While a may agree, for example, that an affordable health system a healthy educational system, and a clean environment are all parts of the common good, some will say the, more should be invested in health than in education, while others will favor directing resources to the environment over both health and education.
Such disagreements are bound to undercut our ability to evoke a sustained and widespread commitment to the common good. In the face of such pluralism, efforts to bring about the common good can only lead to adopting or promoting the views of some, while excluding others, violating the principle of treating people equally.
Moreover, such efforts would force everyone to support some specific notion of the common good, violating the freedom of those who do not share in that goal, and inevitably leading to paternalism imposing one group's preference on others , tyranny, and oppression. A second problem encountered by proponents of the common good is what is sometimes called the "freerider problem.
Individuals can become "free riders" by taking the benefits the common good provides while refusing to do their part to support the common good.
An adequate water supply, for example, is a common good from which all people benefit. But to maintain an adequate supply of water during a drought, people must conserve water, which entails sacrifices. Some individuals may be reluctant to do their share, however, since they know that so long as enough other people conserve, they can enjoy the benefits without reducing their own consumption.
If enough people become free riders in this way, the common good which depends on their support will be destroyed. Many observers believe that this is exactly what has happened to many of our common goods, such as the environment or education, where the reluctance of all persons to support efforts to maintain the health of these systems has led to their virtual collapse. The third problem encountered by attempts to promote the common good is that of individualism.
Our historical traditions place a high value on individual freedom, on personal rights, and on allowing each person to "do her own thing. In this individualistic culture it is difficult, perhaps impossible, to convince people that they should sacrifice some of their freedom, some of their personal goals, and some of their self-interest, for the sake of the "common good.
Finally, appeals to the common good are confronted by the problem of an unequal sharing of burdens. For example, children have a right to things like food, water and the feeling of being loved. Loss of privilege and other negative consequences always work best when you combine them with strategies for encouraging good child behaviour, like giving attention and praise.
If your child loses privileges as a consequence of challenging behaviour, it means your child has to take responsibility for their behaviour. When my child got older, I found that it was hard to find effective consequences because ignoring his behaviour no longer bothered him.
He quickly learned that I meant business and he would miss out on his favourite shows. You can also take away a privilege when you need to back up other consequences. If your child still refuses, this could be a good time to take away a privilege, like visiting a friend or going on a planned outing.
Loss of privilege works well for school-age children who can understand that the consequence is the result of unacceptable behaviour. Programme Menu Convention on the Rights of the Child. Translating child rights principles into practice requires action and leadership by governments. The involvement of non-governmental organizations Non-governmental organizations play a major role in raising public awareness about the Convention on the Rights of the Child and its goals, and supporting its implementation.
Learn more about the Convention on the Rights of the Child. Become a donor Social. Contact us Legal. One of the ways that we recognise the fundamental worth of every person is by acknowledging and respecting their human rights.
They recognise our freedom to make choices about our lives and to develop our potential as human beings. They are about living a life free from fear, harassment or discrimination.
Human rights can broadly be defined as a number of basic rights that people from around the world have agreed are essential. These include the right to life, the right to a fair trial, freedom from torture and other cruel and inhuman treatment, freedom of speech, freedom of religion, and the rights to health, education and an adequate standard of living.
These human rights are the same for all people everywhere — men and women, young and old, rich and poor, regardless of our background, where we live, what we think or what we believe. This means that human rights involve responsibility and duties towards other people and the community. Individuals have a responsibility to ensure that they exercise their rights with consideration for the rights of others.
Governments have a particular responsibility to ensure that people are able to enjoy their rights. They are required to establish and maintain laws and services that enable people to enjoy a life in which their rights are respected and protected. For example, the right to education says that everyone is entitled to a good education.
This means that governments have an obligation to provide good quality education facilities and services to their people.
Whether or not governments actually do this, it is generally accepted that this is the government's responsibility and people can call them to account if they fail to respect or protect their basic human rights. These include rights and freedoms such as the right to vote, the right to privacy, freedom of speech and freedom from torture. The right to vote and take part in choosing a government is a civil and political right. This group includes rights such as the right to health, the right to education and the right to work.
T he right to education is an example of an economic, social and cultural right. One of the main differences between these two groups of rights is that, in the case of civil and political rights, governments must make sure that they, or any other group, are not denying people access to their rights, whereas in relation to economic, social and cultural rights, governments must take active steps to ensure rights are being fulfilled.
As well as belonging to every individual, there are some rights that also belong to groups of people. This is often in recognition of the fact that these groups have been disadvantaged and marginalised throughout history and consequently need greater protection of their rights.
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