Rabu, 27 Juni 2012

Makalah Linguistik Tentang Phonology

Makalah Linguistik Tentang Phonology

Phonology is the study of how the sound are produced
The sound/phoneme: the smallest unit of sound, which distinguishes the meaning
- Big bag

Phoneme:
1. Segmental Phoneme
- Vowel  a. Simple b. Diphthong
- Consonant  a. fricative b. nasal c. stop d. literal e. blitzing
2. Supra segmental Phoneme
- Pitch
- Stress
- Intonation
- Juncture

Organ of speech
1. Lip
2. Teeth
3. Tongue
4. Palate
5. Larynx
6. Vocal cord

Fonetik : bagian dari general linguistics yang mempelajari proses ujaran
Bunyi ujaran (speech sound) dalam prakteknya selalu melibatkan tiga aspek:
- Pengujar oleh sipenutur
- Gelombang suara ujaran yang berlalu lewat udara
- Penerimaan oleh pihak penerima

Alat-alat ujar, yaitu:
1. Bibir (lips) : Menghasilkan bunyi /p/, /b/, /m/, /w/ memodifikasi kualitas vowel /u:/, /I:/ bisa menghasilkan bunyi /f/, /v/ dalam bahasa Inggris
2. Gigi (the teeth) : bersama dengan ujung lidah menghasilkan bunyi /a/, / /
3. The teeth ridge : selalau dipakai berasama ujung lidah  /t/, /d/, /n/, /s/, /z/.
4. Langit – langit keras palate /j/
5. Langit – langit lembut /n/, /m/, /n/
6. Anak tekak / uvula /r/
7. Lidah / tongul, terbagi 3 bagian:  Blade, Front, back
8. Farinx
9. Katup pangkal tenggorokan (epiglotik)
10. Larinx
Secara garis besarnya bunyi ujaran dihasilkan secara voiced atau voiceless


Phonetic transcription
Adalah notasi yang teridiri dari lambang-lambang yang langsung secara konsisten menimbulkan bunyi fonem tertentu
Klasifikasi bunyi ujaran
1. Vowel: bunyi ujaran yang bersuara yang dalam pengujarannya tiada yang menghalangi, sebagian atau seluruhnya, lewatnya udara dari paru-paru
2. Konsosnan bunyi ujaran bersuara atau tak bersuara yang dalam pengujarannya terda[ay halangan untuk melewatinya udara dari paru-paru sebagai akibat dari penyempitannya jalan udara atau tertutup sama sekali
Klasifikasi Vowel
Vowel memiliki 2 ciri terpenting:
- Kualitas vowel : kualitas bunyinya yang ditentukan oleh bentuk riang gema dalam mulut dan posisi bibit
- Kuantitas vowel: lamanya waktu dari vowel tersebut
Bentuk dan ruang gema ditentukan oleh posisi lidah dan bibir. Lidah membantu pembentukan ruang dalam 2 hal:
A. Tingginya lidah diangkat
B. Bagian lidah yang diangkat
Tingginya lidah diangkat terbagi, atas:
- Close, half close, half open dan open
Bagian lidah yang diangkat
- Front, the center, the back
Berdasarkan tingginya lidah diangkat kita membedakan empat kelompok vowel, yaitu:
Half close vowels  dalam arti kulasinya lidah diangkat setinggi mungkin tanpa adanya bunyi friksi
Close vowel  Dalam arti kulasinya lidah mengambil posisi kira-kira 2/3 jarak close ke open
Half op[en vowels  dalam arti kulasinya lidah pada posisi 2/3 dari close ke open
Open vowels  dalam arti kuaslinya lidah ditempatkan serendah mungkin
Klasifikasi vowels menurut bagian lidah yang dianjurkan
1. Front vowels  dalam arti kulasi bagian depan lidah diangkat ke langit-langit keras
2. Back vowels  dalam arti kulasi bagian belakang di tinggikan ke langit-langit lembut
3. Central vowels
Berdasarkan posisi bibir:
1. Unrounded vowels  bibir menyebar atau netral /i/, /e/
2. Rounded vowels  bibir dibulatkan dan terbagi dua yaitu: open lip rounding /o/ dan close lip rounding seperti /u:/
Klasifikasi konsonan
Konsonan diklasifikasi, menurut:
1. Posisi pita suara (the position of the vocal cords)
2. Tempat artikulasi (the place of articulation)
3. Sikat artikulasinya (the manner of articulation)
Melihat posisi selaput suara, konsonan digolongkan ke dalam
1. Voiced consonant  selaput suara bergetar /b/ /d/ /g/ /z/
2. Voicelled consonant  selaput suara tidak bergetar /t/ /f/ /s/ /k/
Berdasarkan artikulasinya, konsonan digolongkan ke dalam:
1. Billabia  diartikulasikan dengan dua bibir /p/ /b/ /m/ /w/
2. Labio dental  diartikulasikan dengan bibir bawah menyentuh gigi atas /v/ /f/
3. Dental  diartikulasikan dengan ujung lidah menyentuh gigi atas seperti pada bunyi ujaran /a/ / /
4. Alveolar  ujung lidah menyentuh the teeth ridge /t/ /d/ /s/
5. Post alveolar  ujung lidah menyentuh bagian bagian belakang the teeth ridge /r/
6. Palato alveolar  daun lidah menyapu the teeth ridge /j/ /3/ tj/aj
7. Palatal  bagian depan lidah menyentuh langit-langit keras /j/
8. Velar  bagian belakang lidah menyentuh langit-langit lembut /k/ /g/
9. Glottal  diartikulasikan dalam glottis

Berdasarkan sifat artikulasi ujaran kita bisa membagi konsonan secara teoritis ke dalam sejumlah kemungkinan yang bisa dilakukan mulut adalah
1. Plosives  diartikulasikan dengan saluran udara sama sekali tertutup lalu dibuka hingga menimbulkan bunyi letup atau eksolosif, /p/ /b/
2. Afficates
3. Nasal
4. Lateral
5. Fricatives
6. Semi vowel

FONEM
The smallest unit of sounds that distinjuishes meaning
- Segment phoneme  konsonan, vokal
- Supra segmental phoneme  pitch, stress, intonation, juncture
Tingkatan stress
1. Primary stress : stress yang paling kuat /’/
2. Secondary stress : lebih lemah dari primary stess tapi lebih kuat dari tertiary stess /^/
3. Tertiary stress : lebih lemah dari secondary stress /’/
4. Weak stress / minimal stress /v/ derajat yang paling lemah dari semua stress

Minggu, 24 Juni 2012

MAKALAH SLA



THE KIND OF ERROR IN SLA
Makalah ini kami buat untuk memenuhi tugas mata kuliah
Second Language Acquisition


Disusun oleh:
Rofiatus syamsiah












IKIP BUDI UTOMO MALANG
FAKULTAS PENDIDIKAN ILMU SOSIAL DAN HUMANIORA
JURUSAN PENDIDIKAN BAHASA INGGRIS


UNIT 1
INTRODUCTION

1.What the kind of error in SLA?

