10 normas de respeto: Decálogo del Respeto – Amjasa

10 normas de respeto: Decálogo del Respeto – Amjasa

10 Características del Respeto

Te explicamos qué es el respeto y por qué es tan importante para la convivencia. Además, cuáles son sus características y clasificación.

En sociología el respeto está asociado con la tolerancia. 

¿Qué es el Respeto?

El respeto es una consideración y valoración hacia algo o alguien. Esta valoración implica a su vez una actitud y comportamiento. Puede dirigirse tanto a objetos inanimados, como a conceptos o personas.

El respeto es un concepto complejo, considerado de forma diversa en cada uno de las áreas del pensamiento: por ejemplo, en la psicología se asocia a la identificación y otros mecanismos inconscientes, mientras que en sociología se asocia a la tolerancia.

Por otro lado es un medio de control social, que es promovido por cada cultura como una manera de facilitar la convivencia de grandes grupos de personas, evitando los conflictos sociales.

Ver además: Discriminación.  

Características del respeto:

  1. Virtud moral

La moral es una forma de control social que facilita la convivencia.

El respeto es una de las virtudes morales. Una virtud es una cualidad positiva, que se asocia a la integridad. Más específicamente, las virtudes morales son comportamientos que se consideran beneficiosos para el bien común. La moral es una forma de control social que facilita la convivencia de individuos con diferentes intereses, impulsos y deseos.

  1. Respeto a uno mismo

También llamado autorrespeto, se trata de una condición necesaria para el pleno desarrollo del individuo, así como de su seguridad. Es la justa valoración de uno mismo, que se diferencia del ser pedante. También es la conciencia de las propias necesidades, que se diferencia del egoísmo.

  1. Respeto al otro

El respetar al otro es importante al encontrarnos con otros individuos con opiniones o costumbres diferentes a las nuestras. Ello puede entrar en conflicto con el respeto de uno mismo, o bien de nuestros principio morales. En cada caso el individuo deberá evaluar cuál de esos tipos de respeto es el más importante.

  1. Tolerancia social

La tolerancia nos permite comprender comportamientos diferentes a los nuestros. 

La tolerancia sólo es posible sobre la base del respeto. Descubrir en otros comportamientos muy diferentes a los nuestros e intentar comprenderlos, sin condenarlos, puede ser difícil cuando no estamos acostumbrados al contacto con tradiciones diversas.

  1. Respeto a la ley

Toda ley es producto de una sociedad y una época determinadas. 

Las leyes son las normas que rigen oficialmente el comportamiento en sociedad. El respeto a la ley es imprescindible para la pacífica convivencia en sociedad.

Las leyes son el límite social que ponemos a otros tipos de respeto. Por ejemplo, el respeto a costumbres que pueden parecernos extrañas sólo es posible si esas costumbres no violan la ley.

Por otro lado, toda ley es producto de una sociedad y una época determinadas. Existen costumbres que cambian y que son respetadas por una parte mayoritaria de la sociedad mucho antes de que cambien las leyes. En esos casos, cuando se descubre que el respeto a la ley ya no es beneficioso para la sociedad, las leyes son modificadas por los organismos estatales pertinente.

  1. Respeto basado en el miedo

Muchas formas de respeto están motivadas, al menos en parte, por el temor a una represalia. Por ejemplo, aunque sabemos que las leyes tienen la función de proteger a toda la sociedad, en muchos casos las respetamos principalmente por la posibilidad de ser castigados en caso de no hacerlo.

  1. Respeto por admiración o amor

El respeto es una forma de manifestar la admiración o el amor por una persona. 

La admiración y el amor pueden ser la motivación del respeto a personas o culturas. En estos casos, la persona que respeta no obtiene ningún beneficio por su actitud respetuosa. En estos casos, el respeto es un fin en sí mismo y una forma de manifestar el sentimiento que lo motiva (el amor o la admiración)

  1. Respeto por conveniencia

En algunos casos, cuando es por conveniencia se trata de una falsa forma de respeto; por ejemplo cuando se manifiesta ante personas que pueden favorecernos posteriormente. Sin embargo, también es una forma de respeto por conveniencia el respetar determinadas reglas que sabemos que benefician al conjunto, y por lo tanto también a nosotros mismos.

