Šiame ribotos apimties magistro baigiamajame darbe analizuojama žmogaus teisių apsaugos institucijų sistema. Didelis dėmesys skiriamas nacionalinės žmogaus teisių institucijos, veikiančios pagal Jungtinių Tautų Generalinės Asamblėjos patvirtintus Paryžiaus principus, sampratos analizei. Pateikiama užsienio šalių nacionalinių žmogaus teisių institucijų analizė (Airija, Danija, Vokietija, Lenkija). Darbe darytina išvada, kad Lietuvoje turėtų būti steigiama nacionalinė žmogaus teisių institucija, kuri vykdytų žmogaus teisių padėties stebėjimą, didintų visuomenės žinomumą, konsultuoti valstybės valdžios institucijas žmogaus teisių klausimais, bendradarbiautų su tarptautinėmis institucijomis, užtikrintų Lietuvoje tarptautinių žmogaus teisių standartų laikymąsi, nagrinėtų individualius asmenų skundus dėl visų žmogaus teisių pažeidimų tiek viešoje, tiek privačioje srityje. Taip pat darbe analizuojamos klasikinių ir specializuotų ombudsmenų veikla ir reikšmė žmogaus teisių apsaugoje, pateikiant Skandinavijos valstybių ombudsmenų veiklos analizę bei išsamiau analizuojamas Lietuvos Respublikoje įsteigtų Seimo kontrolierių, Lygių galimybių kontrolieriaus bei Vaiko teisių apsaugos kontrolieriaus institucijų statusas. Magistro baigiamajame darbe pateikiama teismo, kaip pagrindinės žmogaus teises ginančios institucijos, veiklos analizė, prieinant prie išvados, jog teismų ir teisėjų nepriklausomumo principas yra viena svarbiausių žmogaus teisių apsaugos garantijų. Lietuvos Respublikos... [toliau žr. visą tekstą] / This master’s thesis analyses the system of human rights institutions. Special focus is placed on the concept of national institutions operating in compliance with the Paris Principles approved by the United National General Assembly. An analysis of foreign national human rights institutions (Ireland, Denmark, Germany, Poland) is also offered. The study made leads to the conclusion that a national institution should be established in Lithuania to monitor the human rights situation, improve public awareness, consult state authorities on human rights issues, cooperate with international institutions, ensure compliance with international human rights standards in Lithuania, and examine complaints by individual persons regarding any violation of human rights in both public and private sectors. The thesis also analyzes the activities of traditional and specialized ombudsmen and the role they play in the protection of human rights, based on a detailed overview of the activities of Scandinavian ombudsmen. It addresses in detail the status of the Seimas ombudsmen, the Office of the Equal Opportunities Ombudsman and the Office of the Ombudsman for the Protection of Children’s Rights operating in the Republic of Lithuania. The master’s thesis also analyses the activities of courts of law as the primary institution to protect human rights, concluding that the principle of judicial independence serves as a principal human rights guarantee. The status of the Constitutional Court of the... [to full text]

The summary provided hereunder gives short overview of final thesis. The summary outlines the subject matter, aim and goals of the thesis. In addition it shortly describes the content and main aspects of this final work. The subject matter of this thesis is – individual constitutional complaint as an effective domestic remedy under Article 13 of the Convention for Protection of Human Rights and Fundamental Freedoms (hereinafter – the European Convention on Human Rights). The thesis is aimed at the evaluation of the individual constitutional complaint as an effective domestic remedy. This final work deals with the meaning, aim and scope of Article 13 of the European Convention on Human Rights; the nature of the remedies required under Article 13; the similarities and differences of the institution of constitutional complaint, which exists in Poland, the Czech Republic and Hungary, this analysis is being made with special regard to the rules on standing of individuals (the complainants, admissibility criteria, etc.) and the legal effect of the Constitutional Court’s final decision; the optimal model of the individual constitutional complaint suitable for Lithuania is being analyzed. The thesis stresses that there is no single answer, whether the constitutional complaint can be considered an effective domestic remedy under article 13 of the European Convention on Human Rights. The thesis states that so far the European Court of Human Rights analyzed the effectiveness of the... [to full text]