Making errors is the most natural thing in the world and it is evidently attached tothe human being. But, how do we define error? There are different definitíons of theword and as eui’s explains "learners make errors in both comprehension and
production, the first being rather investigated.
Children learning their first language (Ll), adult native speakers, second language leamers; they all make errors which have a different name according to the group committing the error. Children's errors have been seen as "transitional forms", the native speakers'ones are called "slips of the tongue" and the second language (L2) errors are considerad "unwanted forms" (George, 1972)".
According to Lennon (1991) an error is "a linguistic form or combination of forms which in the same context and under similar conditions of production would, in all likelihood, not be produced by the speakers' native speakers counterparts". In the
second language teaching learning  process the error has always been regarded as
something negative which must be avoided. As a consequence, teachers have always adopted a repressive attitude towards it. On one hand, it was considered to be a sign of inadequacy of the teaching techniques and on the other hand it was seen as a natural
Result of the fact that since by nature we cannot avoid making errors we should accep the reality and try to deal with them. Fortunately, little by little the error has been seen, from a different point of view being made obvious that we can leam from our
mistakes.
One of the most generally known approaches concerning the error throughout
human history is to consider it a negative effect or result, even worth to be punished.
The error in the Second Language Acquisition. Different societies have regarded error as indicating failure and obstructing progress.Punishing the error has always occurred along with teaching and leaming processes and has always been used as an instrument of power and a teaching strategy. At all times has the error been systematically persecuted and even in our days despite the numerous protesting voices. The idea of the error as an effect to be avoided has been especially supported by behaviourism, being considered an obstacle to language learning. The behaviourist viewed error as a symptom of ineffective teaching or as evidence of failure and they believed that when they occur they are to be remedied by provision  correct forms, that is to say, use of intensive drilling and over-teaching.
Although Behaviourism may be strongly criticised as a conception it has represented considerable progress as far as error treatment is concern, placing emphasis on the different characteristics of the different subjects and eliminating hard punishment.
A quite different conception from the behaviouristic one is the one that affirms that without error there is no progress. What the error-as-progress conception is based on is Chomsky's idea that a child generates language through innate universal structure.So, using this symbolic code one can have access to different pieces of knowledge not as something mechanically learned but as mentally constructed through try and error.
The idea is now that the second language learns form hypotheses about the rules to be formed in the target language and then test them out against input data and modified them accordingly.
This is how the error promotes progress and improvement in learning. The behaviourist model is now substituted by the mentalists' one and thanks to this new conception the error is fínally seen as something positive and not as a problem.
The third approach concerning error is the one considering error to be the result of the social -cognitive interaction. This means that the error implicitly cardes a social
norm as well as a cognitive process. The error or mistake also carnes a social and
cultural component which makes it different in different societies.
An outline of the recent evolution of conceptions, ideas and research on this area helps US to conceive how and why language teaching nowadays has come to focus on
the learners and the learning process. According to the Contrastive Analysis Hypothesis,errors occur as a result of interference when the learners transfer native language habits into the L2. It was also believed that interference takes place whenever there is a difference between native mother tongue and the target language. A hypothesis based on Lado's suggestion in linguistic across cultures where he states "in the comparison between native and foreign language lies the key to ease all difficult in foreign language learning" (Lado, 1957).
Lado underlined the tight relation between Contrastive analysis and language
teaching; although it constitutes an important contribution to language teaching, to date Contrastive Analysis is just one more among a number of analyses. In fact, it limits It’s self to providing us with didactic information. The most important contribution of this kind of analysis is the delimitation of second language structures which obstruct learning. Based on this information it is possible to make decisions concerning teaching. In fact, it is the knowledge of the difficulties resulting from the difference between first language structures and target language ones which permits the development of efficient strategies to face error.
The error analysis supplanted Contrastive Analysis and became a recognised part of Applied Linguistics owing to the work of Corder (1967) who saw it from a different,point of view .


A learn's errors then, provide evidence of the system of the language that he is using.they are significant in three different ways:

Ø  First to the teacher, in that they tell him, if he undertakes a systematic analysis, how far towards the goal the learner’s has progressed
Ø  Second, they provide the researchers with evidence of how language is learned
or acquired.. .
Ø  Thirdly they are indispensable to the learner himself because he can regard the
making of error as a device used in order to learn
.
The Error Analysis is concerned with the same problems as Contrastive Analysis but from an opposing point of view. In Error Analysis,the error has been defined as a deviation from the norm of the target language and a distinction has been made between errors and mistakes. The error is what takes place when the deviation arises as a result of lack of knowledge whereas the mistake comes up when learners fail to perform their competence. Errors have been further divided into overt and covert (Corder, 1971), errors of correctness and appropriatness, as far as identification of error is concerned, and into presystematic, systematic and postsystematic regarding their description (Corder, 1974).
In general, L2 acquisition research tackled with the error sources which might be psycholinguistic, sociolinguistic, epistemic or residing in the discourse structures.
Richards (1971), when trying to identify the causes of competence errors he came up with three types of errors: interference errors, which reflect the use of elements from one language to the other, intralingual errors, subdivided into errors due to
Over generalization, or to ignorance of rules restriction, which is incomplete
application of the rules, or formally due to the false concept hypothesis, which
demonstrate the general characteristics of rule learning and third developmental errors when the learnes builds hypothesis about the target language based on limited experience.
Another division was made by Dulay and Burt in 1974 according to which there are three types of error: the developmental ones which are based on the identity hypothesis are similar to the errors made in Ll acquisition, interference errors and unique errors.
which cannot fall into either of the above mentioned categories. Error Analysis was criticised for its weaknesses in the methodological procedures and its Hmited scope. It has been claimed that the Error Analysis has not succeeded in providing a complete,view of language acquisition describing it as exclusively a collection of errors. Schachter, Celce-Murcia(1977) criticised Error Analysis on the grounds of its
focusing on errors, of the fact that researchers are denied access to the whole picture and of failing to account for all the areas of the L2 in which learnes have difficulties.Nevertheless, despite the constructive criticism the Error Analysis has been very important in the sense that it has given the error respectability and it has made obvious that the errors are a positive element in language learning.
It is well known, that in the last years the approach to language learning has
changed substantially. Nowadays, language teaching basically focuses on the
communicative competence.The communicative approach is different than the previous teaching methods even where error correction is concerned. In Communication Language Teaching there is a minimal focus on form. Including a lack of emphasis on error correction. If it ocurrs it is likely to be meaning focused. Through errors the teachers can get improvement in learning.
The errors can be used in order to help teachers evaluate the students' cognitive development.One way in which a teacher can make the error come up, when he suspects that it causes a students' not progressing as he should, is to organize his material in such a way, that there is more possibility that the error will be produced. As a result, the student will realize on his own what the cause of his difficulties is.
 A different approach would be that the teacher reduces the possibility of error making so that the student may get over his difficulties To be able to apply error correction one should take into account the students' age and the teaching subjects among other things. To treat the error the teachers should consider the three phases of its treatment: localization, Identification and correction. Many times teachers just care for the localisation of the errors without moving on to the Identification of the type of the error made or its cause. It is of great importance to try to find out why the error is made,because not all types of error must be treated in the same way. It is not just the teacher that should correct the students, they should actually be motivated to do so themselves. How can that be? It is possible if the student knows
How to make the right question .The teacher s role is to help the students become conscious of their errors and give them incentive to try and find for themselves why they have made the error and how they could avoid repeating it. Chaudron (1977) speaking about feedback as oral correction asks the following questions: Should learn  error be corrected? The answer to this question should follow from evidence of the effectiveness of error correction, a difficult phenomenon to demonstrate.When should they be corrected? The general tendencies vary according to the instructional focus when focus is on form corrections occur more frequently. On the other hand when focus is on the communicative competence teachers tend to correct those errors which seem to obstruct communication. Which errors should be corrected?
According to Hendrickson errors which impair communication significantly, errors that have stigmatizing effects on the listener or the reader. And those which occur frequently in students' speech and writing.
In the language classroom the teacher tends to correct the errors automatically and usually regards all hesitation on part of the student as a request for help. It seems that delay in the correction would allow the learnes a greater opportunity of self correction and would help the development of autonomous control processes, which are characteristic of the competence in communication of the mother language and which are considered to be essential in the socialization of the second language. The routine correction on part of the teacher actually runs the risk of making the learnes depended on correction by others. Moreover, the correction of an error by the teacher as self correction of a problem of perception would reduce the risk of hurting the student's self-esteem and would imitate the conditions of acquisition found in a natural
setting.
Allwright (1988) argues: "to focus on the teacher treatment of leaner’s error is to adapt a rather narrow focus because it means concentrating on what might be called the potential crisis points in the process.It is a much broader view point because it attempts to deal with the classroom context in which occur as well as with the errors themselves and secondly because it atttempts to take into account the social nature of this context in terms of a complexity of relationships between teacher and learnes.
After all the research and theories over the year we must admit that no definite conclusions have come up and there is a lot yet to be done in this field. However, it is finally generally accepted that error making is a necessary part of learning and language teachers should use the errors with a view to having better results in the classroom.





