Saturday, December 25, 2010
What Are My Poa Responsibilities
Wednesday, December 22, 2010
Create Ur Own Tech Deck
Wednesday, December 15, 2010
We Prefer To Have Cash
Monday, December 13, 2010
Greek Yogurt Ok For Gallbladder?
Reporting Accidents To Police In Calgary
Monday, December 6, 2010
Biffy Clyro Music Sheets
write verses Shy planted on the banks of the notebooks
white poems without workshops
dictates of my soul and poetic delivery of my hands
misspelled
feelings with s of more and accents ignored.
mutilated
semicolons so I write my verses
artisans. (Romeo Molina)
Rojas knew
And
Sunday, December 5, 2010
What Happened To Sun Microsystem
Thursday, December 2, 2010
Phyto Color Wanted To Try
Normal
(Display in Human Rights Education Conference held on November 30, 2010, during the activities for the Teacher's Day, the Association of Educators veragüenses-AEVE)
I. RULE OF LAW AND HUMAN RIGHTS
1. The rule of law is a constant political and legal discourse, as the concept of democracy, human rights, among others.
2. are social science concepts, like any science characterized by the possibility of error and correction in the pursuit of knowledge possible target of a phenomenon within the social subjectivity of the worker.
3. It discuss concepts, on the basis of arguments based on reason, through a dialogue of knowledge and world views.
4. The rule of law is an idea, an element of discourse, which therefore can not be consider their existence in absolute terms, but the problem of their implementation from what we understand by the concept, to verify progress and setbacks in the effective citizenship rights that give real substance to a democracy. Also remember that there is no rule of law itself, but individuals at different levels of interpreting the rules according to certain criteria, which come to be regarded as law.
5. is a product of liberal imagination that arises in opposition to absolute power, characterized by the absence of freedom, concentration of power and irresponsibility of the State for the actions of its officials, which in simple terms raises
- in the minimal sense and historical, assumes the existence of written and public law, promulgated by the competent authority to regulate social life events, with application to the events subsequent to its existence, in a transparent manner by the relevant institutions.
- limitation of governmental activity to the Constitution and the provisions adopted in accordance with procedures established by it.
- thus claiming a series of fundamental rights and freedoms of citizens, understood as the dominant doctrine as civil and political rights.
6. Panama is officially proclaimed as a rule of law in Article 2 of the Constitution of the Republic of Panama, the public power is exercised by the State under the provisions of the constitution, through the 3 organs, (...) the authorities are established for (...) ensuring the effectiveness of rights and individual and social duties, and implement and enforce the Constitution and the Act I of Article 18 of the same rule: Civil servants are liable for infringement of the Constitution and the law, overreaching or omission in the exercise of functions.
7. From a constitutional perspective speaks of the historical development of the rule of law, from the liberal constitutional (formal, civil and political rights, rejected as insufficient), democracy (universal suffrage, political parties, electoral processes, mechanisms grip on power), the welfare state (labor rights, restrictions on private property, involvement in production), welfare (public services) established in the twentieth century as containment mechanisms of social change movements, and one can speak of cultural (Recent constitutional developments in South America). We can speak of a neo-liberal rule of law, but not set by the Constitution but in the concrete, which emphasizes the framework of legal security of private property and freedom for capital, deregulation and flexibility in strategic sectors to open social services labor and natural and cultural resources to the market logic, with the consequence of structural inequalities sharpen, levels of social exclusion, denial of citizenship and the possibility of democratic development.
8. The conflict with the neoliberal state is the emphasis regulator and the annulment of repressive and emancipatory possibilities, in which human rights, all are realized (or not) by the ability to access economically to the satisfaction of needs within the system free market, so its application leads to the denial in practice of fundamental rights.
9. From a legal system distinguishes between rule of law:
- On existence of the Act, however cualquier sistema autoritario tiene una ley, incluso a nivel constitucional.
- Por origen de la Ley, pero el procedimiento y origen puede ser correcto, y violentar derechos fundamentales.
- Por aplicación de la Ley, aunque la observancia de la ley solamente garantiza la existencia de las relaciones de poder reflejadas en la norma y no necesariamente algún valor positivo.
- Por contenido de la Ley, pero los derechos pueden ser reconocidos en el derecho positivo, pero no existir en la vida social.
10. Por tanto, no todo imperio de la ley is a rule of law.
11. A very basic definition of law, one among many possible, is defined as the set of principles and rules governing human relationships in any society with which compliance can be imposed coercively. Any concept of law will relate to the production and maintenance of a social system order, stability in relationships within that system, ie security, civic, social, national, human, investment, among others.
