The document provides information about children's rights, including key laws and articles from the UN Convention on the Rights of the Child. It discusses the history of children's rights and working conditions, important figures who advocated for children's rights, and current events related to children's health and abuse. The document contains summaries of children's rights laws from different countries and excerpts from the UN Convention. It also poses and answers 5 essential questions about the development of children's rights.
This document provides an overview of children's rights globally and in India. It discusses the history and evolution of recognizing children's rights from early declarations like the 1924 Declaration of Geneva to the UN Convention on the Rights of the Child. It outlines the rights established in the Convention including survival, protection, and participation rights. The document also discusses India's constitutionally recognized rights for children and key laws and schemes established to protect children's rights in India like the Juvenile Justice Act and Integrated Child Protection Scheme.
This document discusses child protection and the key role of the education sector. It defines child protection as a system across multiple sectors to prevent and respond to risks facing children. The core functions of child protection include prevention, family support, detection and reporting of issues, decision making, continuum of care, psychosocial support, and rehabilitation. The document then outlines key results for child protection in education, including preventive monitoring mechanisms in schools, enhancing teacher capacity for early identification of at-risk children, and sensitizing students, teachers and parents on child protection issues. UNICEF support to the Ministry of Education includes technical assistance to reinforce schools' roles in prevention and response to child protection issues.
The document discusses child protection mechanisms in India. It outlines international conventions on child rights that India has ratified, constitutional provisions protecting children's rights, national policies and plans of action for children, and key laws enacted for child protection. The mechanisms aim to ensure children's survival, health, nutrition, education, development, and protection from exploitation through a framework of international standards, domestic laws and policies, and collaborative efforts of stakeholders including government agencies and civil society.
This document discusses child protection and the prevention of child abuse and neglect. It outlines that children have a right to protection from harm according to the UN Convention on the Rights of the Child. It also discusses different types of child abuse and neglect like physical, sexual, and emotional abuse as well as neglect. The document also covers bullying, the different types of bullying, why children bully others, and what bystanders should do if they witness bullying occurring.
The document summarizes the United Nations Convention on the Rights of the Child. It was adopted in 1989 and came into force in 1990. It outlines civil, political, economic, social, health and cultural rights for children. The convention has 54 articles and three optional protocols addressing children in armed conflict, sale of children, and an individual complaints mechanism. States that ratify the convention are bound under international law to act in the best interests of the child.
'Child Rights in India' Presented by Mr. Nandeesh Y D at an International Conference. You can request for a copy of the presentation at ydnandeesh@gmail.com
The first presentation for a course on child rights and protection. This covers the basic issues, parameters, and challenges faced by children globally.
This document discusses child protection and outlines the roles of various professionals at Northtech Nursing Students. It defines different types of child abuse and neglect and provides statistics about child abuse in New Zealand. As health professionals, they can work to change these statistics by following the Northland District Health Board's child protection policy and guidelines. The policy provides a framework for identifying and managing actual or suspected child abuse and neglect and recognizes the important role all staff have in early identification.
This document provides an overview of children's rights globally and in India. It discusses the history and evolution of recognizing children's rights from early declarations like the 1924 Declaration of Geneva to the UN Convention on the Rights of the Child. It outlines the rights established in the Convention including survival, protection, and participation rights. The document also discusses India's constitutionally recognized rights for children and key laws and schemes established to protect children's rights in India like the Juvenile Justice Act and Integrated Child Protection Scheme.
This document discusses child protection and the key role of the education sector. It defines child protection as a system across multiple sectors to prevent and respond to risks facing children. The core functions of child protection include prevention, family support, detection and reporting of issues, decision making, continuum of care, psychosocial support, and rehabilitation. The document then outlines key results for child protection in education, including preventive monitoring mechanisms in schools, enhancing teacher capacity for early identification of at-risk children, and sensitizing students, teachers and parents on child protection issues. UNICEF support to the Ministry of Education includes technical assistance to reinforce schools' roles in prevention and response to child protection issues.