  1. Responsabilidad

El respeto implica ser consiente de la fragilidad y vulnerabilidad del otro.

Filósofos como Hans Jonas y Heidegger han asociado el respeto a una forma de responsabilidad social. La responsabilidad que motiva el respeto implica que el individuo es consciente del daño que puede causar a un individuo o a un grupo.

El respeto es evitar todas las formas de daño posible hacia el otro. Es decir que sólo es posible al ser consciente de la fragilidad o vulnerabilidad del otro y de la propia capacidad de dañarlo.

  1. Frases

  • El respeto es una calle de dos vías, si lo quieres recibir, lo tienes que dar. R.G. Risch.
  • Si no somos libres, nadie nos respetará. A. P. J. Abdul Kalam.
  • Sin sentimiento de respeto, no hay forma de distinguir los hombres de las bestias. Confucio.
  • El respeto hacia uno mismo es el fruto de la disciplina; el sentido de dignidad crece con la habilidad de decir no a uno mismo. Abraham Joshua Heschel.
  • El respeto por nosotros mismos guía nuestra moral; el respeto por otros guía nuestras maneras. Laurence Sterne.
  • El respeto fue inventado para cubrir el espacio vacío donde debería estar el amor. Leo Tolstoy.
  • El obrero tiene más necesidad de respeto que de pan. Karl Marx.

10 normas o acuerdos de convivencia escolar

El ambiente escolar es definitivamente uno de los lugares más importantes para el desarrollo de los niños, ya que no únicamente están aprendiendo los temas de la clase, sino también aprenden reglas sociales, es decir, comienzan a identificar la manera en que funciona el mundo y la interacción con el otro; además de que se trata de un espacio en el que pasan la mayoría de tiempo en su día.

Aquí te mostramos 10 acuerdos o normas de convivencia escolar que permitirán que el ambiente en el salón de clase sea más llevadero y ayude al desarrollo de personas responsables y empáticas. Cabe resaltar que resulta muy conveniente que estas reglas se lleven a cabo tanto en casa como en la escuela, pues de manera contraria, podría representar un choque para el niño y no saber de qué manera es correcto actuar: Se trata de un trabajo en equipo.

Normas de convivencia escolar:

1. Cuidar el lenguaje y ser asertivos

Casi siempre a los niños se les pide que sean correctos al momento de hablar o sean asertivos, pero la realidad es que la mayoría de los adultos tampoco tenemos un conocimiento completo de cuáles son las características de una oración asertiva o no conocemos tampoco nuestros derechos asertivos.

Por ello, es importante que comencemos con la búsqueda de información, inclusive puede ser en compañía de los niños, aprender juntos, una vez que los sepan reconocer, pueden empezar a ensayarlo como si se tratara de un juego. Te recomendamos que al momento de crear una oración asertiva incluyas la descripción del hecho sin hacer suposiciones o deducciones, hablen de emociones, empatía y resolución. A su vez siempre cuiden el punto principal de este tipo de lenguaje, que nadie pase sobre mis derechos ni yo sobre los de él. Aprender acerca de la acertividad les permitirá un ambiente de respeto y empatía. 

2. Escuchar y no interrumpir al otro

La escucha es una habilidad que se va desarrollando, no únicamente con la indicación de guardar silencio, se trata de un análisis que recomendamos realicen todos juntos. Ponerse del otro lado, cómo se sentirían si no fueran escuchados, qué pasaría si nadie escuchara a nadie. Establecer la importancia de la participación del otro, para que luego se vuelva una acción cada vez más natural. La escucha tiene muchas ventajas, no solo para quien es escuchado, sino para el que recibe la información.

3. Pedir la palabra

Esta norma les servirá, como todas las que mostramos, para toda la vida. Son reglas que aplican desde chiquitos hasta para cuando son adultos.

Así como aprenden a escuchar, también deben establecer que su voz es muy importante, lo cual nos permite desarrollar niños con más confianza y a su vez mostrar que existen maneras de ser escuchado, como levantar la mano, etc.

