| Globalization, State, Mass Media and Human Rights | | | | globalization is that unaccountable flows of migration |
| | | | | and open markets present new threats, which are |
| ‘The care of human life and happiness, and not | | | | not amenable to state-based human rights regimes, |
| their destruction, is the first and only object of good | | | | while the new opportunities of global information and |
| government’…………… Thomas | | | | institutions are insufficiently accessible and distorted |
| Jefferson. | | | | by persistent state intervention. |
| ‘The 20th century has been characterized by | | | | The effect of globalization on state-based human |
| three developments of great political importance: The | | | | rights violations will depend on the type of state and |
| growth of democracy, the growth of corporate | | | | its history. In newly democratizing countries with |
| power, and the growth of corporate propaganda as | | | | weak institutions and elite-controlled economies |
| a means of protecting corporate power against | | | | (Russia, Latin America, and Southeast Asia), the |
| democracy’.……………Alex Carey | | | | growth of global markets and economic flows tends |
| ‘States are not moral agents, people are, and | | | | to destabilize coercive forces but increase crime, |
| can impose moral standards on powerful | | | | police abuse, and corruption. Global mobility and |
| institutions’……………Noam Chomsky | | | | information flows generally stimulate ethnic |
| ‘When I give food to the poor, they call me a | | | | mobilization, which may promote self-determination in |
| saint. When I ask why the poor have no food, they | | | | responsive states but more often produces collective |
| call me a communist’……………Dom Helder | | | | abuses in defense of dominant-group hegemony. On |
| Camara | | | | the other hand, the same forces have produced slow |
| Human Rights: | | | | institutional openings by less fragmented single-party |
| Human rights are universal, indivisible and | | | | states (like China and Mexico). In much of Africa, |
| interdependent. Human rights are what make us | | | | globalization has ironically increased power vacuums, |
| human. When we speak of the right to life, or | | | | by both empowering substate challengers and |
| development, or to dissent and diversity, we are | | | | providing sporadic intervention, which displaces old |
| speaking of tolerance. Tolerance will ensure all | | | | regimes without consolidating new ones. Some of the |
| freedoms. Without it, we can be certain of none. | | | | most horrifying abuses of all have occurred in the |
| Human Rights are:The rights that someone has simply | | | | transnationalized, Hobbesian civil wars of Sierra Leone, |
| because he or she is a human being. | | | | Angola, and the Congo. |
| • Universal | | | | Centre for Globalization: |
| • Interconnected | | | | The Yale Center for the Study of Globalization uses |
| • Indivisible | | | | a variety of means to explore globalization and |
| Common Myths about Human Rights: | | | | promote the flow of ideas pertinent to our core |
| • Human Rights are the same as | | | | issues. The activities organized by the YCSG are |
| civil rights. | | | | designed to interconnect in ways that will further the |
| • Human Rights violations occur | | | | Center’s mission and enable us to achieve our |
| only in poor, foreign countries. | | | | goals. |
| • Human Rights are only | | | | Activities range from public lectures to international |
| concerned with violations. | | | | conferences to multidisciplinary roundtable discussions. |
| • Only adults and lawyers can | | | | YCSG connects the academy and policy worlds by |
| understand the significance of Human Rights. | | | | bringing scholars and experts from outside the |
| • Human Rights are only legal | | | | University to interact with faculty and students in |
| rights. | | | | workshops, panel discussions and colloquia, and |
| • Both Rights and Responsibilities | | | | organizes at least one major conference each year |
| Universal Declaration of Human Rights: | | | | to explore an important aspect of globalization. A |
| The Universal Declaration of Human Rights (UDHR) | | | | highly visible role of the Center is to bring key leaders |
| was drafted by the UN Commission on Human Rights | | | | in international affairs to campus to make a major |
| chaired by, then first lady, Eleanor Roosevelt. The | | | | public address. |
| UDHR was adopted by the 56 member nations of | | | | The Center has initiated a program to bring |
| the UN General Assembly on December 10, 1948. | | | | distinguished visitors to Yale for periods of up to one |
| December 10th is now celebrated around the world | | | | year to complete a project or collaborate on a body |
| as International Human Rights Day. There are | | | | of work. Visitors will represent a range of |
| now188 member states in the United Nations that, | | | | backgrounds and experiences, from researchers and |
| upon membership, agreed to educate their citizens | | | | practitioners to distinguished former government |
| about the principles of the UDHR. Most of these | | | | officials. |
| countries have incorporated the principles of the | | | | YCSG has developed and continues to cultivate |
| UDHR into their constitutions. | | | | collaborations with multilateral institutions, international |
| Five Primary Categories of Human Rights: | | | | and global organizations, and individuals who through |
| • Civil Rights | | | | their work in academia or public policy contribute |
| • Political Rights | | | | significantly to the globalization debate. |
| • Economic Rights | | | | It is necessary to establish such type |
| • Social Rights | | | | of centre in our university also. In the modern |
| • Cultural Rights | | | | generation also computer literacy is very low in our |