Made available in DSpace on 2015-05-07T14:27:06Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 788396 bytes, checksum: 74376830dc6a09a13bfe02a732970c52 (MD5) Previous issue date: 2009-11-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The problematic regarding the assertion of the right to education, internationally speaking, as from the creation of the UN in 1945, composes the subject of this dissertation. The combination of desires between nations in favor of establishing an organization for international cooperation in the economic, social and political life after World War II, results of the atrocities committed to human beings by totalitarian nations before and during this global conflict. In the face of human rights violations, the UN, through its Charter, establishes the purpose of setting up a new international order based on the development of friendly relations among nations, and above all, on promoting respect for human rights. Thus, through the legislative work of the organization, human rights are raised to a subject of considerable interest, becoming the object of regulatory instruments and international documents aimed at its protection. In this setting, education is posited as a key element for the promotion of human rights and, above all, recognized as a right, from elementary education to higher levels of schooling. Therefore, the assertion of that right is examined in the Universal Declaration of Human Rights (1948) and the Covenant on Economic, Social and Cultural Rights (1966), instruments that result from the production norms of the UN, and the documents produced under the auspices of UNESCO, UN agency specialized in education, which revolves around higher education, the main focus of the analysis of the right to education. The documental review indicates that the recognition of the right to education is conducted in different ways, according to the levels of education. Education is guaranteed as a right for all, but the gratuity and obligatoriness focus on the elementary levels, while access to higher education is guided by the criterion of individual capacity. The occurrence of the argument of the minimum obligations of Nations in relation to economic, social and cultural rights is to be observed, because when unfulfilled, lead mainly to developing recommendations and observations for the nations. However, despite these limitations, required elements of the right to education are identified, which must complied with at international level, as much as in the context of the internal legal system of the nations. / A problemática relativa à afirmação do direito à educação, no plano internacional, a partir da criação da ONU, em 1945, constitui o objeto central desta dissertação. A conjunção de vontades entre Estados em prol do estabelecimento de uma organização voltada para a cooperação internacional nas áreas econômica, social e política, após a Segunda Grande Guerra, resulta das atrocidades cometidas aos seres humanos por Estados totalitários antes e durante aquele conflito mundial. Diante das violações aos direitos humanos, a ONU, em sua Carta, estabelece o propósito de construir uma nova ordem internacional pautada no desenvolvimento de relações amistosas entre as nações e, sobretudo, na promoção do respeito aos direitos humanos. Assim, por intermédio do trabalho legislativo dessa organização, os direitos humanos são alçados a tema de relevante interesse, constituindo-se em objeto de regulação de instrumentos e de documentos internacionais voltados para a sua proteção. Nesse cenário, a educação é afirmada como um elemento fundamental para a promoção dos direitos humanos e, sobretudo, reconhecida como um direito, do ensino elementar aos níveis superiores de escolarização. Examina-se, portanto, a afirmação desse direito na Declaração Universal dos Direitos Humanos (1948) e no Pacto dos Direitos Econômicos, Sociais e Culturais (1966), instrumentos que resultam da produção normativa da ONU, e os documentos produzidos sob os auspícios da UNESCO, agência especializada da ONU em matéria educacional, que versam sobre a educação superior, foco principal da análise do direito à educação. O exame dos documentos indica que o reconhecimento do direito à educação se realiza de forma diferenciada, segundo os níveis de ensino. A educação é afirmada como um direito de todos, mas a obrigatoriedade e a gratuidade se concentram nos níveis elementares, ao passo que o acesso à educação superior pauta-se pelo critério da capacidade individual. Observa-se a ocorrência da tese das obrigações mínimas dos Estados em relação aos direitos econômicos, sociais e culturais que, quando descumpridas, implicam, principalmente, na elaboração de recomendações e observações para os Estados. Entretanto, não obstante essas limitações, identificam-se elementos exigíveis do direito à educação, que devem ser cumpridos no plano internacional como no âmbito jurídico interno dos Estados.

The thesis deals with the theme of human rights. It offers a basic survey of the development of human rights. It explores a historical development of human rights and contemporary conception of this term. It analyses sources of human rights and documents on human rights; it focuses on protection of human rights in the World. The fourth chapter focuses on protection of human rights in the Czech Republic and on the activity of non-governmental organizations working in the field of human rights in the Czech Republic.

