GMU Current Need and The Historical Rise of A Human Rights Regime discussion You should use Response Papers to clarify your thinking on the issues related

GMU Current Need and The Historical Rise of A Human Rights Regime discussion You should use Response Papers to clarify your thinking on the issues related to Human Rights, as well as to provide me with feedback on the effectiveness of some of our course materials at helping to understand and digest these complicated ideas. As always, be sure to use ASA ( see the uploaded file pls) style for your citations (no less than 800 words, no more than 1000 words).Theme:For this paper, you are asked to address :1-the current need and the historical rise of a Human Rights regime ( see the uploaded file pls in order to answer this question) 2- Consider some of the enormous social ( see the uploaded file pls in order to answer this question), political, and economic issues impacting the world that can only be confronted through international cooperation. 3-What would our world be like in the absence of Human Rights ( see the uploaded file pls in order to answer this question)?4- please make it look simple and do not use complicated words or sentences E. H. Butler Library
ASA Style
American Sociological Association (ASA)
The ASA Style Guide was designed for use by authors preparing manuscripts for
publication in American Sociological Association journals. This Butler Library guide
to ASA style is intended to aid students who are directed by their instructors to use
“ASA style” when writing research papers. Consult the ASA Style Guide for answers
to questions not covered herein.
American Sociological Association. 1997. ASA Style Guide. 2nd ed. Washington,
DC: American Sociological Association. Ref HM 73 .A54 1997
American Sociological Association. 2005. Quick Style Guide for Students Writing
Sociology Papers. Washington, DC: American Sociological Association.
Retrieved April 27, 2005 (http://www.asanet.org/apap/quickstyle.html).
Students are expected to use a specific bibliographic style to help foster clear
communication. Using a bibliographic style gives evidence of the students’ careful
scholarship and helps them avoid plagiarism. As with any writing assignment
students should pay attention to grammar, spelling, punctuation, capitalization,
usage, and accuracy. Should the instructor give directions that vary from ASA style,
students should follow those directions.
MANUSCRIPT FORMAT
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Use a word processor and a good printer.
Choose 12-point type and print on 8½ by 11 inch white paper with 1¼-inch
margins on all four sides.
All text must be double-spaced including the references.
Use the word processor’s italics feature for book and periodical titles.
Have a separate title page giving the full title of the paper, author, etc.
If required, on another separate page provide a short (150 – 200 words)
abstract headed with the title of the paper.
Begin the text on a separate page headed with the title of the paper.
If section headings are used in the paper, follow this sequence:
THIS IS A FIRST LEVEL HEADING
(All caps, centered or left justified)
This is a Second Level Heading
(Italics, upper and lower case, centered or left justified)
Buffalo State (SUNY) ♦ 1300 Elmwood Avenue ♦ Buffalo, NY 14222 ♦ (716) 878-6300
ASA Style
Page 2 of 6
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The beginning of the paper should NOT have a heading, i.e. do not use
INTRODUCTION
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Use citations in text. The citation includes the last name(s) of the author(s)
and the year of publication. Page numbers should be included to identify the
source of direct quotations. The page numbers follow the year of publication
and are separated from the year by a colon without spaces. The format of the
citation may vary to suit the style of the writer. See examples below.
CITATIONS IN TEXT
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DIRECT QUOTES – Whenever an author’s exact words are used, document
the source.
o For shorter quotes:
Quotations in text must begin and end with quotation marks; the citation
follows the end quote mark and precedes the period.
“In 1998, however, the data were reported by more specific job type
which showed that technologically oriented jobs paid better”
(Hildenbrand 1999:47).
Hildenbrand reported that “in 1998, however, the data were reported by
more specific job type which showed that technologically oriented jobs
paid better” (1999:47).
Use p. (lower case p period) for the page number when the author and year
do not accompany it in the citation.
Hildenbrand (1999) stated that “in 1998, however, the data were
reported by more specific job type which showed that technologically
oriented jobs paid better” (p. 47).
o For longer quotes:
Set longer quotations off in a separate paragraph or block quotation that is
indented from the text, single-spaced, and in a smaller type size. Do not
use quotations marks. The citation follows the period in a block quotation.
If necessity is the mother of Invention, then perhaps desperation might be
Inspiration’s father. How many useful innovations that seem to others like
bright and shiny new ideas are created as the result of a last-ditch attempt
to fix a part of the world that had just been noticed to be “out of order?”