The Work Ethic in America


ROFIATUS SYAMSIAH
ENGLISH’08
The Work Ethic in America
Although the Protestant ethic became a significant factor in shaping the culture and society of Europe after the sixteenth century, its impact did not eliminate the social hierarchy which gave status to those whose wealth allowed exemption from toil and made gentility synonymous with leisure (Rodgers, 1978). The early adventurers who first found America were searching, not for a place to work and build a new land, but for a new Eden where abundance and riches would allow them to follow Aristotle's instruction that leisure was the only life fitting for a free man. The New England Puritans, the Pennsylvania Quakers, and others of the Protestant sects, who eventually settled in America, however, came with no hopes or illusions of a life of ease.
The early settlers referred to America as a wilderness, in part because they sought the spiritual growth associated with coming through the wilderness in the Bible (Rodgers, 1978). From their viewpoint, the moral life was one of hard work and determination, and they approached the task of building a new world in the wilderness as an opportunity to prove their own moral worth. What resulted was a land preoccupied with toil.
When significant numbers of Europeans began to visit the new world in the early 1800's, they were amazed with the extent of the transformation (Rodgers, 1978). Visitors to the northern states were particularly impressed by the industrious pace. They often complained about the lack of opportunities for amusement, and they were perplexed by the lack of a social strata dedicated to a life of leisure.
Work in preindustrial America was not incessant, however. The work of agriculture was seasonal, hectic during planting and harvesting but more relaxed during the winter months. Even in workshops and stores, the pace was not constant. Changing demands due to the seasons, varied availability of materials, and poor transportation and communication contributed to interruptions in the steadiness of work. The work ethic of this era did not demand the ceaseless regularity which came with the age of machines, but supported sincere dedication to accomplish those tasks a person might have before them. The work ethic "was not a certain rate of business but a way of thinking" (Rodgers, 1978, p. 19).


POLITYC


he foreign policy of the United States is the way in which it interacts with foreign nations and sets standards of interaction for its organizations, corporations and individual citizens. The U.S. is highly influential in the world. The global reach of the United States is backed by a $15 trillion economy,[1] approximately a quarter of global GDP, and a defense budget of $711 billion, which accounts for approximately 43% of global military spending. The U.S. Secretary of State is analogous to the foreign minister of other nations and is the official charged with state-to-state diplomacy, although the president has ultimate authority over foreign policy; that policy includes defining the national interest, as well as the strategies chosen both to safeguard that and to achieve its policy goals. The current Secretary of State is Hillary Clinton.

The officially stated goals of the foreign policy of the United States, as mentioned in the Foreign Policy Agenda of the U.S. Department of State, are "to create a more secure, democratic, and prosperous world for the benefit of the American people and the international community."[2] In addition, the United States House Committee on Foreign Affairs states as some of its jurisdictional goals: "export controls, including nonproliferation of nuclear technology and nuclear hardware; measures to foster commercial intercourse with foreign nations and to safeguard American business abroad; international commodity agreements; international education; and protection of American citizens abroad and expatriation."[3] U.S. foreign policy and foreign aid have been the subject of much debate, praise and criticism both domestically and abroad.[4]

When asked if the WikiLeaks of 2010 would damage American relations with other countries, Secretary of Defense Robert Gates noted that "governments deal with the United States because it's in their interest, not because they like us, not because they trust us, and not because they believe we can keep secrets."[5]Contents  [hide]
The US Constitution gives much of the foreign policy decision-making to the presidency, but the Senate has a role in ratifying treaties, and the Supreme Court interprets treaties when cases are presented to it.
Main articles: Treaty Clause, War Powers Clause, Appointments Clause, and Foreign Commerce Clause

Subject to the advise and consent role of the U.S. Senate, the President of the United States negotiates treaties with foreign nations, but treaties enter into force only if ratified by two-thirds of the Senate. The President is also Commander in Chief of the United States Armed Forces, and as such has broad authority over the armed forces; however only Congress has authority to declare war, and the civilian and military budget is written by the Congress. The United States Secretary of State is the foreign minister of the United States and is the primary conductor of state-to-state diplomacy. Both the Secretary of State and ambassadors are appointed by the President, with the advice and consent of the Senate. Congress also has power to regulate commerce with foreign nations.[6]
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Historical overview
Main articles: History of U.S. foreign policy and Timeline of United States diplomatic history

The Jay Treaty of 1795 aligned the U.S. more with Britain less with France, leading to political polarization at home

The main trend regarding the history of U.S. foreign policy since the American Revolution is the shift from non-interventionism before and after World War I, to its growth as a world power and global hegemon during and since World War II and the end of the Cold War in the 20th century.[7] Since the 19th century, US foreign policy also has been characterized by a shift from the realist school to the idealistic or Wilsonian school of international relations.[8]

Foreign policy themds were expressed considerably in George Washington's farewell address; these included among other things, observing good faith and justice towards all nations and cultivating peace and harmony with all, excluding both "inveterate antipathies against particular nations, and passionate attachments for others", "steer[ing] clear of permanent alliances with any portion of the foreign world", and advocating trade with all nations. These policies became the basis of the Federalist Party in the 1790s. But the rival Jeffersonians feared Britain and favored France in the 1790s, declaring the War of 1812 on Britain. After the 1778 alliance with France, the U.S. did not sign another permanent treaty until the North Atlantic Treaty in 1949. Over time, other themes, key goals, attitudes, or stances have been variously expressed by Presidential 'doctrines', named for them. Initially these were uncommon events, but since WWII, these have been made by most presidents.