The document discusses child protection mechanisms in India. It outlines international conventions on child rights that India has ratified, constitutional provisions protecting children's rights, national policies and plans of action for children, and key laws enacted for child protection. The mechanisms aim to ensure children's survival, health, nutrition, education, development, and protection from exploitation through a framework of international standards, domestic laws and policies, and collaborative efforts of stakeholders including government agencies and civil society.
This document discusses child protection and the prevention of child abuse and neglect. It outlines that children have a right to protection from harm according to the UN Convention on the Rights of the Child. It also discusses different types of child abuse and neglect like physical, sexual, and emotional abuse as well as neglect. The document also covers bullying, the different types of bullying, why children bully others, and what bystanders should do if they witness bullying occurring.
The document summarizes the United Nations Convention on the Rights of the Child. It was adopted in 1989 and came into force in 1990. It outlines civil, political, economic, social, health and cultural rights for children. The convention has 54 articles and three optional protocols addressing children in armed conflict, sale of children, and an individual complaints mechanism. States that ratify the convention are bound under international law to act in the best interests of the child.
'Child Rights in India' Presented by Mr. Nandeesh Y D at an International Conference. You can request for a copy of the presentation at ydnandeesh@gmail.com
The first presentation for a course on child rights and protection. This covers the basic issues, parameters, and challenges faced by children globally.
This document discusses child protection and outlines the roles of various professionals at Northtech Nursing Students. It defines different types of child abuse and neglect and provides statistics about child abuse in New Zealand. As health professionals, they can work to change these statistics by following the Northland District Health Board's child protection policy and guidelines. The policy provides a framework for identifying and managing actual or suspected child abuse and neglect and recognizes the important role all staff have in early identification.
Children Rights|Child rights in pakistan|Children Rights in IslamQasim Mahmood Khalid
The document discusses children's rights from several perspectives. It defines what a child is, explains the basic rights of children in Islam which include the rights to life, a good name, protection, health, freedom, education, love and care. It also discusses organizations in Pakistan that work to protect children's rights such as UNICEF, SPARC, SAHIL and others. Finally, it provides rankings of countries based on their performance in ensuring children's rights in the domains of life, health, education, protection and overall children's rights index.
This document discusses gender, gender roles, and gender inequality. It defines gender as the social and cultural differences between men and women, as opposed to sex which refers to biological differences. Gender roles are the social roles and expectations of how men and women should behave, which can vary across time and culture. Gender inequality refers to unequal treatment or opportunities for men and women. The document provides examples of gender inequality such as restrictions on women's rights to drive, divorce, education, and travel. It also discusses how gender roles are portrayed in textbooks and the need for more equitable representations of gender.
The document discusses the role of social workers in juvenile homes and correctional facilities for juveniles. Social workers aim to rehabilitate and reintegrate juveniles in conflict with the law back into society through counseling, education, vocational training, and community referrals. They assess each juvenile's needs, address underlying causes of delinquency, and provide support services within the facility as well as connections to outside resources. The key roles of social workers are to ensure the humane treatment of juveniles, support their rehabilitation and resettlement, and advocate for resources and systems to improve juvenile services.
Persons with disabilities are affected differently by their gender, as disabilities impact women more than men due to social and cultural roles. Discriminatory cultural practices regarding property inheritance and ownership adversely affect women with disabilities' livelihoods more than men. Inadequate programs that do not focus enough on the specific needs of women with disabilities during service delivery make it difficult for them to access healthcare, education, and other services. A lack of public awareness and negative attitudes along with an absence of gender-specific programs remain challenges for women with disabilities.
The document discusses how gender role stereotyping impacts education. It notes that schools often reinforce stereotypes like girls being nurturing and boys being naturally intelligent. This leads to different expectations and behaviors toward students. For example, boys are more likely to dominate classroom discussions while girls receive criticism for risk-taking. These stereotypes influence how students view their abilities and can have long-term effects on motivation, achievement, and career choices. The document calls for educators to establish equitable classrooms that do not favor one group over another.