| Human Rights Education: | | | | community. It is very sad thing that our students |
| Human rights Education is necessary | | | | have no interest to learn computer education. |
| for each and every one in the society. By knowing | | | | Without computer it is not possible to share opinions |
| human rights it is possible to follow rules & regulation | | | | of other country citizens. |
| and rights & duties. | | | | Amnesty International: |
| • Produces changes in values and | | | | Amnesty International is a world-embracing |
| attitudes | | | | movement working for the protection of human |
| • Produces changes in behavior | | | | rights. It is independent of all governments and is |
| • Produces empowerment for social | | | | neutral in its relation to political groups, ideologies and |
| justice | | | | religious dividing lines. |
| • Develops attitudes of solidarity | | | | Amnesty International was founded in 1961 by |
| across issues and nations | | | | Peter Benenson, a British lawyer. It was originally |
| • Develops knowledge and analytical | | | | his intention to launch an appeal in Britain with |
| skills | | | | the aim of obtaining an amnesty for prisoners of |
| • Produces participatory education | | | | conscience all over the world. The committee |
| | | | | working for this cause soon found that a |
| Globalization: | | | | detailed documentation of this category of prisoners |
| Globalization is the tendency of businesses, | | | | would be needed. Gradually they realized that the |
| technologies, or philosophies to spread throughout | | | | work would have to be carried out on a more |
| the world, or the process of making this happen. The | | | | permanent basis; the number of prisoners |
| global economy is sometimes referred to as globality, | | | | of conscience was enormous and they were |
| characterized as a totally interconnected marketplace, | | | | to be found in every part of the world. |
| unhampered by time zones or national boundaries. | | | | Amnesty international organization protecting the |
| The proliferation of McDonalds restaurants around | | | | human rights through out the world. It gives ranks |
| the world is an example of globalization; the fact that | | | | for protecting human rights to each and every |
| they adapt their menus to suit local tastes is an | | | | country in the world. In Asia our rank is best when |
| example of globalization (also known as | | | | compared to other neighbouring countries. |
| internationalization), a combination of globalization and | | | | Role of mass media in protecting Human Rights: |
| localization. | | | | Now we are living in the modern |
| Globalization and Human Rights: | | | | technological world. It is easy to know any type of |
| Globalization—the growing interpenetration of | | | | things with in seconds through out the world. Audions |
| states, markets, communications, and ideas across | | | | of televisions and internet users increasing day by |
| borders—is one of the leading characteristics of | | | | day. It is easy to protect human rights with the help |
| the contemporary world. International norms and | | | | of mass media. Mass is called as fourth estate. With |
| institutions for the protection of human rights are | | | | the help of mass media it is easy to motivate about |
| more developed than at any previous point in history, | | | | human rights each state of the citizens in the world. |
| while global civil society fosters growing avenues of | | | | Our daily news papers focusing on human rights. It is |
| appeal for citizens repressed by their own states. But | | | | true that government of the each states in the |
| assaults on fundamental human dignity continue, and | | | | world have take good steps to protect human |
| the very blurring of borders and rise of transnational | | | | rights because of mass media. It is very important |
| actors that facilitated the development of a global | | | | the Poets, Writers and Journalists should take care to |
| human rights regime may also be generating new | | | | protect human rights through their poems, books, |
| sources of human rights abuse. Even as they are | | | | novels and articles. |
| more broadly articulated and accepted, the rights of | | | | Conclusion: |
| individuals have come to depend ever more on a | | | | Swamy Vivekananda said “We |
| broad array of global actors and forces, from | | | | want that education by which character is formed, |
| ministries to multinationals to missionaries. | | | | strength of mind is increased, the intellect is |
| Globalization is a package of transnational flows of | | | | expanded, and by which one can stand on one’s |
| people, production, investment, information, ideas, | | | | own feet”. It is true. It is our Government duty |
| and authority (not new, but stronger and faster). | | | | to give such type of education for each and every |
| Human rights are a set of claims and entitlements to | | | | student in the country. Through education only we |
| human dignity, which the existing international regime | | | | can solve all types of problems. Through education it |
| assumes will be provided (or threatened) by the | | | | is easy to motivate peoples about moral values and |
| state. A more cosmopolitan and open international | | | | human rights. Education gives knowledge, strength |
| system should free individuals to pursue their rights, | | | | and creativity. By proper using of technology, it is |
| but large numbers of people seem to be suffering | | | | possible to India to become developed country in the |
| from both long-standing state repression and new | | | | world in future. ‘Save human rights and give safe |
| denials of rights linked to transnational forces. The | | | | life to every one’ . |
| essays in this volume show that the challenge of | | | | |