De esta forma, se va complementando esta nueva habilidad de hablar, saber que es igual de importante que los otros, pero que las cosas deben mantener un orden. 

4. Ordenar  y cuidar los materiales comunitarios

Los materiales comunitarios siempre serán todo un tema, pues no todos tienen los mismos aprendizajes en cuanto al cuidado de las cosas, hay niños que son más ordenados que otros, más o menos cuidadosos. Esta regla no puede faltar, dentro de la misma puedes desarrollar especificaciones de la manera en que deben tratar los materiales, por ejemplo no romper, rayar, morder, tirar al suelo, dejar en su lugar al terminar de usarlos, etc. Aunque parecieran reglas evidentes, para muchos niños no lo son.

 

También te puede interesar: Cómo ayudar a mi hijo a integrarse en la escuela

 

5. Moderar la voz

Este punto puede ser muy subjetivo, pues para una actividad en equipo o de juego no será lo mismo que cuando se está en un examen. Por eso es importante que cuando des la indicación intentes hacer  un modelaje de lo que deseas, así crearás un referente y será más sencillo que todos se adapten.

También debemos recordar que la moderación de la voz es algo social, nos lo fueron enseñando, por lo que también es importante brindarles espacios para ser ellos, como en el recreo por ejemplo, que puedan expresarse tal vez con un tono un poco más alto que lo normal, etc.

6. Ser puntual en las actividades

Respetar el tiempo del otro es algo muy importante, saber medir tiempos ayudará a que sean más ordenados y conscientes del otro, además que los preparará en gran medida para la vida adulta. Esto también permitirá que no se interrumpa al otro y que las clases y los aprendizajes se lleven en tiempo y forma.

7. Reconocer errores sin ser juzgado

Para cualquiera reconocer que cometió un error ya sea en clase o al momento de interactuar con el otro, es muy duro, por ello es importante establecer que no deben reírse cuando hay errores, que es algo natural y no debemos juzgar, todos estaremos en ese lugar en algún punto. Brinda un espacio de seguridad, hablen y reconoce la valentía de los niños al momento de reconocerlo.

8. Participar equitativamente en el trabajo de equipo

Muchas veces cuando se es pequeño no hemos desarrollado muchas habilidades. Los niños pueden sentirse aislados al momento de establecer equipos, ya sea porque no saben dibujar, escribir o no saben cómo interactuar con sus compañeros. Identificar sus temores o puntos débiles te ayudará a irlos guiando para que se animen a desarrollarlo.

También cabe destacar que todos deben hacer el mismo esfuerzo en la elaboración del trabajo para que se sientan satisfechos al momento de la entrega. Y otro punto importante, intenta que no se menosprecie el trabajo de quien aparentemente trabajó menos, pero que tal vez le costó más trabajo hacerlo.

9. Respetar los puntos de vista ajenos

Parte de la escucha es comenzar a comprender que resulta muy válido tener puntos de vista diferentes, pero aun más saber qué hacer con lo que nos provocan. Escuchar al otro te permite abrir tu panorama y si estás en total desacuerdo, debes saber respetar. Puedes decir tu punto de vista, pero sin menospreciar al otro, pues no hay una sola verdad.

10. Tener higiene

Cuando son más pequeños cuesta que comprendan la importancia de esto. Pero habrá que guiarlos poco a poco para que entiendan que tener higiene de su propio cuerpo y espacio de trabajo, permite trabajar el autocuidado, es decir, es una forma de darse cariño, así como de hacer las cosas más prácticas.

Recuerda que todas estas reglas son producto de mucha paciencia, trabajo en equipo y tiempo. Esperamos que este artículo sea de mucha utilidad.


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Blog Educación Niños Tips

10.