Sexual Abuse is a heinous crime and when it comes to a child being sexually abused the gravity of degradation cannot be calculated. This slide contains excerpts taken from various websites
- Bullying occurs in all schools and negatively impacts students' learning and ability to feel safe. It is important for teachers, administrators, parents and students to pay attention to bullying, get involved to address it, and never ignore it.
- Bullying includes unwanted behaviors like teasing, threats, violence and exclusion that are intended to harm or distress other students. It can occur in person or online. Bullying often involves an imbalance of power between the students.
- To prevent bullying, schools should create a safe learning environment, clear rules against bullying, train bystanders to support students being bullied, and intervene immediately when bullying occurs. Adults must take reports of bullying seriously and address both the bullies and targets
Child Abuse was and continues to be, one of the most heinous crimes designed and perpetuated by human beings against some of the most vulnerable and defenceless sections of the community. It is a malaise on a society that prides itself on the rule of law, democracy and the various freedoms enshrined in the Constitution. Globally, it has been recognised and seen as a particularly burdensome challenge, and numerous instruments, 1 from the Geneva Declaration of the Rights of the Child of 1924 to the United Nations 2 Convention on the Rights of the Child and the The Stockholm Declaration and Agenda for 3 Action have called upon nation States to create and enhance Child Protection Systems to ensure that “in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world”.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Deals with the issue of child sexual abuse, how to identify the signs, how to handle situations related to child sexual abuse and penalties imposed by law, how to help a child who is a victim of sexual abuse and how to protect your child from sexual abuse.
This document discusses responsible citizenship and outlines some of the key characteristics and responsibilities of good citizens. It notes that citizenship involves being a member of a community and working to make that community a better place. Good citizens are aware of their rights and responsibilities, informed about social and political issues, and concerned about others. The document also lists some skills that good citizens possess, such as critical thinking, analyzing information, and participating in discussions. Good citizens are described as open-minded, tolerant, and respectful of justice and democracy. The document concludes by outlining an assignment for students to undertake a 10-hour community service activity and write a reflection on their experience.
The child marriage restraint act, 1929 (2)Suresh Murugan
The document provides information on laws related to child marriage in India, including the Child Marriage Restraint Act of 1929 and the Prohibition of Child Marriage Act of 2006. It defines child marriage and explains the acts' aims to prevent child marriages and protect children's rights. Punishments are outlined for various parties involved in child marriages, such as male adults over 18 marrying children or parents arranging marriages. Reporting procedures and authorities tasked with enforcement of the laws are also summarized.
Child Protection
Information Sheets
What is Child Protection?
Child Protection, the MD Gs and the Millennium Declaration
Violence against Children
Protecting Children during Armed Conflict
Children Associated with Armed Groups
Children Affected by HI V/AID S
Birth Registration
Child Labour
Child Marriage
Children in Conflict with the Law
Children without Parental Care
Commercial Sexual Exploitation
Female Genital Mutilation/Cutting
Trafficking
This document outlines key laws and schemes in India that protect children's rights. It discusses 17 important union laws guaranteeing children's rights and entitlements. It also describes 17 important schemes for children's well-being, including integrated child development services and integrated child protection schemes. The document then discusses various issues affecting children's rights, such as lack of access to water and nutrition, resulting in health problems and malnutrition. It also addresses problems like child abuse, child labor, gender discrimination, caste discrimination, and infanticide. It provides statistics about these issues and includes photographs depicting problems faced by children. Finally, it questions what solutions can be implemented to protect children's rights in India.
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
The document discusses child marriage in India, defining it as a marriage where either party is a child under age 18 for girls or 21 for boys. It outlines the reasons child marriages continue such as viewing girls as a liability and reducing marriage costs, and the consequences like health risks, lack of education, and human rights violations. The Prohibition of Child Marriage Act of 2006 is analyzed which aims to prevent, protect from, and prosecute offenders of child marriages in India.
Media and Children is an attempt to assist parents ensure exposure to various forms of media is a positive and learning experience and minimize the negative impacts.
