Suchergebnisse

زمینه و هدف: آموزش علاوه بر این‌که یکی از مصادیق مهم حقوق بشر است، ابزاری مهم برای تحقق سایر مصادیق حقوق بشر نیز به شمار می‌رود. تضمین و اجرای حق آموزش مقدمه تضمین و اجرای سایر مصادیق حقوق بشر می‌باشد. حق بر آموزش ابتدعاً در قامت یک اصل کلی و منعطف که فاقد تعهدات حقوقی مشخص و الزام‌آور بود، در قالب اعلامیه جهانی حقوق بشر پذیرفته شد. به علت تفاوت‌های بنیادینی که در نظام‌های حقوقی ـ سیاسی دولت‌ها وجود داشت، توسعه و تقویت حق مزبور به نظام‌های حقوقی منطقه‌ای و داخلی سپرده شد. مواد و روش‌ها: در این مطالعه با روش تحلیلی ـ توصیفی، ابتدا مفهوم شهروندی و اهمیت آموزش بحث و بررسی خواهد شد. پس از مشخص‌شدن وضعیت متغیر مزبور، اهداف فرآیند آموزشی و مفهوم «حق بر آموزش» برای تبیین دقیق‌تر چارچوب کلی مسأله اصلی پژوهش حاضر و سپس آموزش دموکراسی، تسامح و تساهل به عنوان معیار اصلی برای ترویج شهروندی دموکراتیک مورد بحث و بررسی قرار خواهد گرفت. ملاحظات اخلاقی: در تمام مراحل نگارش پژوهش حاضر، ضمن رعایت اصالت متون، صداقت و امانتداری رعایت شده است. یافته‌ها: در چارچوب حق بر توانمندسازی، آموزش سازکاری است که با استفاده از آن، افراد می‌توانند ابزارهای لازم را برای مشارکت کامل در جوامع به دست آورند. آموزش نقش بسیار مهمی را در توانمندسازی اقشار آسیب‌پذیر، ترویج حقوق بشر و دموکراسی، فراهم کردن زمینه‌های لازم برای توسعه پایدار و. ایفا می‌کند، در نتیجه آموزش به عنوان یکی از بهترین سرمایه‌گذاری‌های مادی و معنوی محسوب می‌شود که یک دولت می‌تواند در راستای توسعه، پیشرفت و رفاه شهروندان خود، انجام دهد. نتیجه‌گیری: تحولات حق بر آموزش و اجرا و تضمین آن در چارچوب دکترین شهروندی دموکراتیک و در نتیجه، ارتباط آن با توسعه و تقویت مفهوم حکومت قانون و عناصر تشکیل‌دهنده آن، در فرآیند تربیت شهروندان پایبند به دموکراسی و ایجاد یک نظام حقوقی ـ سیاسی که اصلی‌ترین و کارآمدترین ضمانت اجرای آن فشار واقعی افکار عمومی و مطالبه‌گری عموم مردم خواهد بود، نقش اساسی ایفا کند. ; Background and Aim: Education is not only one of the important examples of human rights but also an important tool for the realization of other examples of human rights. The guarantee and enforcement of this right is a prelude to the guarantee and enforcement of other instances of human rights. The right to education was initially recognized as a general and flexible principle that had no clear and binding legal obligations under the Universal Declaration of Human Rights. Due to the fundamental differences that existed in the legal-political systems of governments, the development and strengthening of this right was entrusted to regional and domestic legal systems. Materials and Methods: In this study with analytical-descriptive method, first the concept of citizenship and the importance of education will be discussed. After determining the status of this variable, the objectives of the educational process and the concept of "right to education" will be considered to explain more precisely the general framework of the main issue of the present study. In the third step, the teaching of democracy, tolerance and tolerance as the main criteria for promoting democratic citizenship will be discussed. Ethical Considerations: In order to organize this research, while observing the authenticity of the texts, honesty and fidelity have been observed. Findings: Within the framework of the right to empowerment, education is a mechanism by which individuals can acquire the tools necessary for full participation in society. Education plays a very important role in empowering the vulnerable, promoting human rights and democracy, providing the necessary conditions for sustainable development, and so on. As a result, education is considered as one of the best materials and spiritual investments that a government can make for the development, progress and welfare of its citizens. Conclusion: Developments in the right to education and implementation and its guarantee within the framework of the doctrine of democratic citizenship and, consequently, its relationship with the development and strengthening of the concept of rule of law and its constituent elements can in the process of educating citizens committed to democracy and creating a legal-political system. The main and most effective guarantee of its implementation will be the real pressure of public opinion and public demand, to play a key role. Please cite this article as: Rostami S, Soleymanzadeh T. A Rethinking of the Concept of Right to Education in the Light of Democratic Citizenship. Bioethics Journal, Special Issue on Bioethics and Citizenship Rights 2020; 173-186.