12. Sociologically we can divide the law in 2 dimensions to suit your purposes and results: regulatory (eg transnational corporate law) and emancipatory (international law of human rights, even considering his accent modern, Western, Eurocentric, in need of restatements from new realities ) always emphasizing the character of law as a social product, ideological, political, so that "the manner in which the potential of law evolves, either to the regulation or to emancipation, it has nothing to do with autonomy or self-reflexivity of law, but with the political mobilization of social forces competing (De Sousa Santos). "
13. The problem of "what right" leads to the response: fundamental rights, which moves but does not solve the problem by raising what is a fundamental right, or what makes a right fundamental.
14. dominant liberal doctrine speaks of civil and political rights, which is reflected in the differences in the protection of rights, much less when referring to economic, social and cultural rights, including the right to education. At this point there is the problem of their programmatic nature, the progressive realization of rights, not enforcement, non-justiciability.
15. Our thesis is that even in terms of civil and political rights, Panama may be termed a constitutional rule of law (purely formal requirement, the existence of a standard recognized as superior in the legal system), political democracy (characterization strictly formal minimalist in the sense of democracy, ie periodic holding of elections), in turn (this democracy) restricted policy options within the same ideological framework, with serious deficiencies in the rule of law and respect for the rights of both minority and / or majority.
16. Panama, contrary to the consistent presence in the legal and political discourse of concepts, not a democratic state, a state with laws, a full democracy. It could be argued that no state on the globe it is, that all States have deficiencies, such ideas can guide actions towards continuous improvement of reality, but it noted that focus the size of the gap from minimalist conceptions of democracy and rule of law.
17. Our argument is based upon the premise that the individual is part of a community not only to insure against others, ie, to have limitations, but to receive benefits from their participation in the community.
18. The realization of economic, social and cultural set up a separate state of affairs that benefit the individual per se, allows you to participate in their civil and political rights in a relationship of equality, or at least, less inequality in respect of whom dominate the political and economic structure of society.
19. That the right to education is recognized as a fundamental right doctrinally, especially in a group of people (children and adolescents) who need special attention for their specific conditions. It is also recognized their role in the realization of other rights.
20. That system legal is not only a set of rules, but a real system that links institutions and citizens through a network of rights and obligations, rights and responsibilities, a single system, for which no logical sense to apply differences in the application of law and that the economic argument (lack of resources) is not enough to see the economic indicators and comparisons with other countries with similar characteristics and superior results in terms of realization of rights, citizenship, democracy, rule of law, deeply related concepts each other. That is, the problem is not lack of resources, production, but in the exploitation and inequality in the distribution. Therefore, it is only the ideological justification for this situation, the political calculus of economic advantage.
21. A rule of law ensures that only officially recognized political freedoms are necessary but not sufficient, which only a tiny portion of the population has the capabilities to fully exercise (every day more constrained by social reality and the rules), which does not even guarantee civil rights, can hardly be called rule of law.
22. That a rule of law, democratic, you have to qualify on all human rights, according to the principle of indivisibility, interdependence, integration of this doctrine. We seek then the actual implementation and effective enforcement of fair laws legitimately generated.
23. A clarification: our views on the human rights of the self-recognition as material entities of a social system embedded in the global ecosystem, so we understand as a condition necessary to protect the rights of nature as a universal good on which to develop the economic, social and cultural rights recognized related, which in turn are prerequisites for the effective realization of the rights and civil liberties and political requirements of a substantial and deep democracy. This investment comes from a doctrinal position in the material reality of human beings and not translated into an attempt at ranking of rights is not intended to prioritize, but actually identifies bases and material foundations of the entire edifice of human rights theory.
24. If the idea of \u200b\u200brule of law has a certain ideological and political origins, which has proved insufficient, then we can ignore it, condemn it, forget it, or develop, broaden, deepen, as a concept in itself, against arbitrary power and without limitations.
II. EDUCATION AS HUMAN RIGHT
Brief necessary prelude: the vision of education
in the strategic plans of government
25. Strategic Vision in Development and Employment to 2009, public policy framework for the PRD-PP government's 2004-2009 five-year period, education and health are presented as a tool for the economic growth, productivity, competitiveness, ie it is strictly from the economy, expressing a vision of society and the role of human beings. Finally, also considered a means of generating "better citizens."
26. Plan 2010-2014 Government Strategic Roadmap is the action of government for the overall goal of achieving sustained economic growth presented by the alliance CD-Panameñista-Molirena-UP, as a prerequisite and necessary social welfare. talks about the qualification and specialization of labor with emphasis engine of economic growth: tourism, agriculture for export, offshore services, private health, marine services and multinational companies.
27. Regarding this last document worth noting a point: it recognizes the economic growth of recent decades shows that it has not been accompanied by training to workers, with the result of "relatively high wages (eg, B/.312.00 month in manufacturing, B/.217.00 compared to a month in Colombia and B/.134.00 a month in China) "in a normal level of unemployment rate (6.2% in 2008).