The document discusses gender in English grammar and Indian society. It notes that in English, nouns and pronouns are categorized as masculine, feminine, or neutral. It then lists examples of masculine and feminine terms for family members. The document also discusses differences in how males and females communicate, with males focusing on information sharing and problem solving while females aim to build relationships. It outlines issues in Indian society such as early marriage, dowry demands, male dominance, and lack of freedom and education for women.
This presentation by the Children's Rights Council (www.CRCkids.org) helps define the concept of children's rights and includes CRC's very own "Children's Bill of Rights."
Authors: Anitra Stevenson, Marcus Trelaine, with additional help.
Legal Disclaimer:
The legal information provided in this slideshow is for general reference and educational purposes only.
It is the intention of CRCKids.org and the Children's Rights Council to provide a comprehensive resource of useful, accurate general information about the law and help individuals learn more about and strategize their own specific legal needs to make more informed decisions.
Although every effort has been made to ensure that the information presented is helpful, explanations of legal principles have been simplified to present material in an easier to understand format for use by the general public. Moreover, laws can vary considerably in different jurisdictions (from state to state and from county to county) and are subject to frequent changes, as well as diverse interpretations dependent upon the facts unique to a particular situation.
CRCkids.org is not operated by a law firm, nor does the Children's Rights Council claim to be an authority on the legal subject matter contained herein. This slideshow is offered as an instructive guideline and represents one source of information among many, and should not be construed as advice to replace the counsel of a qualified and licensed professional to determine specific legal rights. It is the responsibility of any person or entity using this slideshow to determine the applicable information and facts, and the recommendation of CRCkids.org and the Children's Rights Council to read other material, research additional sources and consult with appropriate legal, financial or clinical professionals before making any decisions that could affect the outcome of a legal proceeding, financial obligation, treatment evaluation, or other important determination.
CRCkids.org and the Children's Rights Council make no representation, guarantee, or warranty (express or implied) as to the legal ability, competence, or quality of representation which may be provided by any attorney, political representative, practitioner, public agency, private service provider or court which are listed herein.
CRCkids.org, along with the Children's Rights Council and its chapters, affiliates and contributors to this slideshow, shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused, directly or indirectly, by the information contained on this slideshow or for any legal representation provided by any person or entity listed in this slideshow.
The document discusses the United Nations Convention on the Rights of the Child which outlines the basic human rights that all children are entitled to. It summarizes 10 key articles that address children's rights to protection from discrimination, access to healthcare, education, family life, protection from abuse and exploitation, and the right to an environment that allows for their development. The concluding paragraphs note that many children still face issues like malnutrition, neglect, child labor, and abuse, and calls readers to learn about children's rights and help protect them.
Children Rights|Child rights in pakistan|Children Rights in IslamQasim Mahmood Khalid
The document discusses children's rights from several perspectives. It defines what a child is, explains the basic rights of children in Islam which include the rights to life, a good name, protection, health, freedom, education, love and care. It also discusses organizations in Pakistan that work to protect children's rights such as UNICEF, SPARC, SAHIL and others. Finally, it provides rankings of countries based on their performance in ensuring children's rights in the domains of life, health, education, protection and overall children's rights index.
This document discusses gender, gender roles, and gender inequality. It defines gender as the social and cultural differences between men and women, as opposed to sex which refers to biological differences. Gender roles are the social roles and expectations of how men and women should behave, which can vary across time and culture. Gender inequality refers to unequal treatment or opportunities for men and women. The document provides examples of gender inequality such as restrictions on women's rights to drive, divorce, education, and travel. It also discusses how gender roles are portrayed in textbooks and the need for more equitable representations of gender.
The document discusses the role of social workers in juvenile homes and correctional facilities for juveniles. Social workers aim to rehabilitate and reintegrate juveniles in conflict with the law back into society through counseling, education, vocational training, and community referrals. They assess each juvenile's needs, address underlying causes of delinquency, and provide support services within the facility as well as connections to outside resources. The key roles of social workers are to ensure the humane treatment of juveniles, support their rehabilitation and resettlement, and advocate for resources and systems to improve juvenile services.
