V.T.XXVII - Human Rights Day

  This post is a summary of two reports: 1) ¨Secretary-general`s message for human rights day.¨  at UN.org and   2) ¨Message from secretary Hillary Clinton. at Humanrights.gov. Both published at human rights day, 10 December, 2011.

  Human rights belong to every one of us without exception. But unless we know them, unless we demand they be respected, and unless we defend our rights, and the rights of others, to exercise them, they will be just words in a decade-old document.

  The importance of human rights has been underlined over and over again this year. Across the globe, people mobilized to demand justice, dignity, equality, participation. The rights enshrined in the UDHR.

   Many of these peaceful demonstrators persevered despite being met with violence and further repression. In some countries, the struggle continues, in others, important concessions were gained or dictators were toppled as the will of the people prevailed.

   Many of the people seeking their legitimate aspirations were linked through social media. Gone are the days when repressive governments could totally control the flow of information. Government must not block access to the internet and various forms of social media as a way to prevent criticism and public debate.

   We know there is still too much repression in our world, still too much impunity, still too many people for whom rights are not yet a reality.

   On December 10, 1948, world leaders gathered and pledged to uphold and protect the human rights and fundamental freedoms of all people. This promise recognized that human beings are, by virtue of their birth, endowed with certain inalienable rights.

  63 years later, we hear this call for freedom and dignity echoed in the streets, squares and neighborhoods of middle east, north Africa, and beyond. It is up to people of each nation to create the governments and societies that reflect their aspirations, and craft the constitutions and build the foundations that will protect their human rights and freedoms and it is up to the people of every nation to guard their budding democracies against those who would seek to hijack freedom.

  The violence we have witnessed this year against people exercising their universal rights to free expression, assembly and association remind us of the distance that exist between the values inscribed in the UDHR and the realities for many people around the world.

   It is an obligation of every government to guarantee the rights of all citizens. We will stand with those who defend human rights against opression wherever it occurs, and support those working toward a more peaceful world.

  Endowed - have something as a natural characteristic.

  Budding - showing signs of promise.

  Hijack - take over something and use it for a different purpose.

  Pledge - solemnly promise to do something.

   

E-Democracy

    This text was published at Wikipedia. This is a summary and the title is above.

    E-democracy is concerned with the use of information and communication technology (ICT) to  engage citizens, support the democratic decision-making processes and strengthen representative democracy. Democratic actors and sectors in this context include governments,  elected officials,  the media,  political organizations  and  citizens.   E-democracy aims for broader and more active citizen  participation  enabled by the internet.

    There has been a significant growth in e-democracy in the last four years. Public and private sector provide an avenue to citizen engagement while offering access to transparent information that citizens have come to expect.

    The massive spread of free information through the internet has become a central networking for our world, encouraging freedom and human progress through social and economic development, the internet can be used as a tool for democracy in promoting basic human rights.

    The internet provides a distinctive structure of opportunities that has the potential to renew interest in civic engagement and participation, this could include three distinct dimensions: political knowledge, political trust, and political participation.

    The internet allows citizens to become more knowledgeable about government issues, and the interactivity allow for news forms of communication with government, elected officials, and public servants. ICT are merely means to an end and not normative by their nature. They are tools that may be deployed to achieve certain goals, and these goals may even be contradictory ( both coercive control and participation can be fostered by digital tech ). While many celebrate the internet as a tool for democracy, it should not be forgotten that the earlier visions of an informatization-state were rather frightening, such as the one told by  George Orwell in 1984. While tech can be used for the good and bad, certain institutional framework conditions may either support or hamper the use of eletronic means for the benefit of democratic processes.

    If the internet is to become a new democratic tool, through which people can participate in and influence the democratic process, it is vital that everyone who wants irrespective of age, gender, profession or geographical location has the access to it and the skills to use.

    The government must be in a position to guarantee that online communications are secure and that they do not violate people`s privacy.

    Internet is a two way street. It enables citizens to get and post information about politics and it allows those politicians to get advice from the people in larger numbers. This collective decision making gives more power to the citizens. This creates a more productive society that can handle problems faster and more efficiently.

Vol.T.XXVI - Brazil, country of the future.