Despite occasional entanglements with European Powers such as the War of 1812 and the 1898 Spanish-American War, U.S. foreign policy was marked by steady expansion of its foreign trade and scope during the 19th century, and it maintained its policy of avoiding wars with and between European powers. Concerning its domestic borders, the 1803 Louisiana Purchase doubled the nation's geographical area; Spain ceded the territory of Florida in 1819; annexation brought Texas in 1845; a war with Mexico in 1848 added California, Arizona and New Mexico. The U.S. bought Alaska from the Russian Empire in 1867, and it annexed the Republic of Hawaii in 1898. Victory over Spain in 1898 brought the Philippines, and Puerto Rico, as well as oversight of Cuba. The short experiment in imperialism ended by 1908, as the U.S. turned its attention to the Panama Canal and the stabilization of regions to its south, including Mexico.

The 20th century was marked by two world wars in which the United States, along with allied powers, defeated its enemies and increased its international reputation. President Wilson's Fourteen Points, developed from his idealistic Wilsonianism program of spreading democracy and fighting militarism so as to end wars. It became the basis of the German Armistice (really a surrender) and the 1919 Paris Peace Conference. The resulting Treaty of Versailles, due to European allies' punitive and territorial designs, showed insufficient conformity with these points and the U.S. signed separate treaties with each of its adversaries; due to Senate objections also, the U.S. never joined the League of Nations, which was established as a result of Wilson's initiative. In the 1920s, the United States followed an independent course, and succeeded in a program of naval disarmament, and refunding the German economy. New York became the financial capital of the world, but the downside was that the Crash of 1929 hurled the entire world into the Great Depression. American trade policy relied on high tariffs under the Republicans, and reciprocal trade agreements under the Democrats, but in any case exports were at very low levels in the 1930s.

The United States adopted a non-interventionist foreign policy from 1932 to 1938, but then President Franklin D. Roosevelt moved toward strong support of the Allies in their wars against Germany and Japan. As a result of intense internal debate, the national policy was one of becoming the Arsenal of Democracy, that is financing and equipping the Allied armies without sending American combat soldiers. Roosevelt mentioned four fundamental freedoms, which ought to be enjoyed by people "everywhere in the world"; these included the freedom of speech and religion, as well as freedom from want and fear. Roosevelt helped establish terms for a post-war world among potential allies at the Atlantic Conference; specific points were included to correct earlier failures, which became a step toward the United Nations. American policy was to threaten Japan, to force it out of China, and to prevent its attacking the Soviet Union. However, Japan reacted by an attack on Pearl Harbor in December 1941, and the United States was at war with Japan, Germany, and Italy. Instead of the loans given to allies in World War I, the United States provided Lend-Lease grants of $50,000,000,000. Working closely with Winston Churchill of Britain, and Joseph Stalin of the Soviet Union, Roosevelt sent his forces into the Pacific against Japan, then into North Africa against Italy and Germany, and finally into Europe starting with France and Italy in 1944 against the Germans. The American economy roared forward, doubling industrial production, and building vast quantities of airplanes, ships, tanks, munitions, and, finally, the atomic bomb. Much of the American war effort went to strategic bombers, which flattened the cities of Japan and Germany.

After the war, the U.S. rose to become the dominant non-colonial economic power with broad influence in much of the world, with the key policies of the Marshall Plan and the Truman Doctrine. Almost immediately however, the world witnessed division into broad two camps during the Cold War; one side was led by the U.S., and the other by the Soviet Union, but this situation also led to the establishment of the Non-Aligned Movement. This period lasted until almost the end of the 20th century, and is thought to be both an ideological and power struggle between the two superpowers. A policy of containment was adopted to limit Soviet expansion, and a series of proxy wars were fought with mixed results. In 1991, the Soviet Union dissolved into separate nations, and the Cold War formally ended as the United States gave separate diplomatic recognition to the Russian Federation and other former Soviet states. With these changes to forty-five years of established diplomacy and military confrontation, new challenges confronted U.S. policymakers.[citation needed] U.S. foreign policy is characterized still by a commitment to free trade, protection of its national interests, and a concern for human rights[citation needed].

In the 21st century, U.S. influence remains strong but, in relative terms, is declining in terms of economic output compared to rising nations such as China, India, Russia, Brazil, and the newly consolidated European Union. Substantial problems remain, such as climate change, nuclear proliferation, and the specter of nuclear terrorism. Foreign policy analysts Hachigian and Sutphen in their book The Next American Century suggest all six powers have similar vested interests in stability and terrorism prevention and trade; if they can find common ground, then the next decades may be marked by peaceful growth and prosperity.[9]
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Law        This article appears to contradict the article Treaty. Please see discussion on the linked talk page. Please do not remove this message until the contradictions are resolved. (February 2012)

Main articles: Treaty and Treaty Clause

In the United States, there are three types of treaty-related law:
Executive agreements
Congressional-executive agreements are made by the president or Congress. When made by Congress, a majority of both houses makes it binding much like regular legislation. While the constitution does not expressly state that these agreements are allowed, and constitutional scholars such as Laurence Tribe think they're unconstitutional, the U.S. Supreme Court has upheld their validity.[citation needed]
Sole executive agreements are made by the president alone.
Treaties are formal written agreements specified by the Treaty Clause of the Constitution. The president makes a treaty with foreign powers, but then the proposed treaty must be ratified by a two-thirds vote in the Senate. For example, President Wilson proposed the Treaty of Versailles after World War I after consulting with allied powers, but this treaty was rejected by the U.S. Senate; as a result, the U.S. subsequently made separate agreements with different nations. While most international law has a broader interpretation of the term treaty, the U.S. sense of the term is more restricted. In Missouri v. Holland, the Supreme Court ruled that the power to make treaties under the U.S. Constitution is a power separate from the other enumerated powers of the federal government, and hence the federal government can use treaties to legislate in areas which would otherwise fall within the exclusive authority of the states.

International law in most nations considers all three of the above agreements as treaties. In most nations, treaty laws supersede domestic law. So if there's a conflict between a treaty obligation and a domestic law, then the treaty usually prevails.

In contrast to most other nations, the United States considers the three types of agreements as distinct. Further, the United States incorporates treaty law into the body of U.S. federal law. As a result, Congress can modify or repeal treaties afterwards. It can overrule an agreed-upon treaty obligation even if this is seen as a violation of the treaty under international law. Several U.S. court rulings confirmed this understanding, including the 1900 Supreme Court decision in Paquete Habana, a late 1950s decision in Reid v. Covert, and a lower court ruling in 1986 in Garcia-Mir v. Meese. Further, the Supreme Court has declared itself as having the power to rule a treaty as void by declaring it "unconstitutional", although as of 2011, it has never exercised this power.