Persons with disabilities are affected differently by their gender, as disabilities impact women more than men due to social and cultural roles. Discriminatory cultural practices regarding property inheritance and ownership adversely affect women with disabilities' livelihoods more than men. Inadequate programs that do not focus enough on the specific needs of women with disabilities during service delivery make it difficult for them to access healthcare, education, and other services. A lack of public awareness and negative attitudes along with an absence of gender-specific programs remain challenges for women with disabilities.
The document discusses how gender role stereotyping impacts education. It notes that schools often reinforce stereotypes like girls being nurturing and boys being naturally intelligent. This leads to different expectations and behaviors toward students. For example, boys are more likely to dominate classroom discussions while girls receive criticism for risk-taking. These stereotypes influence how students view their abilities and can have long-term effects on motivation, achievement, and career choices. The document calls for educators to establish equitable classrooms that do not favor one group over another.
Sexual Abuse is a heinous crime and when it comes to a child being sexually abused the gravity of degradation cannot be calculated. This slide contains excerpts taken from various websites
- Bullying occurs in all schools and negatively impacts students' learning and ability to feel safe. It is important for teachers, administrators, parents and students to pay attention to bullying, get involved to address it, and never ignore it.
- Bullying includes unwanted behaviors like teasing, threats, violence and exclusion that are intended to harm or distress other students. It can occur in person or online. Bullying often involves an imbalance of power between the students.
- To prevent bullying, schools should create a safe learning environment, clear rules against bullying, train bystanders to support students being bullied, and intervene immediately when bullying occurs. Adults must take reports of bullying seriously and address both the bullies and targets
Child Abuse was and continues to be, one of the most heinous crimes designed and perpetuated by human beings against some of the most vulnerable and defenceless sections of the community. It is a malaise on a society that prides itself on the rule of law, democracy and the various freedoms enshrined in the Constitution. Globally, it has been recognised and seen as a particularly burdensome challenge, and numerous instruments, 1 from the Geneva Declaration of the Rights of the Child of 1924 to the United Nations 2 Convention on the Rights of the Child and the The Stockholm Declaration and Agenda for 3 Action have called upon nation States to create and enhance Child Protection Systems to ensure that “in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world”.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Deals with the issue of child sexual abuse, how to identify the signs, how to handle situations related to child sexual abuse and penalties imposed by law, how to help a child who is a victim of sexual abuse and how to protect your child from sexual abuse.
This document discusses responsible citizenship and outlines some of the key characteristics and responsibilities of good citizens. It notes that citizenship involves being a member of a community and working to make that community a better place. Good citizens are aware of their rights and responsibilities, informed about social and political issues, and concerned about others. The document also lists some skills that good citizens possess, such as critical thinking, analyzing information, and participating in discussions. Good citizens are described as open-minded, tolerant, and respectful of justice and democracy. The document concludes by outlining an assignment for students to undertake a 10-hour community service activity and write a reflection on their experience.
The child marriage restraint act, 1929 (2)Suresh Murugan
The document provides information on laws related to child marriage in India, including the Child Marriage Restraint Act of 1929 and the Prohibition of Child Marriage Act of 2006. It defines child marriage and explains the acts' aims to prevent child marriages and protect children's rights. Punishments are outlined for various parties involved in child marriages, such as male adults over 18 marrying children or parents arranging marriages. Reporting procedures and authorities tasked with enforcement of the laws are also summarized.
Child Protection
Information Sheets
What is Child Protection?
Child Protection, the MD Gs and the Millennium Declaration
Violence against Children
Protecting Children during Armed Conflict
Children Associated with Armed Groups
Children Affected by HI V/AID S
Birth Registration
Child Labour
Child Marriage
Children in Conflict with the Law
Children without Parental Care
Commercial Sexual Exploitation
Female Genital Mutilation/Cutting
Trafficking
This document outlines key laws and schemes in India that protect children's rights. It discusses 17 important union laws guaranteeing children's rights and entitlements. It also describes 17 important schemes for children's well-being, including integrated child development services and integrated child protection schemes. The document then discusses various issues affecting children's rights, such as lack of access to water and nutrition, resulting in health problems and malnutrition. It also addresses problems like child abuse, child labor, gender discrimination, caste discrimination, and infanticide. It provides statistics about these issues and includes photographs depicting problems faced by children. Finally, it questions what solutions can be implemented to protect children's rights in India.