This thesis Collective Actions of the UN Security Council for the Protection of Human Rights deals with, as the title suggests, collective actions for the protection of human rights with the mandate of the UN Security Council. The thesis is divided into an introduction, conclusion, and four chapters. In the first chapter, the system of human rights protection is described, as it was set up within the newly-formed United Nations after World War II. This chapter also deals with collective actions of the UN Security Council, with or without the use of force, on a theoretical level, e.g. their authorization and possibility of measures that can be taken within the UN system against the perpetrator. Second chapter deals with examples of collective actions of the UN Security Council during the Cold War period. In this era, collective actions of the UN Security Council were authorized only twice, in case of South Africa as a reaction to their policy of apartheid, and in case of South Rhodesia as a reaction to the unilateral declaration of independence by the white minority government. Both cases are described in the chapter. The following chapter describes the development of human rights theories after the end of Cold War. With the end of the bipolar system, there is a shift in the perception of human...

Dissertation deal with custodianship of adult persons who are, on the ground of court order, limited their own no legal competention. The main purpose is to describe and explain institutional care adjustment to persons who are limited their legal capacity, and thus give an explanation of public custodianship in the Czech Republic. Custodianship of adult person is set in Civil Code, num. 89/2012, which has brought changes into assessment of legal competention of adult persons. In case, there is no family member who is able to care of no legal competention person, the court enact the village, where is person's permanet address, to be his carer. Public custodianship legislation has been missing up to now, the only document that has been given to help self -government clerks is methodical manual. Besides describing no legal competention care of persons in ny dissertation, I engage in identification problems and putting public custodianship into practise. I identify daily problems of administration workers relating to public custodianship. In empirical part, using qualitative form of research, I interview workers in Liberec district, who work in area of local custodianship.

The purpose of the thesis is to analyze the concept of the freedom of artistic creation and expression in the European Union law, in particular its recognition in primary law, above all in the Charter of Fundamental Rights of the European Union (Charter), and in the case law of the Court of Justice of the European Union (CJEU). Considering that interpretation of human rights and fundamental freedoms in the EU law is greatly based on constitutional traditions of EU member states and on the approach to these rights established within the Council of Europe, this thesis also deals with the conception of the freedom of artistic expression in constitutions of EU member states and in the European Convention for the Protection of Human Rights and Fundamental Freedoms (ECHR), as interpreted by the European Court of Human Rights (ECtHR). While relevant case law of the CJEU is only fragmentary, it refers systematically to the extensive case law of the ECtHR, which provides comprehensive theory of the freedom of artistic expression in Europe and provides for studying the evolution of the conception in time. The core method of research used in this thesis is the analysis of different sources of primary and secondary EU law, national law and case law; the thesis refers namely to the case law of the CJEU and...

(RIGHT TO RESPECT FOR PRIVATE AND FAMILY LIFE) The main goal of this diploma thesis, called Right to respect for private and family life, is to analyze the progress in the issue of the right to respect for private and family life from the perspective of registered partnership. I had to narrow the topic of this diploma thesis to registered partnership, because of the fact, that the scope of the right to respect for private and family life is so broad, that it couldn't be summarized in the mere diploma thesis. Emphasis of this diploma thesis is placed on regulation set out in the European Convention for the Protection of Human Rights and Fundamental Freedoms (the Convention), other regulation is mentioned only marginally. The diploma thesis is divided into four chapters, further it contains the introduction, the conclusion, the list of abbreviation, the list of literature and the Czech and English abstract. The most important part of this diploma thesis is chapter three, which deals with the right to respect for private and family life from the perspective of registered partnership set out in the article 8 of the Convention. Chapter 1 defines the right to respect for private and family life as one of the fundamental human rights and characterizes the international legal protection and legal...