Vienna Convention on the Law of Treaties, the State Department has taken the position that the Vienna convention represents established law. Generally when the U.S. signs a treaty, it is binding. However, because of the Reid v. Covert decision, the U.S. adds a reservation to the text of every treaty that says, in effect, that the U.S. intends to abide by the treaty, but if the treaty is found to be in violation of the Constitution, then the U.S. legally can't abide by the treaty since the U.S. signature would be ultra vires.
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Geography
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NATO

A map of allies of the United States
  NATO member states, including their
colonies and overseas possessions
  Major non-NATO allies, plus Republic of
China (Taiwan)
  Signatories of Partnership for Peace
with NATO

The United States is a founding member of NATO, the world's largest military alliance. The 28-nation alliance consists of Canada and much of Europe, including the nation with NATO's second largest military, the United Kingdom. Under the NATO charter, the United States is compelled to defend any NATO state that is attacked by a foreign power. NATO is restricted to within the North American and European areas. Starting in 1989, the United States also created a major non-NATO ally status (MNNA) for five nations; this number was increased in the late 1990s and following the September 11 attacks; it currently includes 14 nations. Each such state has a unique relationship with the United States, involving various military and economic partnerships and alliances.

HUMAN RIGHT


Human rights in the United States are legally protected by the Constitution of the United States and amendments,[2][3] conferred by treaty, and enacted legislatively through Congress, state legislatures, and plebiscites (state referenda). Federal courts in the United States have jurisdiction over international human rights laws as a federal question, arising under international law, which is part of the law of the United States.[4][page needed]

The first human rights organization in the Thirteen Colonies of British America, dedicated to the abolition of slavery, was formed by Anthony Benezet in 1775. A year later, the Declaration of Independence advocated for civil liberties based on the self-evident truth “that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”[5] This view of human liberties postulates that fundamental rights are not granted by the government but are inalienable and inherent to each individual, anteceding government.[6]

Holding to these principles, the United States Constitution, adopted in 1787, created a republic that guaranteed several rights and civil liberties. Those rights and liberties were further codified in the Bill of Rights (the first ten amendments of the Constitution) and subsequently extended over time to more universal applicability through judicial rulings and law and reflecting the evolving norms of society — slavery being constitutionally abolished in 1865 and women's suffrage being established nationally in 1920.

In the 20th century, the United States took a leading role in the creation of the United Nations and in the drafting of the Universal Declaration of Human Rights.[7] Much of the Universal Declaration of Human Rights was modeled in part on the U.S. Bill of Rights.[8] Even as such, the United States is in violation of the Declaration, in as much that "everyone has the right to leave any country" because the government may prevent the entry and exit of anyone from the United States for foreign policy, national security, or child support rearage reasons by revoking their passport.[9]Contents  [hide]
According to Human Rights: The Essential Reference, "the American Declaration of Independence was the first civic document that met a modern definition of human rights."[10] The Constitution recognizes a number of inalienable human rights, including freedom of speech, freedom of assembly, freedom of religion, the right to keep and bear arms, freedom from cruel and unusual punishment, and the right to a fair trial by jury.[11]

Constitutional amendments have been enacted as the needs of the society evolved. The Ninth Amendment and Fourteenth Amendment recognize that not all human rights have yet been enumerated. The Civil Rights Act and the Americans with Disabilities Act are examples of human rights that were enumerated by Congress well after the Constitution's writing. The scope of the legal protections of human rights afforded by the US government is defined by case law, particularly by the precedent of the Supreme Court of the United States.

Within the federal government, the debate about what may or may not be an emerging human right is held in two forums: the United States Congress, which may enumerate these; and the Supreme Court, which may articulate rights that the law does not spell out. Additionally, individual states, through court action or legislation, have often protected human rights not recognized at federal level. For example, Massachusetts was the first of several states to recognize same sex marriage.[12]
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Effect of international treaties

In the context of human rights and treaties that recognize or create individual rights, there are self-executing and non-self-executing treaties. Non-self-executing treaties, which ascribe rights that under the Constitution may be assigned by law, require legislative action to execute the contract (treaty) before it can apply to law.[13] There are also cases that explicitly require legislative approval according to the Constitution, such as cases that could commit the U.S. to declare war or appropriate funds.

Treaties regarding human rights, which create a duty to refrain from acting in a particular manner or confer specific rights, are generally held to be self-executing, requiring no further legislative action. In cases where legislative bodies refuse to recognize otherwise self-executing treaties by declaring them to be non-self-executing in an act of legislative non-recognition, constitutional scholars argue that such acts violate the separation of powers — in cases of controversy, the judiciary, not Congress, has the authority under Article III to apply treaty law to cases before the court. This is a key provision in cases where the Congress declares a human rights treaty to be non-self-executing, for example, by contending it does not add anything to human rights under U.S. domestic law. The International Covenant on Civil and Political Rights is one such case, which, while ratified after more than two decades of inaction, was done so with reservations, understandings, and declarations.[14]
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Equality
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Racial
See also: Civil Rights Act of 1964 and African-American Civil Rights Movement

Lyndon B. Johnson signs the Civil Rights Act of 1964, the first comprehensive legislation prohibiting discrimination on the basis of race and national origin in the workplace in a major industrialized country. Among the guests behind him is Martin Luther King, Jr.

The Equal Protection Clause of the Fourteenth Amendment to the United States Constitution guarantees that "the right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude."[15] In addition, Fifteenth Amendment to the United States Constitution prohibits the denial of a citizen of the right to vote based on that citizen's "race, color, or previous condition of servitude".

The United States was the first major industrialized country to enact comprehensive legislation prohibiting discrimination on the basis of race and national origin in the workplace in the Civil Rights Act of 1964 (CRA),[16] while most of the world contains no such recourse for job discrimination.[17] The CRA is perhaps the most prominent civil rights legislation enacted in modern times, has served as a model for subsequent anti-discrimination laws and has greatly expanded civil rights protections in a wide variety of settings.[18] The United States' 1991 provision of recourse for victims of such discrimination for punitive damages and full back pay has virtually no parallel in the legal systems of any other nation.[17]

In addition to individual civil recourse, the United States possesses anti-discrimination government enforcement bodies, such as the Equal Employment Opportunity Commission, while only the United Kingdom and Ireland possess faintly analogous bureaucracies.[17] Beginning in 1965, the United States also began a program of affirmative action that not only obliges employers not to discriminate, but requires them to provide preferences for groups protected under the Civil Rights Act to increase their numbers where they are judged to be underrepresented.[19]

Such affirmative action programs are also applied in college admissions.[19] The United States also prohibits the imposition of any "...voting qualification or prerequisite to voting, or standard, practice, or procedure ... to deny or abridge the right of any citizen of the United States to vote on account of race or color," which prevents the use of grandfather clauses, literacy tests, poll taxes and white primaries.

Abolitionist Anthony Benezet and others formed the first human rights nongovernmental organization in the U.S. This image was used as a symbol for their cause.[20][21]

Prior to the passage of the Thirteenth Amendment to the United States Constitution, slavery was legal in some states of the United States until 1865.[22] Influenced by the principles of the Religious Society of Friends, Anthony Benezet formed the Pennsylvania Abolition Society in 1775, believing that all ethnic groups were considered equal and that human slavery was incompatible with Christian beliefs. Benezet extended the recognition of human rights to Native Americans and he argued for a peaceful solution to the violence between the Native and European Americans. Benjamin Franklin became the president of Benezet's abolition society in the late 18th century. In addition, the Fourteenth Amendment was interpreted to permit what was termed Separate but equal treatment of minorities until the United States Supreme Court overturned this interpretation in 1954, which consequently overturned Jim Crow laws.[23][24] Native Americans did not have citizenship rights until the Dawes Act of 1887 and the Indian Citizenship Act of 1924.