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
The document discusses child marriage in India, defining it as a marriage where either party is a child under age 18 for girls or 21 for boys. It outlines the reasons child marriages continue such as viewing girls as a liability and reducing marriage costs, and the consequences like health risks, lack of education, and human rights violations. The Prohibition of Child Marriage Act of 2006 is analyzed which aims to prevent, protect from, and prosecute offenders of child marriages in India.
Media and Children is an attempt to assist parents ensure exposure to various forms of media is a positive and learning experience and minimize the negative impacts.
The document discusses gender in English grammar and Indian society. It notes that in English, nouns and pronouns are categorized as masculine, feminine, or neutral. It then lists examples of masculine and feminine terms for family members. The document also discusses differences in how males and females communicate, with males focusing on information sharing and problem solving while females aim to build relationships. It outlines issues in Indian society such as early marriage, dowry demands, male dominance, and lack of freedom and education for women.
This presentation by the Children's Rights Council (www.CRCkids.org) helps define the concept of children's rights and includes CRC's very own "Children's Bill of Rights."
Authors: Anitra Stevenson, Marcus Trelaine, with additional help.
Legal Disclaimer:
The legal information provided in this slideshow is for general reference and educational purposes only.
It is the intention of CRCKids.org and the Children's Rights Council to provide a comprehensive resource of useful, accurate general information about the law and help individuals learn more about and strategize their own specific legal needs to make more informed decisions.
Although every effort has been made to ensure that the information presented is helpful, explanations of legal principles have been simplified to present material in an easier to understand format for use by the general public. Moreover, laws can vary considerably in different jurisdictions (from state to state and from county to county) and are subject to frequent changes, as well as diverse interpretations dependent upon the facts unique to a particular situation.
CRCkids.org is not operated by a law firm, nor does the Children's Rights Council claim to be an authority on the legal subject matter contained herein. This slideshow is offered as an instructive guideline and represents one source of information among many, and should not be construed as advice to replace the counsel of a qualified and licensed professional to determine specific legal rights. It is the responsibility of any person or entity using this slideshow to determine the applicable information and facts, and the recommendation of CRCkids.org and the Children's Rights Council to read other material, research additional sources and consult with appropriate legal, financial or clinical professionals before making any decisions that could affect the outcome of a legal proceeding, financial obligation, treatment evaluation, or other important determination.
CRCkids.org and the Children's Rights Council make no representation, guarantee, or warranty (express or implied) as to the legal ability, competence, or quality of representation which may be provided by any attorney, political representative, practitioner, public agency, private service provider or court which are listed herein.
CRCkids.org, along with the Children's Rights Council and its chapters, affiliates and contributors to this slideshow, shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused, directly or indirectly, by the information contained on this slideshow or for any legal representation provided by any person or entity listed in this slideshow.
The document discusses the United Nations Convention on the Rights of the Child which outlines the basic human rights that all children are entitled to. It summarizes 10 key articles that address children's rights to protection from discrimination, access to healthcare, education, family life, protection from abuse and exploitation, and the right to an environment that allows for their development. The concluding paragraphs note that many children still face issues like malnutrition, neglect, child labor, and abuse, and calls readers to learn about children's rights and help protect them.
The Parental Rights Amendment, which contains wording to ensure that parental rights are protected for all, including those with a disability. Section 4 of the Amendment states, "The parental rights guaranteed by this article shall not be denied or abridged on account of disability."
Parenting with a Disability: Know Your Rights Toolkit, put together by the Christopher & Dana Reeve Foundation and the National Council on Disability. We hope you find the information it contains helpful.
Opening up education & academic freedomEsther Hoorn
These slides provided the learning material for a wintercourse on Academic Freedom at the University of Groningen. Questions on copyrights for a MOOC course are placed in the broader perspective of entrenched norms related to Academic Freedom.
