have charged Ambikesh Mahapatra with cyber offense offenses.

Prof Mahapatra would be produced in the Alipore tribunal subsequently today.

( With PTI inputs ; beginning: hypertext transfer protocol: //articles.timesofindia.indiatimes.com/2012-04-13/india/31337293_1_jadavpur-university-professor-mamata-banerjee-anti-mamata )

Annexure 6a: Information about Censoring

Freedom of look is a human right set out in the Universal Declaration of Human Rights.

Many people believe that it is the bosom of a democratic society. Others say that excessively much freedom of look can be unsafe. In many states, free address is controlled when it causes force by motivating public violences, naming on people to revolt, or when it is racist or bigoted. In some states, unfavorable judgment of the authorities is besides censored.

Some critical points to maintain in head are:

Who is baning: are they functionaries like the authorities, jurisprudence, media, civil retainers, employers, brotherhoods or force per unit area groups

What is being censored: is it information, entree to information, look, corporate action, onslaughts of values, creative persons, authors, political resistances or critics of society

Why is censoring being done: to cover up incompetency and/or information, to support position quo, to protect authorities policies, privileges, defend the vulnerable like cultural or spiritual groups etc.

How is censorship being done: preemptive i.e. halting something from happening e.g. work stoppages or protests ; or through punitory steps like penalties or imprisonments after the

When is the censoring being done: by authoritiess before elections, during times where there are rapid societal alterations happening, during international/ national crisis or when a authorities is weak or experiencing threatened?

Below are some articles that provided illustrations of different signifiers of censorings that have occurred late.

Indian tribunal issues biddings to Google, Facebook central office for obnoxious content

The Indian operations of these Internet companies had earlier said they were non responsible for running the web sites

By John Ribeiro, IDG News Service

January 13, 2012 08:05 AM ET

A Delhi tribunal sent a biddings to the central offices of foreign Internet companies including Google, Facebook, Microsoft, and Yahoo on Friday, in a private instance against obnoxious content online.

The Indian operations of some of these companies had earlier said that they were non responsible for the content, as their parent companies run the web sites.

Local newspaper editor Vinay Rai found spiritual content on the sites that he considered violative, and filed a ailment with a Delhi tribunal, motivating Additional Metropolitan Magistrate Sudesh Kumar to publish notices to 21 Internet sites in December.

In an entreaty against the order earlier in the hebdomad Google India told the Delhi High Court that it was non responsible for the company ‘s web sites, which are run by the parent company in the U.S. , following a pass-the-buck base that many Internet companies have taken when sued in India. Facebook besides petitioned the High Court.

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A Delhi tribunal sent a biddings to the central offices of foreign Internet companies including Google, Facebook, Microsoft and Yahoo on Friday, in a private instance against obnoxious content online.

The Indian operations of some of these companies had earlier said that they were non responsible for the content, as their parent companies run the web sites.

Local newspaper editor Vinay Rai found spiritual content on the sites that he considered violative, and filed a ailment with a Delhi tribunal, motivating Additional Metropolitan Magistrate Sudesh Kumar to publish notices to 21 Internet sites in December.

In an entreaty against the order earlier in the hebdomad Google India told the Delhi High Court that it was non responsible for the company ‘s web sites, which are run by the parent company in the U.S. , following a pass-the-buck base that many Internet companies have taken when sued in India. Facebook besides petitioned the High Court.

Related Content

As the Indian operations of the foreign Internet companies threw up their custodies and said they were non responsible, Rai sought permission from the magistrate to function notice to the foreign entities through India ‘s Ministry of External Affairs, he said on Friday.

The magistrate has asked the foreign entities and Indian Internet companies mentioned in the ailment to look before the tribunal on March 13, Rai said.

Google declined to notice on the new development. Yahoo besides declined to notice as the affair was still before the tribunals. Facebook and Microsoft did non instantly react to petitions for remark.

The instance before Magistrate Kumar is being watched closely as the Indian authorities has besides expressed concern late about obnoxious content, including spiritual content, on Internet sites.

India ‘s Minister for Communications and IT, Kapil Sibal, told local Television channels in December that some of the Internet companies were leting content that would neglect to populate up to the Torahs that they are implementing in their ain state by their ain community criterions. When asked by the ministry in some cases to take certain violative content, the Internet companies had declined mentioning their community criterions, Sibal said.

Some newspaper studies said that Sibal had asked Internet companies to pre-screen obnoxious content before it was posted online. The curate told the Television channels that he had non expected that, but wanted the Internet companies to germinate a model whereby content that was obnoxious or inflammatory could be rapidly removed.

India ‘s Information Technology Act requires mediators like Internet service suppliers to take content that is found obnoxious within a period of 36 hours of being notified of the content.

