Our Responsibilities to Refugees

The paper explores the basis of the responsibilities we owe to refugees. That we have such responsibilities is a very widely shared intuition: the need of those fleeing from persecution seems to call out for a response on our part. But what exactly are our obligations to such people? Who are they owed to and why do we have them? The paper argues in favour of a human rights approach to refugee protection that includes the requirement of the implementation of a burden sharing scheme. DOI 10.17879/95189441435

Associative responsibilities and political obligation

In this paper I criticise an influential version of associative theory of political obligation and I offer a reformulation of the theory in ‘quasi-voluntarist’ terms. I argue that although unable by itself to solve the problem of political obligation, my quasi-voluntarist associative model can play an important role in solving this problem. Moreover, the model teaches us an important methodological lesson about the way in which we should think about the question of political obligation. Finally, I suggest that the quasi-voluntarist associative model is particularly attractive because it manages to combine the main thrust of the traditional associative view with the most attractive feature of transactional theories, while avoiding at the same time the main problems that afflict each of these two approaches

Reporting Suicide Worldwide: Media Responsibilities

Guidelines, training and ethical issues raised by the latest review of research about the impact of media coverage on suicidal behaviour

Transition Planning -- Responsibilities and Strategies

This meta-synthesis of the literature, on transition planning for youth with disabilities, examines several important facets that impact the post school outcomes for students with disabilities. Eight specific areas have been highlighted that point out the common theme areas of this metasynthesis. Research recognizes the responsibilities of the regular and special education teachers to the secondary transition process and the roles of the student and parent are not minimized at all. Professional development and continuous training are needed and highlighted for teachers, counselors, administrators, parents and students. There are specific successful strategies and methods to apply to the transition planning process. Raising expectations will likely result in positive post school outcomes as well. However, it is only too often that teachers, counselors, parents, and students are ill prepared for secondary transitions from high school to employment or further training. Expectations are too low and students are not prepared to make decisions about their employment or training in spite of the fact that self determination and self advocacy are strong tools that can and will promote positive outcomes for students. Indeed, individualized transition planning and person centered planning are valuable tools

The human right to medicines

This article considers the component of the right to the highest standard of health that relates to medicines, including essential medicines. Using the right-to-health analytical framework that has been developed in recent years, the first section focuses on the responsibilities of States. The second section provides a brief introduction to the responsibilities of pharmaceutical companies