28. These words can be translated so that the main productive force (the community) has been sustained despite the actual deficiencies identified in the educational system (the which, however, are not only internal to it, or even mainly), a considerable economic growth has not translated into better living conditions, and instead the business sector, despite the increase in profits and weight loss of wages in the national economy as a whole, considers that the payment offered by the workforce is comparatively high, and proposes changes to education from the standpoint of capital and not human rights, for higher returns with talk of achieving welfare through growth, spill thesis which has been repeatedly proven false, totally taken by the current government.
human rights within the education system: education (students)
rights (teachers) and through implementation of other rights (community).
29. Labour Rights: critical to the deterioration of teacher working conditions to levels "unacceptably low", the right of teachers to the organization, collective bargaining and fair pay are considered essential the right to education in the doctrinal developments. Minimum standards on workers' rights are the right of association, collective bargaining and strikes, developed together with issues such as participation, hours, wages, social security, stability, non-discrimination and respect for human dignity.
30. As for union activity, it should deepen the passage of a conscience demands, focusing on economics, to an awareness of societal transformation, including but not concentrated in the former, extending understanding the educational process in relation to all subjects of the community.
31. Right to education: is closely related to the rights of the child, without limiting its universal character, being developed in different bodies of international human rights from the following principles:
- universality and nondiscrimination.
- compulsory and free education primary.
- progressive free secondary and higher education.
- generality and diversity of secondary education, to meet different needs in different contexts without affecting general training (integral) of the students.
- openness and accessibility of higher education.
- primacy of interest of the student.
- continuously improve the material conditions of teaching staff.
- special education for the disabled.
- duty to take measures to encourage attendance and reduce dropout rates.
- management discipline with respect to the dignity of the child.
32. The value of the principles outlined makes sense of the objectives enshrined in international law of human rights regarding education: "education shall be directed to the full development of human personality and sense of dignity and shall strengthen the respect for human rights, ideological pluralism, fundamental freedoms fundamental justice and peace ... shall enable all persons to participate effectively in a free, democratic and pluralistic achieve a decent existence, promote understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups and promote activities for the maintenance of peace "as well as" their skills and mental and physical abilities to their fullest potential ... respect for parents, cultural identity, language and values \u200b\u200bindividual, national and universal "and to the natural environment, respect the child specifically.
33. General Comment No. 1 on the Rights of the Child (2001) on Aims of Education (Article 29.1 of the Convention on the Rights of the Child), are designated as educational objectives the holistic development of children, about the benefit of children, to the maximum extent possible including human rights standards, identity, integration and positive interaction with society and the environment.
34. even more sense Cobra in light of the doctrinal developments on the scope of the rules, including these:
- s and must make an evolutionary interpretation of the law in regard to the objectives of all levels of education, for enlargement of the right to items not covered in the first agreements, for example, the ecological theme.
- education in all its forms and levels should first consider the interests of the pupil. Observed greater importance on educating children as people with rights, not only to educate in human rights and child instead of having to adapt to the education available, adapt "education to every child's best interests" considering "the right of every child to be considered and respected as different. "
- the basis of state obligation with respect to education is its common good and institutionalized schooling is a public service.
- l education as a human right can not depend on the free market where access is determined by purchasing power.
- to
- education focused on the accumulation of knowledge and encouragement of competition "can be a serious impediment to the development of the child."
- the consequences of denying the right to education can not be repaired retrospectively, so it emphasizes the state's financial responsibility and budget priority should be education.
- against double status as law and business service acquired by education since the late twentieth century, international strategies and national development and education must observe international human rights law .
35. We would underscore the importance of the principle of best interests of the student, it is what gives meaning to education in a social process and the educational institutions, recognizing the essential role of education as a means of realization of the human being. Such a vision to internal human right to education in particular, is consistent with the centrality it occupies in the system of human rights, the concept of human dignity, and the objective of protecting the individual against all forms of power as well This interpretation is consistent with the principles of best interests of the child (Article 3 of the Convention on the Rights of the Child) and respect the views of children (Article 12 of the Convention on the Rights of the Child), which should be considered in the development and implementation of policies, programs and regulations affecting conditions and life prospects of children (as indeed it is the topic of education.)
36. These child rights principles point to the need to consider as individuals with rights rather than the traditional perception of the child (and education, the student) as objects and spaces that encourage the right meet of children to express their views and participate in matters that affect them yet, do not subject the rights of children to adults' interests. Proper incorporation of these principles along the entire educational process, in equilibrium with the participation of others in the same, strengthen respect for human rights of all members of the educational community, without discrimination, from a position of equality and inherent dignity as human beings both in the educational system and in the whole social system, including of course, the production system.