The force per unit area on foreign Internet companies to fall in line with the local jurisprudence may hold merely got higher.

“ Like China, we will barricade all such web sites, ” High Court Judge Suresh Kait said on Thursday while forbiding Facebook ‘s and Google ‘s request for a stay on the proceedings of the tribunal of Magistrate Sudesh Kumar. He asked advocate for Facebook and Google India to develop a mechanism to maintain a cheque and take “ violative and obnoxious ” stuff from their web pages, harmonizing to a study by the Press Trust of India.

John Ribeiro covers outsourcing and general engineering interrupting intelligence from India for The IDG News Service. Follow John on Twitter at @ Johnribeiro. John ‘s e-mail reference is john_ribeiro @ idg.com

The IDG News Service is a Network World affiliate.

Beginning: hypertext transfer protocol: //www.pcworld.in/news/delhi-court-issues-summons-google-facebook-headquarters-objectionable-content-61322012

After 56 cuts, ( non so ) Dirty Picture to be aired

Vaibhav Ganjapure, TNNA Apr 21, 2012, 12.54 AM IST

hypertext transfer protocol: //articles.timesofindia.indiatimes.com/images/pixel.gifhttp: //articles.timesofindia.indiatimes.com/images/pixel.gifNAGPUR: After the SonyA EntertainmentA Multi-screen Media informed they had cut every bit many as 56 scenes from the popular film ‘The Dirty Picture ‘ , Nagpur bench of Bombay High Court on Friday decided against remaining its telecast on Sunday. A division bench of justnesss Bhushan Dharmadhikari and Ashok Bhangale directed the Union information and broadcast medium ministry to take appropriate determination in this respect before acknowledging the PIL filed against it for concluding hearing.

Earlier, advocates for suppliant MA Anil KumarA and Nirbhay Chawhan pointed out that the film, as its name suggests, was so a “ soiled image ” non suited for place screening due to its expressed scenes and vulgar duologues. They added that even the vocals were holding dual significance with wild gestures and sounds of moaning.

hypertext transfer protocol: //articles.timesofindia.indiatimes.com/images/pixel.gifCiting judgements of Supreme Court and Rajasthan and Madras High Courts, Kumar stated that such films should be shown between 11pm and 8am as had grownup content. He said that the apex tribunal had objected to giving U/A certification to Raj Kapoor ‘s ‘Satyam Shivam Sundaram ‘ . Kumar stated that even the everyday content on little screen was non suited for sing with household presents and it was extremely abashing for parents to watch it with kids. “ If Dirty Picture was allowed to be telecast, it would put a new tendency on the imbecile box, ” he contended, adding thatA the nationalA broadcaster Doordarshan was non demoing such movies.

He said even world shows like ‘Big Boss ‘ and ‘Sach Ka Samna ‘ were being aired after 11pm due to their grownup contents, but Vidya Balan-starrer was being telecast at 12 midday and at 8pm.

Senior advocate Sunil Manohar looking for Sony pointed out that a similar request ( 3067/12 ) was filed in Allahabad High Court that had directed the information and broadcast medium ministry to take a determination. He argued that Central Board of Film Certification ( CBFC ) had cleared the film for Television after inquiring manufacturer Balaji Tele-films to do 36 voluntary and 26 compulsory cuts. After that it was allotted ‘U/A ‘ enfranchisement from ‘A ( Adult ) ‘ enfranchisement.

The suppliant had knocked the bench ‘s doors postulating that ‘The Dirty Picture ‘ promos were full of obscene scenes, dual significance and vulgar duologues, and the film had received an ‘Adult ‘ certification. Therefore, it was non suited for sing with household, particularly kids. He termed its showing as breach of Cable TVA NetworksA ( Regulation ) Act, 1995 and Cable Television Network Rules, 1994.

Beginning: hypertext transfer protocol: //articles.timesofindia.indiatimes.com/2012-04-21/nagpur/31378219_1_adult-content-dirty-picture-certificate

Right to life and equality: Boubacar Bah

Boubacar Bah was an immigrant from Guinea who lived in the United States for 10 old ages. He was a good known seamster in the West African community who was dedicated to back uping his household in Guinea. When his application for a green card was submitted, Mr. Bah took the chance to see his household in Guinea. He was badly advised that it would non be a job for him to re-enter the state. However, upon his reaching in New York, he was arrested at the airdrome and informed that his green card application had been denied. He was sent to a in private run in-migration detainment in New Jersey.