Gender Equality and Non-Discrimination (Eastern Europe and Central Asia)

nine0015 Z protection

Sustainability

Decent work

E konomica O society E kology Z employment R D and
Current SDG targets

1.4, 4.5, 5.2, 5.4, 5.5, 5.a, 8.5, 8.8, 10.3

Current policy results
1, 2, 3, 6, 7, 8, 10

On this page: Relationship between CTP and SDGs | Absolute policy priorities | Partnerships | Opportunities for the ILO | Additional information

Millions of women and men around the world are deprived of access to educational and employment opportunities, forced into certain activities or paid less than their worth for their work, only because of their disability, ethnic origin, belonging to an indigenous population or tribe, religion, race or gender, sexual orientation, gender identity, political or other opinions, actual or perceived HIV/AIDS status, or other reasons. Discrimination in the labor market against certain categories of the population, such as women, ethnic or racial minorities and migrants, seriously increases their exposure to the risk of exploitation and abuse, including in the form of forced labour. Decent employment problems often force ethnic minority parents to use their children’s labor to make ends meet. For all its many manifestations, discrimination often takes on invisible, secret forms, undermining the dignity of people and depriving them of a future. It deprives them of the opportunity to express their opinions at work and fully participate in it. Discrimination suffocates human potential, wastes the talents needed for economic progress, exacerbating social tension and inequality. It is also a major cause of social exclusion and poverty. nine0049

An important starting point for overcoming discrimination is equality of opportunity and treatment in employment and occupation. However, the successful promotion of equity in the labor market depends on the active participation of workers’ organizations, employers’ organizations and other stakeholders. Freedom from discrimination is one of the fundamental human rights necessary for workers to freely choose their place of work, fully develop their potential and receive decent wages for their work. Ensuring equality in the workplace also brings significant economic benefits. Employers who adhere to this principle have access to a larger and more diverse workforce. In an equitable environment, workers have more opportunities for training and are often paid higher wages, which generally improves the quality of the workforce. In an equitable society, the fruits of economic globalization are more equitably distributed, which increases social stability and increases public support for further economic development initiatives. nine0049

The ILO is at the forefront of the fight against discrimination and gender inequality, which is the subject of two fundamental conventions: the Equal Remuneration for Men and Women for Work of Equal Value Convention, 1951 (No. 100) and the Discrimination (Employment and Occupation) Convention, 1958 (No. 111). Many other ILO instruments, e.g. Equal Treatment and Opportunity for Men and Women Workers Convention, 1981: Workers with Family Responsibilities (No. 156), Convention No. 1983 Years on the Employment and Vocational Rehabilitation of Persons with Disabilities (No. 159), the Indigenous and Tribal Peoples Convention, 1989 (No. 169) and the Domestic Workers Convention, 2011 (No. 189), are relevant to certain aspects of equality and non-discrimination.

Combating discrimination is a key component of decent work, and its success is felt far beyond the workplace. Almost all areas of the ILO’s work are related to it. For example, by promoting freedom of association, the ILO seeks to prevent discrimination against trade union members and leaders. Programs to combat forced and child labor provide assistance to women and girls who are subjected to sexual exploitation or forced domestic labor. Non-discrimination is also a core principle of the ILO code of ethics on HIV/AIDS in the world of work. In matters of labor law, the ILO recommendations contain provisions on discrimination (43). Violence and harassment as a serious form of discrimination is also a concern of the ILO and its stakeholders, as was recently announced at the Tripartite Expert Meeting 30 and will be discussed at the International Labor Conference in 2018 with a view to adopting an appropriate convention and/or recommendation.

Gender equality in the world of work continues to be hampered by a number of challenges, one of which is the existence of a significant gender gap (which has changed little over the past 20 years) in terms of the number and quality of jobs, as measured by access to employment opportunities, wages, degree social protection and occupational segregation (8). Women are more likely than men to be unemployed, with unemployment particularly relevant to young women. Women continue to predominate in unpaid work and care, where their working hours, including paid and unpaid work, are often longer than those of men. Achieving gender equality requires bridging this gap, including underpaid and undervalued women’s work, through a redistribution of family care responsibilities and equal pay for work of equal value. nine0049

In the field of gender equality and non-discrimination, the ILO’s experience focuses primarily on issues related to equality of opportunity and treatment between men and women in the world of work, as well as the elimination of discrimination based on gender, racial or ethnic origin, indigenous origin, disability, sexual orientation and gender identity. The ILO provides policy advice, offering its members tools, guidance and technical assistance, including on promoting non-discriminatory employment and mainstreaming gender needs into relevant policies, programs and institutions. The ILO’s work in the field of gender equality is guided by the Action Plan for Gender Equality 2016-17. It is a results-based policy instrument that, having been approved at 1999, aims to promote gender equality.