Perhaps that is not a very romantic view of change, but it often fits
experience. And if a new idea works, by bringing about needed
improvements, it looks better and better. (Besemer et al. 1993:69)
ASA Style
Page 3 of 6
If the author’s name is in the text followed by the year in parentheses, put
the page reference, preceded by P. (upper case P period) in parentheses
following the end period of the quote.
According to Besemer et al. (1993):
If necessity is the mother of Invention, then perhaps desperation might be
Inspiration’s father. How many useful innovations that seem to others like
bright and shiny new ideas are created as the result of a last-ditch attempt
to fix a part of the world that had just been noticed to be “out of order?”
Perhaps that is not a very romantic view of change, but it often fits
experience. And if a new idea works, by bringing about needed
improvements, it looks better and better. (P. 69)
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PARAPHRASES – When using an author’s ideas or re-phrasing his or her
words, even though not quoting directly, document the source. Use the same
format as shown above for the citations in text, but omit the page number.
…whenever it occurred as reported in another study by Pain (2004).
…whenever it occurred (Pain 2004).
Additional Examples of Citations in Text
o Joint (two) authors: give both names:
(Moon and Williams 1993:343)
o Three authors: give all three names in the first citation and use “et al.”
subsequently:
(Scott, Treas, and Richards 2004)
first citation
(Scott et al. 2004)
subsequent citations
o Four or more authors (e.g. Kashani, Daniel, Dandoy, and Holcomb): use “et
al.” in all citations including the first one:
(Kashani et al. 1999)
first & subsequent citations
o For institutional or government authorship, supply minimum identification
from the beginning of the complete reference:
(U. S. Bureau of the Census 1998:482)
o Separate a series of references with semicolons. List them in a single
logical order throughout the paper, e.g. chronologically or alphabetically:
(Moon and Williams 1993; Kashani 1999; Scott et al 2004) or
(Kashani 1999; Moon and Williams 1993; Scott et al. 2004)
o Refer to specific chapters, tables, appendices, etc.:
(Clawson 1998, chap.2)
(Neuman 1994, table 3.3)
ASA Style
Page 4 of 6
REFERENCE LIST
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Begin the reference list on a separate page headed with the word “References”
in upper and lower case (no quotation marks).
All references cited in the text must appear in the reference list.
All references in the reference list must be cited in the text.
Use hanging indentation.
Double-space the references.
Invert the authors’ names; if there are two or more authors in a citation,
invert only the first author’s name.
The reference list should be arranged alphabetically by authors’ last names. If
there is no author, arrange the first significant word in the title in the
alphabetical sequence.
Arrange multiple items by the same author in order by year of publication,
earliest year first.
Use six hyphens and a period (——.) in place of the name(s) for second and
succeeding occurrences of works by the same author.
Distinguish works by the same author in the same year by adding letters, e.g.
(2003a, 2003b, 2003c).
Use city and state (U. S. postal abbreviation) for all cities except New York.
For cities outside of the U. S. provide the country.
Use italics for book and periodical titles; underline if italics are not available.
Examples of References
Examples are single-spaced to conserve space.
o Books – One Author
Prus, Robert C. 1996. Symbolic Interaction and Ethnographic
Research: Intersubjectivity and the Study of Human Lived
Experience. Albany, NY: State University of New York Press.
o Books – Second Book by a Cited Author (i.e. Prus, the same author as
in the preceding reference; use the name if other authors intervene)
——. 1997. Subcultural mosaics and intersubjective realities: an
ethnographic research agenda for pragmatizing the social
sciences. Albany, NY: State University of New York Press.
o Books – Two Authors
Renzetti, Claire M. and Daniel J. Curran. 1998. Living Sociology.
Boston, MA: Allyn and Bacon.
o Books – Edited
Turner, Stephen P., ed. 1996. Social Theory and Sociology: The
Classics and Beyond. Cambridge, MA: Blackwell.
ASA Style
Page 5 of 6
o Books – Edition Other Than First
Booth, Barbara, ed. 1999. Thesaurus of Sociological Indexing Terms.
5th ed. Bethesda, MD: Cambridge Scientific Abstracts.
o Books – No Author
The Chicago Manual of Style. 2003. 15th ed. Chicago, IL: University of
Chicago Press.
o Books – Chapters
Neuman, W. Lawrence. 1994. “Qualitative Research Design.” Pp.
316-29 in Social Research Methods: Qualitative and Quantitative
Approaches. 2nd ed. Boston, MA: Allyn and Bacon.
o Articles from Collected Works
Sampson, Robert J. 1992. “Family Management and Child
Development: Insights from Social Disorganization Theory.” Pp.