Values in University Education: Academic Freedom: A Provocation? - Paddy Pren...The Royal Irish Academy
On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe.
More details:
https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx
This document discusses the nature and importance of academic freedom. It defines academic freedom as the freedom of teachers and students to teach, study, and pursue knowledge without unreasonable restrictions. The document outlines historical events where academic freedom was suppressed, such as Galileo being imprisoned for his scientific ideas. It discusses declarations by organizations like AAUP in support of academic freedom and independence of faculty. Additionally, it notes the responsibilities and rights of students, teachers, and institutions regarding academic freedom.
This document provides information on LIC policies for parents with handicapped children. It summarizes two LIC policies - Jeevan Adhar and Jeevan Vishwas.
Jeevan Adhar provides life insurance cover for the purchaser (parent) throughout their lifetime. Benefits are meant for the handicapped dependent and include a lump sum payment and annuity. Jeevan Vishwas is an endowment plan where sums assured plus bonuses are used to provide the dependent an annuity or lump sum upon the policyholder's death or maturity. Both policies require dependents to meet section 80DDA conditions and provide tax benefits to parents.
This document provides an overview of key legislation and strategies for teaching learners with special needs. It discusses laws such as IDEA, ADA, and NCLB that promote inclusion and accessibility. It also outlines frameworks like RTI, UDL, and differentiated instruction that tailor education to individual student needs. The document emphasizes that today's classrooms require consideration of all students' diversity and use of evidence-based practices.
The document outlines several schemes implemented by the Indian government to provide welfare services for people with disabilities. It describes 6 specific schemes that provide assistance through non-profits, distribute aids and appliances, support national rehabilitation institutions, provide loans for self-employment, implement disability rights laws, and provide employers incentives for hiring disabled individuals. The overall goal is to promote rehabilitation and equal opportunities for people with different types of disabilities.
Nullification, N C L B, Commerce ClauseMolly Lynde
The document discusses several topics related to federalism and the balance of power between state and federal governments:
1) Nullification and the 10th Amendment, discussing past Supreme Court cases that have found states do not have the right to nullify or void federal law.
2) The No Child Left Behind Act (NCLB) and whether it oversteps the federal government's authority by imposing extensive requirements on state education systems.
3) The Commerce Clause and several Supreme Court cases that have narrowed the scope of Congress's power under the Commerce Clause to regulate non-economic activities.
The No Child Left Behind Act aims to improve education standards but many argue it is unrealistic and may do more harm than good. It puts pressure on schools and teachers to improve test scores without accounting for students' individual needs or disabilities. As a result, some schools reverse inclusion efforts or see higher dropout rates among students who require more assistance. While the goals of the act are well-intentioned, its overreliance on standardized testing and "one-size-fits-all" approach has unintended negative consequences, especially for students with special needs.
Objective vs subjective outcomes in the latest trifcoal iol Physiol (Finevision)Dr. Ivo Ferreira Rios M.D.
This document summarizes a case series study that evaluated the correlation between subjective and objective outcomes in patients who received a diffractive trifocal intraocular lens (IOL) called Physiol Finevision. Objective outcomes such as visual acuity, aberrometry measurements, and contrast sensitivity were assessed. Subjective outcomes were evaluated using quality of life questionnaires. The results found good correlations between objective measures like visual acuity and Strehl ratio with high scores on subjective questionnaires. The conclusion is that if objective surgical and patient selection variables are optimized, excellent subjective patient outcomes can be predicted.
The document discusses considerations for designing curriculums for children with physical disabilities. It notes that while some have unaffected learning abilities, over half have additional mental or physical limitations. When planning, individual differences in movement, communication, daily living skills, social skills, and career development must be accounted for. The curriculum should be pupil-oriented, emphasize total development, integrate learning across subjects and school life, and prepare students for integration after school. Core subjects include languages, math, general knowledge, art/design, music, and PE, with electives like computer science, Mandarin, science courses and social studies. Learning programs outside class time focus on skills like sex education, library skills, self-care, and social adjustment
Policies, enunciation, guidelines in the localguevarra_2000
The document outlines the composition and responsibilities of local school boards in the Philippines. It discusses that provincial, city, and municipal school boards will be established. The boards will be composed of local government and education officials, as well as representatives from parent-teacher groups, teachers, and school staff. The responsibilities of the boards include determining annual budgets, authorizing fund disbursement, advising on education matters, and recommending school name changes. Meetings require a quorum and priorities for budgets include school facilities, extension classes, and sports activities. Members will not receive compensation for their duties.