   This post is a summary of two reports: 1) ¨Fresh look for author, and for land he lauded¨. Published at NYTimes.com at November,21,2011. And written by Simon Romero.   2) ¨Brazil complete 70 years-old as country of the future.¨ Published at Economia.IG.com.br at January,28,2011. And written by Patrick Cruz.

   When the viennese-born writer Stefan Zweig moved in 1941 to the Petrópolis, nestled in the mountains near Rio de Janeiro, he was one of world`s most translated author, renowned for his taut novellas exploring passion, obsession and despair. But after Mr. Zweig, despondent over the advances of the nazis, took his own life here at the age 60 in a suicide pact with his wife, he became known in his adopted country for creating one of most hackneyed phrases ever associated with Brazil: ¨country of the future¨.

   Derived from the title of his 1941 book praising Latin America largest country. The phrase got expanded and recycled ad nauseam as a refrain, ¨Brazil, country of the future, and always will be¨ used to cassualy dismiss a nation long plagued by high inflation and entrenched corruption.

    The house where Mr.Zweig took his own life is set to reopen soon as a museum, meanwhile brazilian writers and historians have been reflecting on the significance of ¨land of the future¨, and some of the political intrigue surrounding its publication 70 years ago.

    In a recent televised discussion of Zweig, Alcino Leite, editor of Publifolha, compared his importance in Brazil to that in the United States of Alexis Tocqueville, the french thinker who wrote about american concepts of liberty and equality in ¨Democracy in America¨.

     ¨We had Stefan Zweig,¨ said, Mr. Alcino, ¨who left us this book advocating tolerance, comprehension, an indictment in favor of peace, written during world war II.¨ Mr. Zweig`s reappraisal in Brazil, coincides with renewed crisis in Europe, and with a new wave of portuguese emigration to Brazil, but this time of unemployed professionals, some of those seeking opportunity may even know that Mr.Zweig remain highly esteemed in parts of Europe, especially in France, where his books are still widely available. Strangely, Mr. Zweig`s book was fiercely criticized in Brazil shortly after his publication. Critics laid waste to the writer with vehemence, opening him to insinuation that he was paid by the authoritarian regime of Getulio Vargas to write the book. But the author of numerous best sellers had little need for Brazil`s financial support.

     In 1941, Brazil had a little more of 40 millions of inhabitants and 56% of them were illiterate. The coffee was a third of exports, and a third of the children were out of school, but nothing of this diminished the optimism of Stefan Zweig, a renowned writer, published in that year ¨Brazil, country of the future¨, book that gave  to Brazil a surname. The book is a exercise of excitement and jingoism. He said,¨I was fascinated not only by the unique combination of sea and mountain, but also for a new species of civilization¨. And thus follows the text, between descriptions of the vastness of the territory, the possibilities of rich soils ( for agriculture and mining ) and the mild and unarmed spirit of the people.

      Although it is a collection of praise, the book is not without a critical sense, Zweig notes that public health was the Achilles heel of the country, and the poverty in the countryside, in faraway places from the cities is another misfortune attested for him.

    Laud - praise highly

    Taut -  tense

    Ad nauseam - an annoying excessive extent

    Despondent - in low spirits from loss of hope

    Hackneyed - unoriginal and used too often

    Entrench - so firmly established that change is difficult

    Achilles heel - a weak point

    Jingoism - excessive pride in your country

    illiterate - unable to read or/and write

   

Vol. Teac. XXV - Human Rights and Bullying

   This post is a summary of two reports: ¨ Human rights teaching reduces bullying, study finds.¨  Published at Guardian.co.uk at 2 November 2010 and written by Jeevan Vasagar and the other: ¨Bullying and human rights.¨  Published at Discoverhumanrights.org at Fall 2010.

   Teaching children about their human rights can reduce bullying and exclusion, improve relations with teachers and create a calmer atmosphere for learning, according to an UNICEF-UK project in more than 1,000 schools across Britain.The first evaluation of the project has found that its introduction was accompanied by a fall in truancy and an improvement in results at schools. Pupils increasingly took part in making decisions and in debates about the school. In some schools, pupils showed candidates for teaching jobs questions they wanted to ask. They also gave feedback after candidates for teaching jobs gave sample lessons. 

