The aim of this study is to analyze the role that the Internet plays in the enjoyment of human rights and answer the question of whether we may be in the process of recog-nizing a new right, namely the right to Internet access. The conclusions are built upon a quantitative and qualitative analysis of the Internet-related recommendations adopted by the UN treaty-based bodies in the period between 2007 and 2017. Moreover, the paper is supplemented by a brief overview of the relevant recommendations formulated under the mechanism of the Universal Periodic Review. Analysis of the content of rec-ommendations allowed them to be classified into two groups – the first one integrates recommendations that refer to the duty of non-interference, and the second concerns the duty to expand Internet infrastructure across the country. The article ends with a call for further investigation of the normative potential of Article 15(1)b of the International Covenant on Economic, Social and Cultural Rights, as this hitherto forgotten provision might shed a new light on the proposed right to Internet access.
There is neither consensus whether the category of linguistic rights shall be distinguished, nor international agreement on the catalogue of such rights. Nevertheless, access to education in mother tongue constitutes a core element of most of the international and national frameworks of minority protection. Academic and legal disputes are particularly absorbing in Europe, where linguistic policies frequently intertwine with politics (e.g. Cyprus, Moldova, Ukraine). Thus, it is essential to pose the question, whether the right to education in mother tongue is always granted the equal scope of protection or is such protection differentiated by any additional criteria. Most of all, it shall be considered whether the analyzed right has an independent character or its protection is associated with perception of other fundamental rights and freedoms. This paper investigates the scope of the protection of this right within the framework of the Council of Europe.
Linguistic human rights are a concept remaining on the crossroads of several scientific disciplines, e.g. linguistics, anthropology, psychology and, last but not least, human rights law. Taking the latter as a lens, this study seeks to clarify the concept of linguistic human rights in education – presumably, the most linguistically sensitive sphere in the life of individuals and communities. The paper demonstrates that despite little mention of language in the UN treaties (ICESCR, CRC, CERD, CADE), its importance is reflected in the practice of the relevant treaty-based bodies. Moreover, increasing interest from scholars across a range of disciplines is contributing to the development of a linguistic human rights doctrine and is penetrating the UN human rights framework.
This study proposes to apply an automated lexical analysis to the European Security Strategy of 2003, entitled “A Secure Europe in a Better World”, and the European Union Global Strategy of 2016, entitled “Shared Vision, Common Acton: A Stronger Europe”. The findings are not limited to supporting the predominant interpretations of scholars and experts, but aim at exploring the usefulness of text mining techniques in the interpretation of EU documents. Furthermore, the conclusions drawn from the lexical analysis are discussed in the light of complex systems theory, which may be beneficial for the proper understanding of the concept of resilience (mainly its multidimensional nature) and its subsequent operationalization. The last part of the paper includes an in-depth analysis of the EU rhetoric on the UN fora (period: 2014–2019) regarding the concept of resilience, in particular its linkages with human rights.
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