Relationship between ATP and SDGs

Decent work, gender equality and non-discrimination are at the heart of the 2030 Agenda. The Declaration, adopted by the UN General Assembly in September 2015, outlines the following vision for the future: “We see a world in which universal respect for human rights and human dignity, the rule of law, justice, equality and non-discrimination, respect for racial, ethnic, cultural diversity; a world of equal opportunities that allows the full development of human potential and contributes to the prosperity of all”. (item 8). This vision is reflected in a number of sustainable development goals, in particular SDG 4 (target 4.5: equal access to education), SDG 5 (gender equality, especially targets 5.2, 5.4 and 5.5), SDG 8 (target 8.5: decent work for all and equal pay for work of equal value) and SDG 10 (target 10.3: equality of opportunity). nine0049

The ILO has been committed to non-discrimination and gender equality since its inception. As stated in the Declaration of Philadelphia:

  • “all human beings, regardless of race, creed or sex, have the right to pursue their material well-being and their spiritual development in conditions of freedom and dignity, economic stability and equal opportunity;
  • the achievement of the conditions under which this will be possible must be the main goal of national and international policy. nine0094

The importance of gender equality and non-discrimination as the main focus of the work of the entire ILO as a whole was once again emphasized in the Declaration on Social Justice (1998), which stated in particular that “gender equality and non-discrimination should be considered as overarching issues within the [four] above strategic objectives”, in the 2016 Resolution on Promoting Social Justice through Decent Work and in the Program and Budget for 2016-17 and 2018-19years where the promotion of gender equality and non-discrimination were listed as absolute policy priorities.

Absolute policy priorities

As stated above, gender equality and non-discrimination are themselves an absolute policy priority. They are an integral part of the ILO’s mandate, not only because of the two interrelated fundamental conventions, but also because many other ILO instruments contain provisions designed to promote gender equality and non-discrimination. In this regard, the most important aspect of the work of the ILO is their consolidation in national legislation. In addition, ILO non-discrimination efforts contribute to the implementation of the UN Declaration on the Rights of Indigenous Peoples (2007) and the UN Declaration on the Elimination of Violence against Women (1993).

The Women at Work Commemorative Initiative conducts new research and data collection, organizes discussions on the role of women in the world of work, and conducts advocacy to highlight issues increasingly seen as barriers to decent work. work of women and require further action, in particular: unequal pay, unequal distribution and undervaluation of care work (both paid and unpaid), and violence. The aim of the initiative is to better understand why the expansion of decent work to women around the world has been so slow – much slower than expected so far. This initiative aims to chart an innovative program of action that could reinvigorate the ILO’s work on gender equality and non-discrimination, including through the High-Level Working Group on the Future of Work and a possible Declaration on the Future of Work. nine0049

Workers’ and employers’ organizations around the world have shown their unwavering commitment to combating discrimination and promoting gender equality. The latter is reflected in the text of Policy Result 10 (Employers and Employers), which, referring to the Women in the World of Work Commemorative Initiative, calls for increased participation of women in the leadership of social partner organizations. Work to promote women’s entrepreneurship and women’s participation in governance is ongoing in Asia and the Arab countries and will continue in Latin America. nine0049

Some population groups that are often victims of discrimination, such as indigenous peoples, are most threatened by climate change and destruction of the natural environment. Their concerns, as well as their knowledge, must certainly be taken into account in the process of promoting the development of a green economy.