III. FINAL
37. Understood in such terms the "what" of rights human linked to the educational process, we maintain the thesis of the necessity of the right to education and economic, social and cultural rights as necessary for the construction of a comprehensive rule of law, democratic and full citizenship.
38. The intention of the exhibition focus on human rights, the rule of law, on the economic, social and cultural rights, specifically the right to education in children and adolescents, veragüenses Educators Association (AEVE ), arises when considering the major role that can teachers make in building democracy in a country, which should result in a profound sense of responsibility for this task, a self-criticism on society and our role in it.
39. highlighted aspects support the idea that democracy can only be constructed in the classroom with democracy in the classroom, involving participation, educational organization helping the student organization for social organization: the youth must be seen as a subject of rights, public policies on children and adolescents should aim to develop potential and preferably not repression, that does not mean anything other than the lack of social investment in time. To that must be addressed in the teaching action organized according to the motto "Who dares not fight, not worth educating."
References consulted:
- Dictionary of the English Language in www.rae.es
- International Covenant Economic, Social and Cultural Rights (1966)
- Convention American Convention on Human Rights (1969)
- Additional Protocol to the American Convention on Human Rights (Protocol of San Salvador, 1988)
- Convention on the Rights of the Child (1989) General Comments
- 13 " right to education "on Article 13 of International Covenant on Economic, Social and Cultural Rights (E/C.12/1999/10, December 8, 1999, at the 21st session of the Committee on Economic, Social and cultural)
- Nations Special Rapporteur on the Law to Education (Katarina Tomasevski, E/CN.4/2004/45, January 25, 2004, at the 60th session of the Human Rights Commission)
- O'Donnell, Guillermo Polyarchies and the
- (Un) Rule of Law in Latin America (1998)
- Why the Rule of Law Matters, Journal of Democracy, Volume 15, Number 4, John Hopkins University Press (2004)
- Some reflections on democracy, the State and its many faces, (2008)
- De Sousa Santos, Boaventura: Sociology of Law Review, 1 ed., ILSA, Colombia (2009)
Friday, November 26, 2010
Watch Nightmare Campus Anime
comes in. But just self-interest, prejudice or whim of the subject to shift, most obviously right that the trial be issued (if it bothers the word trial, not judge it, better put back in place the word opinion, that after all means the same) or at least acceptable in terms of reason, acceptance of the approach becomes impossible and the air is pervaded by a smell of guilt desperately looking for causes and culprits, against all evidence and data from memory. Huge is an offense against the dignity of the interlocutor (a) of the day, unbearable, unconscionable, unforgivable (and who are thinking about apologizing?). Review, respond, it becomes tort.
However, as everything is always possible to obtain some education, today announced at the end a conclusion, read well, final. So as you read. One can be a brother, friend and colleague Simon, Joseph, Charlie, Antonio, Ernesto, Augusto, Victorian, Camilo, Rosa, Roque, many others and many others that are in one. Can also be people of all humanity, and in the abstract but as real in their suffering, in their struggle, which is and always will be the one. There may also be human beings of millions of unborn, innocent, to whom a "custody" to the extent this their means (I take this opportunity to say tod @ s know you can always do more, and not do something, be sacrificed to feel and look with an air of superiority, absolute purity, non plus ultra of mankind for ever ever, beyond good and evil, far tod @ sl @ s and all other things).
may be noted that the above list, who pose an answer for their actions, involves the difficulty of being unable to respond directly, to which I turn to one of the principles of Bushi do, code of ethics of the samurai on honor:
The true samurai has only one judge of honor, and that is himself. The choices you make and how you carry out are a reflection of who you really are. You can not hide from yourself.But there is another list of people to whom one must answer for their acts straight, and closed a short list, who has raised one (in my case, one can say that bred twice) and takes the form of a parent, sometimes uncles, aunts, grandmothers, grandfathers, and others that perform this function. Because I bet that you even though you aa more no one would accept such a heavy responsibility. And you even though you can not be double standards among the members of this very closed short list of people, no room for opportunism, to manifest the immature attitude and double standards of all-you-say-is-wonderful-because-I-should-and-reinforced-you -I-say-and-follow-saying-that-is-wonderful-as-you-do-well-being. Learn to endure the reality that requires patience and effort, diversity, differences of opinion. One asks not always agree with you, because it would fall into the same, it is impossible and produce a boring world. One calls for intellectual honesty, that is as close to objectivity in the inevitable subjectivity, and sincerity in the exchange. I'm already rotten temper tantrums.
course, there s acquaintances that make the effort an even greater hierarchy. L @ \u200b\u200bs to help, l @ s who remember, l @ s who argue with one and not become not match. This conclusion may well be interpreted and applied as advice. For my part, I will do and say what you have to do and say, answer to those who have to answer, and my conscience which is peaceful.