After Mr. Bah collapsed and injured his caput, he was taken to the medical unit moaning, purging and incoherent. Despite the fact that these are marks of intracranial hemorrhage, he was pinned to the floor and manacle “ to forestall hurt. ” He was so placed in lone parturiency as a penalty for disobeying orders. The Public Health Service runs the medical installation at the Elizabeth Detention Center.

Unlike others in detainment, Mr. Bah had an extended web of friends and household who visited him and a attorney to recommend on his behalf. However, when he was involved in a cryptic accident, which went untreated and was possibly aggravated by guards, supervisors, authorities medical employees and federal in-migration officers, no 1 from his household was notified for five yearss. He ne’er awoke from a coma and died in detention four months subsequently.

Human rights jurisprudence recognizes that the household unit is to be protected and valued by the province. Yet, Mr. Bah ‘s household, who had visited him on a regular basis in detainment, was non notified of his hospitalization for five yearss.

Annexure 7a: Right to life and equality: Boubacar Bah – Why should I care?

The US authorities now detains close to 300,000 immigrants a twelvemonth, more than three times the figure from nine old ages ago. Detainees are held in the 400-plus immigrant detainment centres across the state, run by the Department of Homeland Security.

There have been records of 87 work forces and adult females that have died in detainment from March 2003 to August of this twelvemonth recorded by the Washington Post1 and the New York Times2. About 40 % of these deceases have happened under questionable fortunes.

Immigration and Customs Enforcement, the bureau responsible for immigrant detainment, is non required to publically describe deceases, and it is n’t known if a proper probe takes topographic point with respect to the deceases. ICE has 38 detainment criterions that include guidelines for proper medical attention, but they are non lawfully adhering and can non be enforced.

The root of the job lies in the Torahs. Current in-migration Torahs have greatly expanded the types of offenses for which legal and undocumented immigrants are being detained and deported without due procedure and human rights. This includes minor offenses that do non by and large carry jail clip. And because the Torahs for detainment and exile are compulsory, Judgess ‘ custodies are tied by the Torahs, which do non let them to see the fortunes of each instance. Furthermore, these Torahs affect all immigrants: legal permanent occupants, those flying persecution, pupils and undocumented people.

When we let the authorities deny due procedure and human rights for some people, we put all of our freedoms at hazard.

Human rights violated in this narrative:

When Mr. Bah died four months subsequently, no 1 that was near to him, non his married womans nor his kids, had been able to pass on with him. In denying the household critical information about Mr. Bah ‘s wellness position, their rights had been violated. The State is responsible for pass oning with detainee ‘s households about wellness and security information. The State is besides responsible for informing them about legal information and transportations between installations.

Harmonizing to International Covenant on Civil and Political Rights ( ICCPR ) : Article 10, all individuals deprived of their autonomy shall be treated with humanity and with regard for the built-in self-respect of the human individual.

Explanation: This article of the ICCPR ( a convention to which the United States is a provinces party ) stipulates that all people who are incarcerated have the right to protection from the province and must be treated humanely. However, the guards ‘ log that provides unelaborated inside informations of Mr. Bah ‘s intervention in the 12 hours after his autumn leaves small uncertainty that he was neglected. Alternatively of having critical medical attention that could hold saved his life, as a penalty, Mr. Bah was placed in lone parturiency where his status worsened.

UDHR: Article 9, No one shall be subjected to arbitrary apprehension, detainment or expatriate.

Explanation: Mr. Bah was non a felon. He had ne’er been convicted of a offense and was a productive member of society. He believed that his green card application would be approved and was advised that he would be able to re-enter the United States. Alternatively, when he arrived, he was detained in a windowless detainment centre, even though in-migration misdemeanors are civil, and non condemnable discourtesies. Despite the fact that functionaries had no ground to believe that he posed a hazard to society, he remained detained indefinitely with no entree to bail. The apprehension and detainment of non-criminals is a misdemeanor of human rights. It is made worse when they are treated as felons, denied entree to legal advice and held indefinitely.

Equality, Discrimination and Justice: John Howard Griffin ‘s narrative

John Howard Griffin ( 1920-1980 ) was best known as a author. He was born in Dallas, Texas, to Jack Walter Griffin and Lena Mae Young. His male parent was a food market salesman. His female parent was a instrumentalist.

When John was 15, he wanted to travel to a boarding school in France, but he did non hold money to pay the fees. So he made a trade to work at the school in exchange for his schooling.

After graduating, he stayed in France to analyze medical specialty, the humanistic disciplines, civilization and humanistic disciplines.

After a piece, John returned to the United States where he met and married Elizabeth Holland in 1952. He had many interesting experiences while populating in France, the South Pacific and the United States. And he finally became a newsman for Sepia, a monthly magazine written for African-Americans.

