Results for HUMRTS

(Formerly IPS 280) Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.

Students will develop advanced Spanish language proficiency through the examination of various topics, including women's health, parent child relationships, mental health, and more. The class will include expert commentary from doctors, mental health professionals, human rights specialists, migrants, and campus workers. Medical, psychological, and social implications of migration will be examined. To fulfill service-learning requirements, and earn units for volunteer hours outside class time, students will enroll concurrently in the companion course SPANLANG 110SL. Service-learning opportunities will involve direct engagement with Spanish-speaking campus workers, focusing on basic topics related to women's health, healthy family relations, and self-care. Some service-learning hours will take place on campus, while other hours will take place in the local community. Additionally, students may collaborate with the teaching team to coordinate with our partners (maintenance and janitorial services, UG2, and others) to negotiate schedules and develop partnerships. To enroll, please ensure that you qualify to enroll in a third-year Spanish class and contact Instructor Vivian Brates at vbrates@stanford.edu to request a class code. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher.

Large corporations now routinely spend millions of dollars to protect human rights and the environment. Shell Nigeria builds hospitals and schools in the Niger Delta. Nike employs hundreds of inspectors to improve conditions for the factory workers who produce its shoes across Asia and Latin America. Social media companies have faced scandals over user privacy, hate speech, and political manipulation. Other examples abound, across industries and around the globe. "Don't be evil" (Google's one-time slogan) may be one motivation for these companies, but something more mundane is also at work: many companies believe they will do well, financially, if they do good, ethically. This course considers questions such as: What does it mean for a company to "do good?", Should it care?, When does it serve a company's interest to take costly action to address human rights, labor, and environmental concerns?, and What tactics have activists used to shift public opinion, media frames, and the law, and thereby change companies' incentives? We will learn through lectures, discussion, and occasional small group exercises. Several guest speakers with experience in business, advocacy, or in between will provide additional insights.

(LAW 5010) This comprehensive class is designed to enhance understanding of both the theoretical foundations and practical application of international human rights law. It is structured to provide an in-depth exploration that combines academic theory with the realities of implementing human rights law on a global scale. The first segment of the course is dedicated to the fundamentals of human rights law. This includes an examination of the international human rights movement and the theory and origins of the international law of human rights. Students will study a range of UN treaties covering civil and political rights, economic, social, and cultural rights, as well as conventions against gender and racial discrimination, children's rights, and the prohibition of torture. The course will consider both the substantive law and the strategies for its implementation. It will critically analyze the UN institutional mechanisms for promoting human rights implementation, exploring both the root causes and the varied outcomes of these efforts--where the system has failed and where it has succeeded. Transitioning into the second half, the seminar will focus on the populations affected by international human rights law, moving from theory to the examination of current situations. This shift is aimed at applying the principles learned to contemporary issues, thus providing a comprehensive understanding of the strengths and weaknesses of the international human rights regime. By the end of this course, students will have developed a robust understanding of the concepts, mechanisms, and challenges of human rights law, and will be equipped with the analytical tools to actively engage in current debates and contribute to the field of human rights law and its implementation. Elements used in grading: Attendance, class participation, written assignments, and final paper. Advanced undergraduate and graduate students may request enrollment by sending a statement of interest to the instructor. Requests will be reviewed on a rolling basis. Undergraduates who wish to enroll in this course must have completed HUMRTS 101 as a prerequisite. Cross-listed with Human Rights (HUMRTS 117), International Policy (INTLPOL 355).

The course examines how the international community has fared in promoting and protecting human rights in the world, with an emphasis on the role of the United Nations. The course will begin with an overview of debates about the state of the international human rights system in the contemporary world, and then examine how international society has addressed the challenges of implementing universal human rights principles in different local contexts across different issues. The specific rights issues examined include genocide, children's rights, labor rights, transitional justice, women's rights, indigenous rights, NGOs, and the complicated relationship between the US and global human rights. The course will feature video conference/guest lecture sessions with leading human rights scholars and practitioners, providing students with unique opportunities to hear their expert opinions based on research and experience.

This weekly seminar aimed at juniors, seniors, and graduate students, to support practical exploration of human rights careers. Students will meet alumni and other human rights professionals working in a variety of sectors, and get job-search ready. Each week, a guest speaker will present their unique story to the group, helping you connect your skills and undergraduate experiences at Stanford to long-term, meaningful human rights work. Please note this is a 6 week course beginning Week 2 of the Spring Quarter. For registration information please visit: https://humanrights.stanford.edu/academics/human-rights-careers-intensive

May be repeated for credit. Students using these units toward the Minor in Human Rights must take for a letter grade. Department consent is required for enrollment. Please contact denisefz@stanford.edu indicating your plan and demonstrating agreement from the instructor.

Students completing a required capstone project for the Minor in Human Rights must enroll in this course for units with their capstone adviser selected as the instructor. Students must agree with their capstone advisor how many units (3-5) their proposed capstone project is worth, and enroll accordingly. This course is open only to Human Rights Minors. Department consent is required for enrollment. Please contact denisefz@stanford.edu indicating your plan and demonstrating agreement from your advisor.

Addressing climate displacement is one of the central sustainability challenges facing current and future generations. The climate crisis is already driving people to move. According to the Internal Displacement Monitoring Centre, approximately 31.8 million people around the world were displaced by floods, storms, fires, and other weather-related hazards in 2022 alone. Coastal communities in the U.S. and beyond are already in the process of planning relocation to escape erosion, rising sea levels, and other slow-onset effects of climate change. Displacement has significant economic, social, psychological, and cultural costs. Yet persistent knowledge gaps on these costs and how to mitigate them impede the efforts of leaders, advocates, and policymakers who face climate displacement challenges today. Join us for a one-unit seminar as we explore how to make sense of the human impacts of climate change on individuals, communities, and governments - and, in particular, on the ways in which the climate crisis is already forcing people to move or reconfigure their communities. Joined by a series of guest speakers who bring personal, policy, and scholarly expertise to this emerging issue, this seminar will speak to the phenomena of both internal and cross-border migration driven by climate change. The seminar will focus on both understanding the challenges that come with the climate crisis as well as proposed solutions to these challenges and opportunities for correcting past injustices and harms. Possible thematic focuses for our discussions include: (1) Legal, policy and governance implications of internal versus cross-border displacement, (2) The nexus of climate with conflict/public health/agriculture as drivers of migration, (3) Individual- vs. community-centric displacement solutions (e.g., household buyouts vs. community planned relocations), and (4) Indigenous sovereignty and rights in context of climate-related migration.