Partnerships

The ILO is involved in UN inter-agency initiatives that promote gender equality and women’s empowerment, as well as decent work for people with disabilities and respect for the rights of indigenous and tribal peoples. In addition, the ILO maintains close ties with civil society groups and academic institutions. The ILO contributes to the implementation of the UN System Action Plan on Gender Equality and the Empowerment of Women (UN-SWAP), which aims to coordinate gender equality policy of the UN’s highest executive body, the UN System Chief Executives Board for Coordination (CEB). For 2017, this Action Plan targets the UN system to meet all performance indicators. At the country level, the ILO participates in the gender equality teams established by UN Country Teams under various names. In addition, the ILO is a founding member of the United Nations Partnership on Indigenous Issues (UNIPP). nine0049

ILO capacity

Coordination of the ILO’s work on gender equality and non-discrimination is entrusted to the Division for Gender Equality, Equity and Diversity (GED/ILOAIDS), which is part of the Department of Working Conditions. The Division manages the ILO Global Network on Gender Equality, which includes Gender Focal Points at ILO Headquarters and Lead Gender Specialists in External Offices, as well as Gender Contact Officers at the level of all units and offices. At the same time, the global network for gender equality is the most complete division of the ILO in terms of staffing. nine0049

The Fundamental Principles and Rights at Work Unit, together with the Equality Unit of the International Labor Standards Department, promotes two conventions related to non-discrimination (No. 100 and No. 111). In addition, virtually all technical units at headquarters and all external offices and technical assistance units are involved in the implementation of activities related to gender equality and non-discrimination. The Gender Equality, Equity and Diversity Division implements a number of development cooperation projects (see current list), many of which are funded by the Nordic countries and UN trust funds. nine0052

Additional information

A wide range of up-to-date materials can be accessed on the Gender Equality (GED/ILOAIDS) website. More information can be found in the ILO Library Sections on

  • Gender Equality
  • indigenous peoples
  • relevant sections of the ITC-ILO website (Turin).


30 – See the Background Paper for the Experts’ Meeting on Violence against Men and Women in the World of Work and its Final Report and Conclusions. nine0049

8. ILO . Women at Work Trends . Geneva: ILO, 2016.

43. —. Equality and discrimination. ILO Topics . [Online] 10 November 2016. https://www.ilo.org/global/topics/equality-and-discrimination/lang–en/index.htm.

Universal Declaration of Human Rights – Declarations – Declarations, Conventions, Agreements and other Legal Materials

Adopted by UN General Assembly Resolution 217 A (III) of December 10, 1948

Preamble

Considering that 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; and

Whereas that the disregard for and contempt for human rights have led to barbarous acts which offend the conscience of mankind, and that the creation of a world in which people will have freedom of speech and belief and will be free from fear and want, is proclaimed as the high aspiration of people; and

whereas it is necessary that human rights be protected by the rule of law in order to ensure that the individual is not compelled to resort, as a last resort, to rebellion against tyranny and oppression; and

considering that it is necessary to promote the development of friendly relations among peoples; and

Whereas the peoples of the United Nations have reaffirmed in the Charter 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 resolved to promote social progress and better conditions of life in greater freedom; and

Whereas Member States have undertaken to promote, in cooperation with the United Nations, universal respect for and observance of human rights and fundamental freedoms; and

Considering that a universal understanding of the nature of these rights and freedoms is essential to the full fulfillment of this obligation, All peoples and states should strive to ensure that every individual and every organ of society, keeping this Declaration constantly in mind, strives through enlightenment and education to promote respect for these rights and freedoms and to ensure, through national and international progressive measures, universal and effective recognition and their implementation both among the peoples of the Member States of the Organization and among the peoples of the territories under their jurisdiction. nine0049

Article 1

All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards each other in a spirit of brotherhood.

Article 2

Everyone shall have 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, class or other status. nine0049

In addition, no distinction shall be made on the basis of the political, legal or international status of the country or territory to which a person belongs, whether that territory is independent, trust, non-self-governing or otherwise limited in its sovereignty.

Article 3

Everyone has the right to life, liberty and security of person.

Article 4

No one shall be held in slavery or servitude; slavery and the slave trade are prohibited in all their forms. nine0049

Article 5

No one shall be subjected to torture or cruel, inhuman or degrading treatment or punishment.

Article 6

Everyone, wherever he may be, has the right to recognition of his legal personality.