63-93 in Advances in Criminology Theory, vol. 3, Facts,
Frameworks, and Forecasts, edited by J. McCord. New
Brunswick, NJ: Transaction.
o Articles from Journals – One Author
Mehdizadeh, Shahla A. 2002. “Health and Long-Term Care Use
Trajectories of Older Disabled Women.” Gerontologist 42:304-13.
Issue number and/or exact date are unnecessary if pages are
numbered consecutively within a volume.
o Articles from Journals – Two Authors
Schoenberg, Nancy E. and Hege Ravdal. 2000. “Using Vignettes in
Awareness and Attitudinal Research.” International Journal of
Social Research Methodology 3(1):63-74.
Use the issue number or exact date for journals that do not
number pages consecutively within a volume.
o Articles from Journals – Multiple Authors
Lanz, Margherita, Raffaella Iafrate, Rosa Rosnati, and Eugenia
Scabini. 1999. “Parent-Child Communication and Adolescent
Self-Esteem in Separated, Intercountry Adoptive and Intact NonAdoptive Families.” Journal of Adolescence 22:785-94.
o Articles from Magazines and Newspapers
Gibbs, Nancy. 1999. “Noon in the Garden of Good and Evil: The
Tragedy at Columbine Began As a Crime Story But Is Becoming a
Parable.” Time, May 17, 153:54.
ASA Style
Page 6 of 6
Snyder, Donna. 1999. “Judge Orders Teen’s Hearing in Murder Case
to Be Closed.” The Buffalo News, May18, 1B.
o Articles from Commercial Electronic Databases
Graham, Lorie M. 1998. “The Past Never Vanishes: A Contextual
Critique of the Existing Indian Family Doctrine” American Indian
Law Review, 23:1 (32,854 words). Retrieved April 26, 2005
(http://web.lexis-nexis.com/universe).
Alaggia, Ramona. 2002. “Balancing Acts: Reconceptualizing Support
in Maternal Response to Intra-Familial Child Sexual Abuse.”
Clinical Social Work Journal. 30:41 (16 pages). Retrieved April 26,
2005 (http://web5.infotrac.galegroup.com/).
o Articles from Electronic Journals
Jones, Bobby L., Daniel S. Nagin, and Kathryn Roeder. 2001. “A SAS
Procedure Based on Mixture Models for Estimating
Developmental Trajectories.” Sociological Methods and Research,
29:374-93. Retrieved April 26, 2005
(http://ejournals.ebsco.com/direct.asp?ArticleID=69FFFKJUPV2
4AHCUR77Q).
o Electronic Books
Torres, Carlos Alberto and Theodore R. Mitchell, eds. 1998. Sociology
of Education: Emerging Perspectives. Albany, NY: State University
of New York Press. Retrieved April 26, 2005
(http://www.netlibrary.com/).
o Information Posted on Web Pages, etc.
“Social Science Information Gateway: Sociology.” 2005. University of
Surrey Retrieved April 27, 2005
(http://sosig.esrc.bris.ac.uk/sociology/).
“Statistical Resources on the Web: Sociology.” 2002. University of
Michigan Documents Center. Retrieved April 26, 2005
(http://www.lib.umich.edu/govdocs/stsoc.html).
For additional information on citing electronic resources consult:
The Chicago Manual of Style. 2003. 15th ed. Chicago, IL: University of Chicago
Press. Ref Z 253 .U69 2003
May 4, 2005
Carol J. Richards
Librarian
Universal Declaration of Human Rights
Preamble
Whereas recognition of the inherent dignity and of the equal and inalienable
rights of all members of the human family is the foundation of freedom, justice
and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous
acts which have outraged the conscience of mankind, and the advent of a world
in which human beings shall enjoy freedom of speech and belief and freedom
from fear and want has been proclaimed as the highest aspiration of the common
people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last
resort, to rebellion against tyranny and oppression, that human rights should be
protected by the rule of law,
Whereas it is essential to promote the development of friendly relations between
nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their
faith in fundamental human rights, in the dignity and worth of the human person
and in the equal rights of men and women and have determined to promote
social progress and better standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in cooperation
with the United Nations, the promotion of universal respect for and observance of
human rights and fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the
greatest importance for the full realization of this pledge,
Now, therefore,
The General Assembly,
Proclaims this Universal Declaration of Human Rights as a common standard of
achievement for all peoples and all nations, to the end that every individual and
every organ of society, keeping this Declaration constantly in mind, shall strive by
teaching and education to promote respect for these rights and freedoms and by
progressive measures, national and international, to secure their universal and
effective recognition and observance, both among the peoples of Member States
themselves and among the peoples of territories under their jurisdiction.