Following the 2008 presidential election, Barack Obama was sworn in as the first African-American president of the United States on January 20, 2009.[25] In his Inaugural Address, President Obama stated "A man whose father less than 60 years ago might not have been served at a local restaurant can now stand before you to take a most sacred oath....So let us mark this day with remembrance, of who we are and how far we have traveled".[25]
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Gender
See also: Women's suffrage in the United States

U.S. women suffragists demonstrating for the right to vote, February 1913

The Nineteenth Amendment to the United States Constitution prohibits the states and the federal government from denying any citizen the right to vote because of that citizen's sex.[26] While this does not necessarily guarantee all women the right to vote, as suffrage qualifications are determined by individual states, it does mean that states' suffrage qualifications may not prevent women from voting due to their gender.[26]

The United States was the first major industrialized country to enact comprehensive CRA legislation prohibiting discrimination on the basis of gender in the workplace[16] while most of the world contains no such recourse for job discrimination.[17] The United States' 1991 provision of recourse for discrimination victims for punitive damages and full back pay has virtually no parallel in the legal systems of any other nation.[17] In addition to individual civil recourse, the United States possesses anti-discrimination government enforcement bodies, such as the Equal Employment Opportunity Commission, while only the United Kingdom and Ireland possess faintly analogous bureaucracies.[17] Beginning in 1965, the United States also began a program of affirmative action that not only obliges employers not to discriminate, but also requires them to provide preferences for groups protected under the CRA to increase their numbers where they are judged to be underrepresented.[19] Such affirmative action programs are also applied in college admissions.[19]

The United States was also the first country to legally define sexual harassment in the workplace.[27] Because sexual harassment is therefore a Civil Rights violation, individual legal rights of those harassed in the workplace are comparably stronger in the United States than in most European countries.[27][28] The Selective Service System does not require women to register for a possible military draft[29] and the United States military does not permit women to serve in some front-line combat units.
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Disability
See also: Americans with Disabilities Act of 1990

The United States was the first country in the world to adopt sweeping antidiscrimination legislation for people with disabilities, the Americans with Disabilities Act of 1990 (ADA).[30] The ADA reflected a dramatic shift toward the employment of persons with disabilities to enhance the labor force participation of qualified persons with disabilities and in reducing their dependence on government entitlement programs.[31] The ADA amends the CRA and permits plaintiffs to recover punitive damages.[32] The ADA has been instrumental in the evolution of disability discrimination law in many countries, and has had such an enormous impact on foreign law development that its international impact may be even larger than its domestic impact.[33] Although ADA Title I was found to be unconstitutional, the Supreme Court has extended the protection to people with Acquired immune deficiency syndrome (AIDS).[34]

It is important to note that federal benefits such as Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI) are often administratively viewed in the United States as being primarily or near-exclusively the entitlement only of impoverished U.S. people with disabilities, and not applicable to those with disabilities who make significantly above-poverty level income. This is proven in practice by the general fact that in the U.S., a disabled person on SSI without significant employment income who is suddenly employed, with a salary or wage at or above the living wage threshold, often discovers that government benefits they were previously entitled to have ceased, because supposedly the new job "invalidates" the need for this assistance. The U.S. is the only industrialized country in the world to have this particular approach to physical disability assistance programming.
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Sexual orientation
See also: LGBT rights in the United States and Same-sex marriage in the United States

Same-sex marriage rally in Iowa

The Constitution of the United States explicitly recognizes certain individual rights. The 14th Amendment recognizes that some human rights may exist but are not yet recognized within constitutional law; for example, civil rights for people of color and disability rights were long unrecognized. There may exist additional gender-related civil rights that are presently not recognized by US law but it does not explicitly state any sexual orientation rights. Some states have recognized sexual orientation rights, which are discussed below.

The United States Federal Government does not have any substantial body of law relating to marriage; these laws have developed separately within each state. The Full faith and credit clause of the US Constitution ordinarily guarantees the recognition of a marriage performed in one state by another. However, the Congress passed the Defense of Marriage Act of 1996,[35] which affirmed that no state (or other political subdivision within the United States) need recognize a marriage between persons of the same sex, even if the marriage was concluded or recognized in another state and the Federal Government may not recognize same-sex or polygamous marriages for any purpose, even if concluded or recognized by one of the states. The US Constitution denies the federal government any authority to limit state recognition of sexual orientation rights or protections. This federal law only limits the interstate recognition of individual state laws and does not limit state law in any way.
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State laws

At an anti-Proposition 8 rally in New York City a protester compares the discrimination blacks experienced with the state of gay rights.

Wisconsin was the first state to pass a law explicitly prohibiting discrimination on the basis of sexual orientation.[36] In 1996, Hawaii ruled same-sex marriage is a Hawaiian constitutional right. Massachusetts, Connecticut, Iowa, Vermont, New Hampshire, New York, Washington D.C., and Washington State are the only states that allow same-sex marriage. Same-sex marriage rights were established by the California Supreme Court in 2008, and over 18,000 same-sex couples were married. In November 2008 voters passed Proposition 8, amending the state constitution to deny same-sex couples marriage rights, which was upheld in a May 2009 decision that also allowed existing same-sex marriages to stand.[37][38]
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Privacy

Privacy is not explicitly stated in the United States Constitution. In the Griswold v. Connecticut case, the Supreme Court ruled that it is implied in the Constitution. In the Roe v. Wade case, the Supreme Court used privacy rights to overturn most laws against abortion in the United States. In the Cruzan v. Director, Missouri Department of Health case, the Supreme Court held that the patient had a right of privacy to terminate medical treatment. In Gonzales v. Oregon, the Supreme Court held that the Federal Controlled Substances Act can not prohibit physician-assisted suicide allowed by the Oregon Death with Dignity Act. The Supreme Court upheld the constitutionality of criminalizing oral and anal sex in the Bowers v. Hardwick 478 U.S. 186 (1986) decision; however, it overturned the decision in the Lawrence v. Texas 539 U.S. 558 (2003) case and established the protection to sexual privacy.
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Accused

The United States maintains a presumption of innocence in legal procedures. The Fourth, Fifth, Sixth Amendment to the United States Constitution and Eighth Amendment to the United States Constitution deals with the rights of criminal suspects. Later the protection was extended to civil cases as well[39] In the Gideon v. Wainwright case, the Supreme Court requires that indigent criminal defendants who are unable to afford their own attorney be provided counsel at trial. Since the Miranda v. Arizona case, the United States requires police departments to inform arrested persons of their rights, which is later called Miranda warning and typically begins with "You have the right to remain silent."
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Freedoms
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Freedom of religion
Main article: Freedom of religion in the United States

The establishment clause of the first amendment prohibits the establishment of a national religion by Congress or the preference of one religion over another. The clause was used to limit school praying, beginning with Engel v. Vitale, which ruled government-led prayer unconstitutional. Wallace v. Jaffree banned moments of silence allocated for praying. The Supreme Court also ruled clergy-led prayer at public high school graduations unconstitutional with Lee v. Weisman.