Child rights education guidelines for Afghanistan

Muʻīn, Muṣṭafá, 1951 or 1952- - Interviews ; Education, Higher - Iran - History

Noam Chomsky, world renowned dissident intellectual, discusses Western power and propaganda with filmmaker and investigative journalist Andre Vltchek. The discussion weaves together a historical narrative with the two men's personal experiences which led them to a life of activism. The discussion includes personal memories, such as the New York newsstand where Chomsky began his political education, and broadens out to look at the shifting forms of imperial control and the Western propaganda apparatus. Along the way the discussion touches on many countries of which the authors have personal experience, from Nicaragua and Cuba, to China, Chile, Turkey and many more. A blast of fresh air which blows away the cobwebs of propaganda and deception, On Western Terrorism is a powerful critique of the West's role in the world which will inspire all those who read it to think independently and critically

Idrīs Bidlīsī (d. 926/1520) was the son of a munshī (secretary) in the chancery of the court of the Aq Qoyunlu ruler Uzun Ḥasan (d. 882/1478) first in Diyarbakır and then Tabriz. Idrīs must have enjoyed the usual education for an adolescent of his social background. He was fluent in Persian and Arabic, knowing Kurdish as well. He started his career in Tabriz under Yaʿqūb Beg (d. 896/1490), and served him and his descendants for seventeen years in various high administrative offices. When Tabriz was conquered by the Safavids in 907/1501, he fled to the court of the Ottoman emperor Bāyazīd II (d. 918/1512) in Istanbul, serving him and Selīm I (d. 926/1520) in different positions and capacities. Bidlīsī authored more than twenty works but is best known for his Hasht Bihisht , a history of the Ottoman empire written for Bāyazīd II. The present work is a mirror for princes type of composition with a strong religious colouring

One of the most common causes of emergency department (ED) visits in Pasteur Hospital, Bam, Iran, is a foreign body from palm tree fronds entering different parts of body. This town is located in southeast Iran and has many palm tree orchards. Most of its residents are farmers or orchardists and many children play in these orchards. When palm harvest season approaches (about the end of summer), a considerable number of patients are presented to emergency department of this town with complaint of foreign bodies. These foreign bodies called "date thorns" among the locals (figure1) are wooden and can easily penetrate various body parts due to their needle-like, pointy shape. Some patients manipulate the foreign bodies before going to the ED and cause it to move deeper. Another group, delay going to the hospital and only reach ED a few days after the initiation of inflammation, redness, and evidence of infection. History and physical examination aid in finding the place of the foreign body, but sometimes they are not perceptible and diagnostic imaging is needed. Radiolucent objects such as wood cannot be detected in graphy but are visible in sonograms (1, 2). Removal of these bodies is usually performed under sterile conditions, using local anesthesia or regional nerve blockade, by making an incision and searching the region, finding and removing the foreign body, and finally suturing and bandaging. The procedure gets more difficult in children and patients who do not cooperate and occasionally, procedural sedation and analgesia is required, which leads to side effects such as nausea, vomiting, lethargy, agitation, and respiratory depression. Depending on the site of injury, patients are usually unable to use the affected organ for a few days after the procedure and need daily washing and bandage, and sometimes taking antibiotics. If tendon, joint, nerve, or vascular injuries are present, it gets more complicated and need for operation and hospitalization will be added to the afore-mentioned requirements (3-5). This can lead to temporary or permanent disability of the organs during the busiest workdays, in addition to severe pain especially in cases of the foreign body piercing a joint. The presence of these patients in the ED leads to overcrowding and sometimes decreases the time spent on patients in poor condition. This becomes troublesome on occasion as staff and equipment are limited, particularly when sonographic or radiologic guidance is needed for removal of the foreign body (6, 7). In the time between March and October 2014, 240 patients have been presented to the ED with complaint of foreign body, which makes up 10% of total ED visits as 2400 patients visit the ED each month (77.36% male). The patients' age range was 3 to 70 years. In 190 (79.16%) cases, the foreign body was successfully removed in the ED and the other 50 (20.83%) needed surgery. The foreign body was in the lower extremities in 107 (56.31%) cases, upper extremities in 77 (40.52%) and other body parts in 6 (3.15%). These findings emphasize the importance of prioritizing prevention over treatment. It seems that by taking a few simple measures we can vastly decrease the financial and health burdens of this problem:1- Avoiding walking barefoot on the grounds beneath palm trees that are full of the dry thorns mentioned. This is especially important in case of children.2- Education for use and providing personal safety tools such as helmets, long impenetrable gloves, glasses, and proper shoes while working and harvesting dates.3- Having classes for the farmers and orchardists, held by health centers of the regions affected by this problem.4- Educating the patients on the importance of rapid referral to ED and not manipulating the foreign body to avoid further complications.5- Train the medical staff of the ED to increase their skills in removing radiolucent objects using sonographic guidance.6- Educate the families to take more care of the children especially in harvest season.7- Mechanization of the harvest process to decrease using hands with the aid of respective organizations ; یکی از مراجعات شایع به بخش اورژانس بیمارستان پاستور، بم، ایران، ورود جسم خارجی ناشی از لیف درخت خرما به قسمتهای مختلف بدن می باشد. این شهر در جنوب شرقی ایران واقع شده است و نخلستانهای زیادی دارد. بسیاری از ساکنین شهر بم و اطراف آن کشاورز و باغدار بوده و تعداد زیادی از کودکان هم در این باغها مشغول بازی هستند. با نزدیک شدن به فصل برداشت خرما (اواخر تابستان) بخش اورژانس این شهر محل ارجاع تعداد قابل توجهی از بیماران با شکایت جسم خارجی است. این اجسام خارجی که در اصطلاح محلی سیخ خرما نامیده می شود از جنس چوب بوده و به دلیل شکل سوزنی و انتهای تیزی که دارند به راحتی وارد قسمت های مختلف بدن میشود. برخی از بیماران قبل از مراجعه به اورژانس، اقدام به دستکاری کرده و باعث فرورفتن عمیق تر این اجسام می شوند.در ادامه این نوشتار به ارزیابی شیوه مدیریت این بیماران خواهیم پرداخت.