Article I
All human beings are born free and equal in dignity and rights. They are
endowed with reason and conscience and should act towards one another in a
spirit of brotherhood.
Article 2
Everyone is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, colour, sex, language, religion,
political or other opinion, national or social origin, property, birth or other status.
Furthermore, no distinction shall be made on the basis of the political,
jurisdictional or international status of the country or territory to which a person
belongs, whether it be independent, trust, non-self-governing or under any other
limitation of sovereignty.
Article 3
Everyone has the right to life, liberty and the security of person.
Article 4
No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms.
Article 5
No one shall be subjected to torture or to cruel, inhuman or degrading treatment
or punishment.
Article 6
Everyone has the right to recognition everywhere as a person before the law.
Article 7
All are equal before the law and are entitled without any discrimination to equal
protection of the law. All are entitled to equal protection against any
discrimination in violation of this Declaration and against any incitement to such
discrimination.
Article 8
Everyone has the right to an effective remedy by the competent national tribunals
for acts violating the fundamental rights granted him by the constitution or by law.
Article 9
No one shall be subjected to arbitrary arrest, detention or exile.
Article 10
Everyone is entitled in full equality to a fair and public hearing by an independent
and impartial tribunal, in the determination of his rights and obligations and of any
criminal charge against him.
Article 11
1. Everyone charged with a penal offence has the right to be presumed
innocent until proved guilty according to law in a public trial at which he
has had all the guarantees necessary for his defence.
2. No one shall be held guilty of any penal offence on account of any act or
omission which did not constitute a penal offence, under national or
international law, at the time when it was committed. Nor shall a heavier
penalty be imposed than the one that was applicable at the time the penal
offence was committed.
Article 12
No one shall be subjected to arbitrary interference with his privacy, family, home
or correspondence, nor to attacks upon his honour and reputation. Everyone has
the right to the protection of the law against such interference or attacks.
Article 13
1. Everyone has the right to freedom of movement and residence within the
borders of each State.
2. Everyone has the right to leave any country, including his own, and to
return to his country.
Article 14
1. Everyone has the right to seek and to enjoy in other countries asylum from
persecution.
2. This right may not be invoked in the case of prosecutions genuinely
arising from non-political crimes or from acts contrary to the purposes and
principles of the United Nations.
Article 15
1. Everyone has the right to a nationality.
2. No one shall be arbitrarily deprived of his nationality nor denied the right to
change his nationality.
Article 16
1. Men and women of full age, without any limitation due to race, nationality
or religion, have the right to marry and to found a family. They are entitled
to equal rights as to marriage, during marriage and at its dissolution.
2. Marriage shall be entered into only with the free and full consent of the
intending spouses.
3. The family is the natural and fundamental group unit of society and is
entitled to protection by society and the State.
Article 17
1. Everyone has the right to own property alone as well as in association with
others.
2. No one shall be arbitrarily deprived of his property.
Article 18
Everyone has the right to freedom of thought, conscience and religion; this right
includes freedom to change his religion or belief, and freedom, either alone or in
community with others and in public or private, to manifest his religion or belief in
teaching, practice, worship and observance.
Article 19
Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart
information and ideas through any media and regardless of frontiers.
Article 20
1. Everyone has the right to freedom of peaceful assembly and association.
2. No one may be compelled to belong to an association.
Article 21
1. Everyone has the right to take part in the government of his country,
directly or through freely chosen representatives.
2. Everyone has the right to equal access to public service in his country.
3. The will of the people shall be the basis of the authority of government;
this will shall be expressed in periodic and genuine elections which shall
be by universal and equal suffrage and shall be held by secret vote or by
equivalent free voting procedures.
Article 22
Everyone, as a member of society, has the right to social security and is entitled
to realization, through national effort and international co-operation and in
accordance with the organization and resources of each State, of the economic,
social and cultural rights indispensable for his dignity and the free development
of his personality.
Article 23
1. Everyone has the right to work, to free choice of employment, to just and
favourable conditions of work and to protection against unemployment.
2. Everyone, without any discrimination, has the right to equal pay for equal
work.
3. Everyone who works has the right to just and favourable remuneration
ensuring for himself and his family an existence worthy of human dignity,
and supplemented, if necessary, by other means of social protection.
4. Everyone has the right to form and…
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