   Anita Tiessen, director of UNICEF-UK, said: ¨It is wrong that all children in the UK do not learn about their rights. Today`s evaluation report shows a profound effect it can have not only on children, but also in teachers, governors and parents.¨ Meanwhile, research by the Educational Sutton Trust finds that poor children are twice as likely to start school with behavior problems, compared with their more privileged peers. And also that the gaps in behavior between poorer and wealthier children has widened over the last 10 years. Peter Lampl, chairman of Educational Sutton Trust, said: ¨This study is showing that disadvantaged children are much more likely to have a challenging behavior. It is no wonder that the gaps in achievement grow during school. More than anything, the research shows once more again why it is so important to intervene to stem problems before they develop.¨

    Social studies devote considerable discussion to the balance of power among the branches of governments as well as to a nation`s system of justice to assist students` understanding of the court system, social studies teachers may hold mock court trials of famous cases, in which students role play the parts involved. Since social studies are intended to develop students` understanding of democratic system of justice, students need dealing with disputes and making decisions fair to the parties involved as well as to their community. Peer mediation is one means of developing students` requisite skills and knowledge of justice. Through peer mediation students must consider all sides of bullying and develop workable solutions that are fair. Research has shown that peer mediation increases students interests in the justice and legal system, while promoting citizenship. Bullying is not a rite of passage for children, this perception represent an opportunity to explore the way human rights protection is initiated, defined, and enacted  by different  states  in  the  U. S. as well as around the world. Just because it has not yet been  possible to eradicate bullying, this does not mean bullying should continue. Teachers who emphasize positive environment can only help students become secure. In addition, should familiarize students with the rules and policies regarding bullying. Social studies textbooks generally include the role of the U. N. in promoting world peace, aiding victims of war and natural disasters, and advocating for human rights. Teachers must help students recognize that freedom from bullying and harassment are human rights issues, and human rights advocates around the world have denounced bullying.

    It is imperative that each adult assumes responsibility for protecting students from physical and psychological harm. Each child, regardless of ethnicity, gender, and culture, deserves equal protection. Teachers should focus on uses and abuses of power and promote positive attitudes and tolerance of others. Furthermore, the adults must recognize bullying for what it really is, a violation of human rights.

   Truancy - stays away from school without permission or explanation.

   Stem - stop the flow of something

   Mock - arranged for training or practice

   Harass - torment someone by subjecting them to constant interference or bullying.

Non-production benefits of education: crime, health and good citizenship

        This report was published at NBER.org in January 2011 and was written by Lance Lochner. This is a summary and the title is above.

       A growing body of work suggests that education offers a wide-range of benefits that extend beyond increases in labor market productivity. Improvements in education can lower crime, improve health, and increase democratic participation.

        Economists have long recognized and measured the effect of education on an individual`s own lifetime earnings. More recently, attention has been paid to the effects of education on other personal and social outcomes. In 1997, over two-thirds of all prison inmates in the U.S. were high school dropouts. But the link between schooling and crime is more complicated than simple prison statistic suggest.

     It emphasizes the role of education as a human capital investment that increases future work opportunities, which discourages participation in crime. Variation in the cost of or taste for schooling may also affect the education-crime relationship through accumulated skill levels. Policies that encourage schooling investment should reduce crime rates among youth as they substitute time from crime to school. Education may also teach individuals to be more patient. This would discourage crime. Education also affect preferences towards risk. In most cases, mechanisms related to changes in preferences or social interactions suggest that educational attainment is likely to reduce most types of crimes.

        Health amd mortality gaps by education are large and have been growing for decades. Education is more correlated with health than is income or occupation. The literature has identified many reasons education may improve health and reduce mortality.

       The hypothesis that education strengthens democracy has a long history, crediting the basic idea to Aristotle. It emphasize the role of education in informing citizens and increasing their capacity to make ¨good decisions¨, while resisting demagoguery. Education may instill civic and democratic values.

        Despite the plethora of hypotheses linking education and democracy, formal economic models of this linking are scarce. A notable exception is Glaeser, Ponzetto and Shleifer ( 2007 ) who emphasize the social nature of political action and education`s role in facilitating social interaction.

      While democracy and political freedoms are intrinsically valuable, economists have largely been interested in the link between education and democracy based on the potential for democratic institutions to facilitate economic growth. Education and democracy are highly correlated across countries. For example, Barro ( 1999 ) shows that countries with higher average years of schooling also have greater civic liberties. A large literature in political science demonstrates a strong correlation between educational attainment and political participation, civic awareness, support for free speech, and other measures of civic engagement.