In 1959, John was assigned to look into the high self-destruction rate of Southern U.S. inkinesss. The Southern United States had a history of maintaining black people as slaves. By the 1950s, bondage had long been abolished, but the jurisprudence still did non supply equal rights for all Americans. The mundane attitudes of many people made it hard for African-Americans to hold their human rights. Peoples all over the United States and the universe closed their eyes to the unfairnesss or thought that favoritism had really small to make with their ain lives. John did n’t hold.

To understand the state of affairs better, John felt he needed to populate the life of a black individual in the South. While he could surely go and populate in the South for a piece, there was one job aˆ¦ John was non black!

With the aid of a physician, John was able to turn his tegument dark so that his tegument was a beautiful brown coloring material. Then he shaved his caput and began his geographic expedition of the Afro-american experience of his clip. He rode coachs and stayed in the black subdivisions of towns. He expected to happen adversity and bias[ 3 ], but what he found was worse than he of all time expected.

Peoples called him atrocious names. It was impossible to happen a occupation or a public toilet. The simplest undertaking was made hard by bias and hatred toward him by aliens. After a few hebdomads, he was weary and defeated, but he continued, on occasion remaining a dark or two with old friends to review his spirit and slumber in a comfy bed.

In clip, really down and exhausted from life as a black adult male, John briefly stopped taking his medicine and allow his tegument lighten to its normal coloring material. He so tried another experiment and went back and Forth between civilizations, traveling to a topographic point as a white adult male and so returning as a black adult male. He did this several times and observed that when he was a black adult male, other inkinesss treated him with friendly relationship and attention, while Whites treated him with disdain. On the other manus, when he returned to the same topographic point as a white adult male, he was treated with regard by the Whites and with fright and misgiving by the inkinesss. John realized the inkinesss and Whites did n’t understand each other and needed to happen a manner to pass on tolerantly with each other.

John wrote about these experiences in the South for his magazine, Sepia. And so he published a book in 1961 called Black Like Me. It was non his first book or his last, but human rights advocators say it was his most of import.

News of his book spread like wildfire. While many people congratulated him, there were some who hated him for stating what it was like to be black. In Mansfield, Texas, where he lived with Elizabeth and their four kids, he and his household were threatened. Some people threatened to cut him into pieces ; some hung an image[ 4 ]from a brake light in the chief street and burned it, while others burned crosses to demo they hated him. It eventually became so bad that John moved his household to Mexico for safety until the state of affairs cooled down. Despite everything, John did non detest the people who had shown so much hatred toward him. As he explained to a immature black male child shortly before he moved to Mexico, favoritism is a response that is non natural in inkinesss or Whites, but is taught to people by society.

For the remainder of his life, John Howard Griffin worked, alternatively, to learn tolerance and apprehension to people of all colorss.

Annexure 8a: Equality, Discrimination and Justice: other illustrations

Having no boies can be a serious job for some widows in rural Kenya: adult females with no kids or lone girls are frequently considered worthless and undeserving of belongings. “ I was thrown out of my place when my hubby died because I had given birth merely to misss, ” said Theresa Murunga, a widow from rural Bungoma. Until her hubby ‘s decease in 1994, Murunga lived in a hut on her hubby ‘s homestead, where she grew murphies and corn.

She recalled: “ When my hubby died, his relations came and took everything. They told me to set my apparels in a paper bag and leave. I left because if I had resisted, they would hold round me up. The relations identified person to inherit me. It was a cousin of my hubby. They told me, ‘Now you are of less value, so we ‘ll give you to anyone available to inherit you. ‘ I did n’t state anything. I merely left and went to my parents ‘ place. aˆ¦This is customary. If I had married the cousin, I could hold lived where I was. I decided non to because he was polygamous-he had five other married womans. aˆ¦ I know if a adult female is inherited, she is usually mistreated by the 1 who inherits her.

“ If I had boies alternatively of girls, they would hold apportioned land to meaˆ¦ When they told me to go forth, they said there was no manner they could acknowledge my girls since they ‘ll get married and go forth the homestead. They said I should n’t hold given birth at allaˆ¦ My in-laws took everything-mattresses, covers, utensils.

They chased me away like a Canis familiaris. I was voiceless. ” From: Human Rights Watch, hypertext transfer protocol: //www.hrw.org/reports/2003/kenya0303/kenya0303-03.htm

InA IndiaA the disapprobation can be rather terrible, runing from societal banishment to punitory force. On August 6, 2001, in the north Indian province of Uttar Pradesh, an upper-caste Brahmin male child and a lower-caste Jat miss were dragged to the roof of a house and publically hanged by members of their ain households as 100s of witnesss looked on. The public lynching was penalty for declining to stop an inter-caste relationsh

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