Suchergebnisse

Intro -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Foreword -- Introduction -- Part I: Introductory Aspects -- Chapter I: The Legal Framework of EU External Relations -- 1. EC External Competences -- 1.1. Legal Personality and International Capacity -- 1.2. Types of Capacities -- 1.2.1. Diplomacy -- 1.2.2. Autonomous Measures -- 1.2.3. International Obligations -- 1.2.4. Treaty-making Powers -- 1.3. Competences in the Bilateral Sphere -- 1.3.1. Procedural Rules -- 1.3.2. Typology of Framework Agreements -- 1.3.2.1. Trade and Commercial Agreements -- 1.3.2.2. Association Agreements -- 1.3.2.3 Agreements on Development Co-operation -- 2. Manifestation of the EC Competences -- 2.1. Approaching Competence -- 2.2. Types of Competences -- 2.2.1. Explicit Competences -- 2.2.2. Implicit Competences - The ERTA Doctrine -- 2.3. Nature of the Competence -- 2.3.1. Exclusive Competence -- 2.3.2. Shared Competence - Mixed Agreements -- Chapter II: Evolution of the Human Rights Policy in the EU/EC External Relations -- 1. Political Evolution -- 1.1. The Lomé Context -- 1.1.1. The Lomé I Convention and the "Uganda Guidelines -- 1.1.2. Negotiating the Lomé II Convention -- 1.1.3. Negotiating the Lomé III Convention -- 1.2. Outside Lomé -- 1.2.1. The Instrumental Role of the Parliament -- 1.2.2. Towards a Principle of European Responsibility? -- 2. De Iure Evolution -- 2.1. 1989: The Beginning of a Human Rights 'Policy' -- 2.1.1. Negotiating the Lomé IV Agreement -- 2.1.2. The End of the Cold War and the Potential for Human Rights -- 2.1.3. Blurring the Principle of Non-Intervention -- 2.2. Internal Developments -- 2.2.1. 1991: The Mandate to include Human Rights Clauses -- 2.2.2. The Consolidation of Human Rights Clauses and Maastricht -- 2.2.3. The Commission "Largesse" - Chapter B7-70.

Human rights intervention in Africa -- The politics of violence in Acholiland -- Relief aid, violence, and the camp -- Peacebuilding and social order -- Ethnojustice: the turn to culture -- The ICC and human rights enforcement -- AFRICOM: militarizing peace -- Beyond intervention

Das Papier enthält 3 Anhänge: "Guidelines for human rights training" (S. 21-22). "Some of the relevant international and regional human rights treaties and standards" (S. 23-24). "The main Somali clans and political organizations" (S. 24-25)

Textbooks used in elementary and secondary education not only serve as fundamental educational instruments for students and instrucors, but also implement methods of thinking, research and expression by their content, style, and format. It is vitally important that they should be designed to protect "the right to education" by conveying accurate, up-to-date, objective information, to endorse respect for human life and dignity, and to uphold other basic human rights such as "the right to freedom of opinion and expression" found in the Universal Declaration of Human Rights. The essays in this collection have been compiled from a book published by the History Foundation of Turkey and the Turkish Academy of Sciences as part of a project on human rights issues in textbooks used in elementary and secondary education in Turkey. They highlight the essential results of the most comprehensive survey conducted in this field by interpreting and analyzing 190 textbooks currently in ciculation.