         A growing literature has established that education impact a wide range of personal decisions. The social benefits from these impacts can be sizeable. For example, Lochner and Moretti ( 2004 ) estimate that high school completion may lower the annual social costs of crime by $ 3,000 per graduate. Increasing high school completion rates in the U.S. by 1% point would reap a saving of more than $ 2 billion annually.

Vol. Teac. XXIV - Dickens part III

    This text is a summary of two reports: the first, ¨My hero: Charles Dickens.¨ Published at Guardian.co.uk in 4 February 2012 and written by Simon Callow. The second, ¨Teaching Dickens with NYT¨. Published at NYT.com in 12 January 2012 and written by Katherine Schulten and Shannon Doyne.

    The Pickwick Papers, thrust into my hands at the age 13. It danced before my eyes, a great hokey-cokey of eccentrics, phony politicians, amorous widows and wily witty servants. A tear sprang to my eyes when I read the book`s closing words: ¨Some men like bats, have better eyes for the darkness than for the light¨.

    When I first read it, I had no idea how hard-won that sunny vision had been for its 25 years-old author, only 12 years before, he had been a drudge in a shoe-polish factory, living in his own. He felt abandoned, humiliated, heart-broken. By a supreme effort of will, he turned away from the dark feelings that threatened to engulf him and threw himself into life with a blazing enthusiasm.

    This alone would not be enough to make him my hero, though it is a heroic effort. The reason I love him so deeply is that, having experienced the lower depths, he never ceased, till the day he died, to commit himself, both in his work and his life, to trying to right the wrongs inflicted by some people, above all, perhaps by giving the dispossessed a voice, from the moment he started to write, he spoke for the people, and the people loved him for it, as I do.

    This year is the 200th Dickens` anniversary, and events are planned all over. Here are some ideas for celebrating a writer who ¨could extract wisdom, pathos, humor from the most unlikely materials, and never failed to read the man underneath all the strange wrappage that habit, speech and association might have flung around him.¨

     Type the adjective ¨Dickensian¨ into some web search and you will see that it has been used to describe from the ¨life of a 1930`s child star to Newt Gingrich`s thoughts on educational reform.¨

     In a 2009 review, written just after the investor Madoff fraud: ¨Little Dorrit is particularly apt at this moment in history because the story focuses intently on something deeper and more universal than real estate bubbles or bank runs: Unfairness.¨

    Phony - a person that is not genuine.

    Wily - clever.

    Witty - having the ability to say something in a clever and amusing way.

    Drudge - who does hard, menial work.

    Engulf - overwhelm someone.

    Pathos - a quality that arouses pity or sadness.

    Unfairness - injustice

 

The Universal Declaration of Human Rights

    This is a summary of the document with the title above published at UN.org and also a summary of a text published at Detentionwatchnetwork.org , everybody have heard about human rights , but you know what this really is? They are a total of 30 article and it was proclaimed by the UN general assembly at 10 December 1948.

    Why are human rights important? The UDHR , together with the international covenant on civil and political rights, and the international covenant on economic, social and cultural rights, form what is known as international bill of human rights. These fundamental human rights should be ¨a common standard of achievement for all people and nations.¨ They are the most basic rights that all human beings should enjoy, respect and protect. International human rights law lays down obligations which states are bound to respect. By becoming parties to international treaties, states assume obligations and duties under international law to respect, to protect and to fulfill human rights.

                 Article 3

  Everyone has the right to life, liberty and security of person.

                Article 4

  No one shall be held in slavery or servitude.

               Article 5

  No one should be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

              Article 12

  No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence.

           Article 14

  Everyone has the right to seek in other countries asylum from persecution.

           Article 19

  Everyone has the right to freedom of expression. This include hold opinions without interference  and to seek, receive and impart information and ideas through any media and regardless of frontiers.

          Article 21

  Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. The will of the people shall be expressed in genuine elections held by secret vote.

        Article 25

 Everyone has the right to a standard of living adequate for the well-being of himself, and the right to security in the event of sickness, disability, old age or other lack of livelihood in circumstance beyond his control.

    Article 26

  Everyone has the right to education. Elementary education shall be compulsory. Education shall be directed to full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.

   Article 27

Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.