Quid d’un principe constitutionnel concernant l’organisation institutionnelle de l’État, tel que la séparation des pouvoirs, dans la jurisprudence d’une cour internationale des droits de l’homme, telle que la Cour européenne des droits de l’homme ? S’il serait audacieux de prouver que le juge de Strasbourg applique une certaine théorie de séparation des pouvoirs, il est pourtant pertinent de répondre à la question de savoir si les solutions adoptées par le juge européen des droits de l’homme dessinent une vision cohérente de ce que doivent, selon lui, être les relations entre les pouvoirs. En outre, il ne faut pas faire abstraction du fait que la théorie de la séparation des pouvoirs telle qu’elle est conçue dans l’État libéral contemporain n’implique la consécration que d’un socle minimal de solutions soit acquis. / What of the idea that a constitutional principle concerning the institutional organization of the State, such as the separation of powers, could be found in the jurisprudence of an international court of human rights, namely the European Court of Human Rights ? Even if it were to be audacious to prove that the judges of the Strasbourg Court apply a precise theory of separation of powers, it, nonetheless remains relevant to answer the question whether the solutions adopted by the aforementioned judges outline a coherent vision of what should be, in their view, the relations between the branches of government. Yet, one should always bear in mind that the theory of the separation of powers, as conceived in the contemporary liberal State, implies the consecration of only a minimum nucleus of solutions.

La protection du droit à l’instruction a fait l’objet de longues discussions lors des travaux préparatoiresà la Convention européenne des droits de l’Homme. Si l’idée d’un droit à l’instruction pour tous s’esttrès vite imposée dans l’esprit de ses rédacteurs, le respect des convictions religieuses etphilosophiques des parents, qui assurent en priorité l’éducation et l’enseignement de leurs enfants, afait l’objet de davantage de controverses. Ces hésitations expliquent la présence de ce droit à l’article 2du premier protocole additionnel à la Convention du 20 mars 1952. Son importance n’est cependantpas à négliger. Qualifié de droit matriciel, le droit à l’instruction participe à la garantie concrète eteffective des autres droits et libertés de la pensée protégés par le corpus européen. Il assure en celal’épanouissement de la personne et lui garantit le droit de se déterminer librement. Il peut donc êtrerevendiqué par tous, élève ou étudiant, et peu importe la structure fréquentée (établissement public,privé, scolaire ou supérieur). Consciente de cet enjeu décisif pour la sauvegarde d’une sociétédémocratique, la Cour européenne des droits de l’Homme a su interpréter l’article 2 du Protocoleadditionnel de manière à assurer un juste équilibre entre la marge nationale d’appréciation et lapromotion du droit à l’instruction. Pour cela, elle a mis à la charge des Etats des obligations positivesafin d’assurer à chacun la possibilité, notamment, de se servir des moyens d’instruction existants. Engarantissant ainsi l’égal accès de tous aux structures existantes, la Cour européenne des droits del’Homme a également incité les autorités étatiques à respecter les particularités de chacun. A cette fin,une obligation de neutralité leur est imposée aussi bien dans les établissements d’enseignement quedans les programmes dispensés. Aucun élève ni étudiant ne doit se sentir exclu ou stigmatisé en raisonde ses convictions propres. La garantie d’un droit universel à l’instruction implique alors la garantied’un droit à une instruction pluraliste. / The Protection of the right to education has been the subject of endness debates troughout thepreparatory work on the European Convention of Human Rights. While the idea of a right to educationfor all was quite evident in the mind of the drafters of the European Convention of Human Rights, therespect for religious and philosophical convictions of parents, who come first in the education of theirchildren, has been more controversial. Theses doubts explain the inscription of this right in Article 2 ofthe Protocol to the Convention on 20 March 1952. Its importance mustn’t be overlooked. Described asa « matrix right », the right to education contributes to a concrete and effective guarantee of the rightsand freedoms protected by the European Convention of Human Rights. It ensures personal blossomingand the right to make up their own minds. Therefore, everybody can claim this right, whether it be apupil or a student, regardless of the institution (public or private school, primary school or furthereducation). Aware of this key issue to protect a democratic society, the European Court of HumanRights has interpreted article 2 of the Protocol in order to reach a fair balance between the nationalmargin of appreciation and the protection of the right to education. That’s the reason why the Courtrequires States to achieve some positive obligations especially to enable everyone to use existingeducation means. Through the guarantee to an equal access of everyone to education institutions, theEuropean Court of Human Rights also encourages national authorities to observe the distinctivefeatures of each individual. In order to do so, the authorities must remain neutral both in educationalinstitutions and their curriculum. No pupil or student must feel excluded or chastised because of hispersonal convictions. Then, securing the universal right to education implies securing the right to apluralistic education.