The free exercise clause guarantees the free exercise of religion. The Supreme Court's Lemon v. Kurtzman decision established the "Lemon test" exception, which details the requirements for legislation concerning religion. The Employment Division v. Smith decision, the Supreme Court maintained a "neutral law of general applicability" can be used to limit religion exercises. In the City of Boerne v. Flores decision, the Religious Freedom Restoration Act was struck down as exceeding congressional power; however, the decision's effect is limited by the Gonzales v. O Centro Espirita Beneficente Uniao do Vegetal decision, which requires states to express compelling interest in prohibiting illegal drug use in religious practices.
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Freedom of expression

The Four Freedoms are derived from the 1941 State of the Union Address by United States President Franklin Roosevelt delivered to the 77th United States Congress on January 6, 1941. The theme was incorporated into the Atlantic Charter, and it became part of the charter of the United Nations[40] and appears in the preamble of the United Nations Declaration of Human Rights.
Main articles: Freedom of speech in the United States and Censorship in the United States

The United States, like other liberal democracies, is supposed to be a constitutional republic based on founding documents that restrict the power of government to preserve the liberty of the people. The freedom of expression (including speech, media, and public assembly) is an important right and is given special protection, as declared by the First amendment of the constitution. According to Supreme Court precedent, the federal and lower governments may not apply prior restraint to expression, with certain exceptions, such as national security and obscenity.[41] There is no law punishing insults against the government, ethnic groups, or religious groups. Symbols of the government or its officials may be destroyed in protest, including the American flag. Legal limits on expression include:
Solicitation, fraud, specific threats of violence, or disclosure of classified information
Advocating the overthrow of the U.S. government through speech or publication, or organizing political parties that advocate the overthrow of the U.S. government (the Smith Act)[42]
Civil offenses involving defamation, fraud, or workplace harassment
Copyright violations
Federal Communications Commission rules governing the use of broadcast media
Crimes involving sexual obscenity in pornography and text only erotic stories.
Ordinances requiring mass demonstrations on public property to register in advance.
The use of free speech zones and protest free zones.
Military censorship of blogs written by military personnel claiming some include sensitive information ineligible for release. Some critics view military officials as trying to suppress dissent from troops in the field.[43][44] The US Constitution specifically limits the human rights of active duty members, and this constitutional authority is used to limit speech rights by members in this and in other ways.

Some laws remain controversial due to concerns that they infringe on freedom of expression. These include the Digital Millennium Copyright Act[45] and the Bipartisan Campaign Reform Act.[46]

In two high profile cases, grand juries have decided that Time magazine reporter Matthew Cooper and New York Times reporter Judith Miller must reveal their sources in cases involving CIA leaks. Time magazine exhausted its legal appeals, and Mr. Cooper eventually agreed to testify. Miller was jailed for 85 days before cooperating. U.S. District Chief Judge Thomas F. Hogan ruled that the First Amendment does not insulate Time magazine reporters from a requirement to testify before a criminal grand jury that's conducting the investigation into the possible illegal disclosure of classified information.

Approximately 30,000 government employees and contractors are currently employed to monitor telephone calls and other communications.[47]
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Right to peaceably assemble

Although Americans are supposed to enjoy the freedom to peacefully protest, protesters are sometimes mistreated, beaten, arrested, jailed or fired upon.

On February 19, 2011, Ray McGovern was dragged out of a speech by Hillary Clinton on Internet freedom, in which she said that people should be free to protest without fear of violence. McGovern, who was wearing a Veterans for Peace t-shirt, stood up during the speech and silently turned his back on Clinton. He was then assaulted by undercover and uniformed police, roughed up, handcuffed and jailed. He suffered bruises and lacerations in the attack and required medical treatment.[48]

Protesters have also been arrested for protesting outside of designated “free speech zones”.[49] At the 2004 Republican National Convention in New York City, over 1,700 protesters were arrested.[50]

On May 4, 1970, Ohio National Guardsmen opened fire on protesting students at Kent State University, killing four students. Investigators determined that 28 Guardsmen fired 61 to 67 shots. The Justice Department concluded that the Guardsmen were not in danger and that their claim that they fired in self-defense was untrue. The nearest student was almost 100 yards away at the time of the shooting.[51]

On March 7, 1965, approximately 600 civil rights marchers were violently dispersed by state and local police near the Edmund Pettus Bridge outside of Selma, Alabama.[52]

In June 2009, the ACLU asked the Department of Defense to stop categorizing political protests as "low-level terrorism" in their training courses.[53]

During the fall of 2011, large numbers of protesters taking part in the "Occupy movement" in cities around the country were arrested on various charges during protests for economic and political reforms.[54]
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Freedom of movement                This section requires expansion.

Further information: Freedom of movement under United States law

As per § 707(b) of the Foreign Relations Authorization Act, Fiscal Year 1979,[55] United States passports are required to enter and exit the country, and as per the Passport Act of 1926 and Haig v. Agee, the Presidential administration may deny or revoke passports for foreign policy or national security reasons at any time. Perhaps the most notable example of enforcement of this ability was the 1948 denial of a passport to U.S. Representative Leo Isacson, who sought to go to Paris to attend a conference as an observer for the American Council for a Democratic Greece, a Communist front organization, because of the group's role in opposing the Greek government in the Greek Civil War.[56][57]

The United States prevents U.S. citizens to travel to Cuba, citing national security reasons, as part of an embargo against Cuba that has been condemned as an illegal act by the United Nations General Assembly.[58] The current exception to the ban on travel to the island, permitted since April 2009, has been an easing of travel restrictions for Cuban-Americans visiting their relatives. Restrictions continue to remain in place for the rest of the American populace.[59]

On June 30, 2010, the American Civil Liberties Union filed a lawsuit on behalf of ten people who are either U.S. citizens or legal residents of the U.S., challenging the constitutionality of the government's "no-fly" list. The plaintiffs have not been told why they are on the list. Five of the plaintiffs have been stranded abroad. It is estimated that the "no-fly" list contained about 8,000 names at the time of the lawsuit.[60]

The Secretary of State can deny a passport to anyone imprisoned, on parole, or on supervised release for a conviction for international drug trafficking or sex tourism, or to anyone who is behind on their child support payments.[61]

The following case precedents are typically cited in defense of unencumbered travel within the United States:

"The use of the highway for the purpose of travel and transportation is not a mere privilege, but a common fundamental right of which the public and individuals cannot rightfully be deprived." Chicago Motor Coach v. Chicago, 337 Ill. 200; 169 N.E. 22 (1929).

"The right of the citizen to travel upon the public highways and to transport his property thereon, either by carriage or by automobile, is not a mere privilege which a city may prohibit or permit at will, but a common law right which he has under the right to life, liberty, and the pursuit of happiness." Thompson v. Smith, Supreme Court of Virginia, 155 Va. 367; 154 S.E. 579; (1930).

"Undoubtedly the right of locomotion, the right to move from one place to another according to inclination, is an attribute of personal liberty, and the right, ordinarily, of free transit from or through the territory of any State is a right secured by the 14th amendment and by other provisions of the Constitution." Schactman v. Dulles, 225 F.2d 938; 96 U.S. App. D.C. 287 (1955).

"The right to travel is a well-established common right that does not owe its existence to the federal government. It is recognized by the courts as a natural right." Schactman v. Dulles 225 F.2d 938; 96 U.S. App. D.C. 287 (1955) at 941.