Article 7

All persons are equal before the law and are entitled without any distinction to the equal protection of the law. All human beings are entitled to equal protection against any form of discrimination in violation of this Declaration and against any incitement to such discrimination. nine0049

Article 8

Everyone has the right to an effective remedy by the competent national courts in cases of violation of his fundamental rights granted to him by the constitution or law.

Article 9

No one may be subjected to arbitrary arrest, detention or exile.

Article 10

Everyone, in order to determine his rights and obligations and to establish the validity of the criminal charge against him, has the right, on the basis of full equality, to have his case heard publicly and in accordance with all the requirements of justice by an independent and impartial court. nine0049

Article 11

1. Everyone charged with a crime has the right to be presumed innocent until proven guilty by law in a public trial at which he has had all the means to defend himself.

2. No one shall be convicted of a crime on account of any act or omission which, at the time it was committed, did not constitute a crime under national or international law. Nor shall a heavier penalty be imposed than that which could have been applied at the time the crime was committed. nine0049

Article 12

No one may be subjected to arbitrary interference with his private and family life, arbitrary attacks on the inviolability of his home, the secrecy of his correspondence or on his honor 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 move freely and choose his residence within the boundaries of each state. nine0049

2. Everyone has the right to leave any country, including his own, and return to his country.

Article 14

1. Everyone has the right to seek and enjoy asylum from persecution in other countries.

2. This right cannot be exercised in the event of prosecution based in reality on the commission of a non-political crime or an act contrary to the purposes and principles of the United Nations. nine0049

Article 15

1. Everyone has the right to a nationality.

2. No one shall be arbitrarily deprived of his citizenship or the right to change his citizenship.

Article 16

1. Men and women of full age shall have the right, without any restriction on grounds of race, nationality or religion, to marry and found a family of their own. They enjoy the same rights in relation to entering into marriage, during the state of marriage and at the time of its dissolution. nine0049

2. Marriage may only be entered into with the free and full consent of both parties to be married.

3. The family is the natural and fundamental unit of society and is entitled to protection by society and the state.

Article 17

1. Everyone has the right to own property either alone or jointly with others.

2. No one shall be arbitrarily deprived of his possessions.

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, worship and observance. nine0049

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 forced to join any association. nine0049

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 of equal access to public service in their country.

3. The will of the people must be the basis of the power of government; this will must find expression in periodic and non-false elections, which must be held under universal and equal suffrage by secret ballot or by other equivalent forms ensuring freedom of suffrage. nine0049

Article 22

Everyone, as a member of society, has the right to social security and to the exercise of the economic, social and cultural rights necessary for the maintenance of his dignity and for the free development of his personality through national efforts and international cooperation and in accordance with the structure and resources of each state.

Article 23

1. Everyone has the right to work, to free choice of employment, to just and favorable conditions of work and to protection from unemployment. nine0049

2. Everyone, without any discrimination, has the right to equal pay for equal work.

3. Every worker has the right to a just and satisfactory remuneration ensuring a decent living for himself and his family, and supplemented, if necessary, by other means of social security.

4. Everyone has the right to form and join trade unions for the protection of his interests. nine0049

Article 24

Everyone has the right to rest and leisure, including the right to a reasonable limitation of the working day and to periodic holidays with pay.

Article 25

1. Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing, medical care and necessary social services, and the right to security in case unemployment, sickness, disability, widowhood, old age or other loss of livelihood due to circumstances beyond his control. nine0049

2. Motherhood and infancy entitle you to special care and assistance. All children, whether born in wedlock or out of wedlock, should enjoy the same social protection.

Article 26

1. Everyone has the right to education. Education should be free, at least as far as primary and general education is concerned. Primary education should be compulsory. Technical and vocational education should be open to all, and higher education should be equally accessible to all on the basis of everyone’s ability. nine0049

2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. Education should promote understanding, tolerance and friendship among all peoples, racial and religious groups, and should contribute to the peacekeeping activities of the United Nations.

3. Parents have the right of priority in choosing the type of education for their young children.

Article 27

1. Everyone has the right to participate freely in the cultural life of society, to enjoy the arts, to participate in scientific progress and to enjoy its benefits.

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