"The right to travel is a part of the liberty of which the citizen cannot be deprived without due process of law under the Fifth Amendment." Kent v. Dulles, 357 US 116, 125 (1958).
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Freedom of association
Further information: Freedom of association

Freedom of association is the right of individuals to come together in groups for political action or to pursue common interests.

Freedom of association in the U.S. is restricted by the Smith Act, which bans political parties that advocate the violent overthrow of the U.S. government.[42]

Between 1956 and 1971, the FBI attempted to "expose, disrupt, misdirect, discredit, or otherwise neutralize" radical groups through the COINTELPRO program.[62]

In 2008, the Maryland State Police admitted that they had added the names of Iraq War protesters and death penalty opponents to a terrorist database. They also admitted that other "protest groups" were added to the terrorist database, but did not specify which groups. It was also discovered that undercover troopers used aliases to infiltrate organizational meetings, rallies and group e-mail lists. Police admitted there was "no evidence whatsoever of any involvement in violent crime" by those classified as terrorists.[63]
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National security exceptions
Further information: National Security Strategy of the United States

The United States government has declared martial law,[64] suspended (or claimed exceptions to) some rights on national security grounds, typically in wartime and conflicts such as the United States Civil War,[64][65] Cold War or the War against Terror.[65] 70,000 Americans of Japanese ancestry were legally interned during World War II under Executive Order 9066. In some instances the federal courts have allowed these exceptions, while in others the courts have decided that the national security interest was insufficient. Presidents Lincoln, Wilson, and F.D. Roosevelt ignored such judicial decisions.[65]
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Historical restrictions

Sedition laws have sometimes placed restrictions on freedom of expression. The Alien and Sedition Acts, passed by President John Adams during an undeclared naval conflict with France, allowed the government to punish "false" statements about the government and to deport "dangerous" immigrants. The Federalist Party used these acts to harass supporters of the Democratic-Republican Party. While Woodrow Wilson was president, another broad sedition law called the Sedition Act of 1918, was passed during World War I. It also caused the arrest and ten year sentencing of Socialist Party of America Presidential candidate Eugene V. Debs for speaking out against the atrocities of World War I, although he was later released early by President Warren G. Harding. Countless others, labeled as "subverts" (especially the Wobblies), were investigated by the Woodrow Wilson Administration.

Presidents have claimed the power to imprison summarily, under military jurisdiction, those suspected of being combatants for states or groups at war against the United States. Abraham Lincoln invoked this power in the American Civil War to imprison Maryland secessionists. In that case, the Supreme Court concluded that only Congress could suspend the writ of habeas corpus, and the government released the detainees. During World War II, the United States interned thousands of Japanese-Americans on alleged fears that Japan might use them as saboteurs.

The Fourth Amendment of the United States Constitution forbids unreasonable search and seizure without a warrant, but some administrations have claimed exceptions to this rule to investigate alleged conspiracies against the government. During the Cold War, the Federal Bureau of Investigation established COINTELPRO to infiltrate and disrupt left-wing organizations, including those that supported the rights of black Americans.

National security, as well as other concerns like unelployment, has sometimes led the United States to toughen its generally liberal immigration policy. The Chinese Exclusion Act of 1882 all but banned Chinese immigrants, who were accused of crowding out American workers.
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Nationwide Suspicious Activity Reporting Initiative

The federal government has set up a data collection and storage network that keeps a wide variety of data on tens of thousands of Americans who have not been accused of committing a crime. Operated primarily under the direction of the Federal Bureau of Investigation, the program is known as the Nationwide Suspicious Activity Reporting Initiative or SAR. Reports of suspicious behavior noticed by local law enforcement or by private citizens are forwarded to the program, and profiles are constructed of the persons under suspicion.[66] see also Fusion Center.
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Labor rights
Main article: Labor rights

Labor rights in the United States have been linked to basic constitutional rights.[67] Comporting with the notion of creating an economy based upon highly skilled and high wage labor employed in a capital-intensive dynamic growth economy, the United States enacted laws mandating the right to a safe workplace, Workers compensation, Unemployment insurance, fair labor standards, collective bargaining rights, Social Security, along with laws prohibiting child labor and guaranteeing a minimum wage.[68] While U.S. workers tend to work longer hours than other industrialized nations, lower taxes and more benefits give them a larger disposable income than those of most industrialized nations, however the advantage of lower taxes have been challenged. See: Disposable and discretionary income. U.S. workers are among the most productive in the world.[69] During the 19th and 20th centuries, safer conditions and workers' rights were gradually mandated by law.[70]

In 1935, the National Labor Relations Act recognized and protected "the rights of most workers in the private sector to organize labor unions, to engage in collective bargaining, and to take part in strikes and other forms of concerted activity in support of their demands." However, many states hold to the principle of at-will employment, which says an employee can be fired for any or no reason, without warning and without recourse, unless violation of State or Federal civil rights laws can be proven. In 2011, 11.8% of U.S. workers were members of labor unions[71] with 37% of public sector (government) workers in unions while only 6.9% of private sector workers were union members.[72]
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Health care
See also: Health care in the United States

The Universal Declaration of Human Rights, adopted by the United Nations in 1948, states that “everyone has the right to a standard of living adequate for the health and well-being of oneself and one’s family, including food, clothing, housing, and medical care.”[73] In addition, the Principles of Medical Ethics of the American Medical Association require medical doctors to respect the human rights of the patient, including that of providing medical treatment when it is needed.[74] Americans' rights in health care are regulated by the US Patients' Bill of Rights.[citation needed]

Unlike most other industrialized nations, the United States does not offer most of its citizens subsidized health care. The United States Medicaid program provides subsidized coverage to some categories of individuals and families with low incomes and resources, including children, pregnant women, and very low-income people with disabilities (higher-earning people with disabilities do not qualify for Medicaid, although they do qualify for Medicare). However, according to Medicaid's own documents, "the Medicaid program does not provide health care services, even for very poor persons, unless they are in one of the designated eligibility groups."[75]

Nonetheless, some states offer subsidized health insurance to broader populations. Coverage is subsidized for persons age 65 and over, or who meet other special criteria through Medicare. Every person with a permanent disability, both young and old, is inherently entitled to Medicare health benefits — a fact not all disabled US citizens are aware of. However, just like every other Medicare recipient, a disabled person finds that his or her Medicare benefits only cover up to 80% of anything in the U.S. medical system, and that the other 20% must be paid by other means (typically supplemental, privately-held insurance plans, or cash out of the person's own pocket). Therefore, even the Medicare program is not truly national health insurance or universal health care the way most of the rest of the industrialized world understands it.

The Emergency Medical Treatment and Active Labor Act of 1986, an unfunded mandate, mandates that no person may ever be denied emergency services regardless of ability to pay, citizenship, or immigration status.[76] The Emergency Medical Treatment and Labor Act has been criticized by the American College of Emergency Physicians as an unfunded mandate.[77][78]

46.6 million residents, or 15.9 percent, were without health insurance coverage in 2005.[79] This number includes about ten million non-citizens, millions more who are eligible for Medicaid but never applied, and 18 million with annual household incomes above $50,000.[80] According to a study led by the Johns Hopkins Children's Center, uninsured children who are hospitalized are 60% more likely to die than children who are covered by health insurance.[81