This document discusses the concept of academic freedom. It defines academic freedom as the freedom of faculty and students to teach, learn, and conduct research without fear of repression or punishment. Academic freedom is loosely protected by the first amendment in the US and is more clearly defined by the 1940 Statement of Principles on Academic Freedom and Tenure. However, institutions have the right to limit academic freedom based on their own beliefs as long as it is clearly stated. There is sometimes a conflict between individual academic freedom and the rights of the institution to determine curriculum and teaching methods.
Rights of special groups: children, women, aged, HIV, handicapped.Harmeet Kaur Brar
The document discusses the rights of special groups including children, women, people living with HIV/AIDS, people with disabilities, and older persons. It outlines various constitutional provisions, laws, and international declarations that protect the rights of these groups. Key rights discussed include non-discrimination, healthcare access, education, social security, and protection from exploitation. The document also summarizes national policies and welfare programs established by the Indian government to support and empower vulnerable populations.
The document discusses legal aspects of child care in Jamaica. It defines a child as a person under 18 and outlines several major laws affecting children's rights, including the Child Care and Protection Act. The Convention on the Rights of the Child is a significant international influence, establishing guiding principles of non-discrimination, best interests of the child, right to life and participation. The Convention addresses survival rights, protection rights, and participation rights.
The document discusses criticisms of the No Child Left Behind Act and standardized testing in education. It summarizes the key aspects of NCLB, such as increased standardized testing requirements and school accountability. It then provides perspectives from a teacher who argues that NCLB leads to an over-emphasis on testing at the expense of critical thinking skills. The document concludes by stating that NCLB has good intentions but flawed testing methods that place too much pressure on students and teachers.
This powerpoint contains information about the Rights of a Child established by UNICEF. All information are not min but of property of UNICEF. No copyright infringement intended.
Sciennes has a focus on three UNCRC articles from P1-P7:
The right to learn
The right to be safe
The right to play
Classes focus on other articles when these are relevant to the learning.
This contains UNICEF's information on the advocacy on the right of a child, thus, information are of property of UNICEF. no infringement intended. Recommended settings for the powerpoint is Font: International Playboy
This document summarizes the United Nations Convention on the Rights of the Child. It outlines that the convention is an agreement between countries to uphold the same laws regarding children's rights. It details that the UK ratified this convention in 1991. The convention contains 54 articles that establish rights for children in areas such as health, education, protection from harm, and more. It also suggests that while children have rights, they also have accompanying responsibilities to respect others.
The committee on the Elimination of Discrimination against women (CEDAW) and the Committee on the Rights of the Child (CRC) issued joint General Recommendation No. 31/ general Comment No.18 on harmful practices. This marks the first time that two expert United Nations committees have joined forces to set out a common interpretation of the obligations on states to ent harmful practices. Th
The document summarizes the rights of children as outlined in the UN Convention on the Rights of the Child. It states that all children have basic human rights like the right to life, an identity, family, privacy, information, play and an education. It also protects children from exploitation, abuse, war and harmful practices. The convention aims to ensure governments and organizations work to uphold these rights for all children.
The Convention on the Rights of the Child (1989) sets out a number of children’s rights including the right to life, to health, to education and to play, as well as the right to family life, to be protected from violence, to not be discriminated, and to have their views heard. Sadly, though, these rights have not been realized for many children around the world, or are under threat or violated. So let us all work hard to promote and safeguard children’s rights, and continuously build up a friendly environment for children in the world through dialogue and actions. And a great step is to make children aware of their rights. This poster nicely explains the Children’s Rights in a child-friendly language – something to share around the children (and adults!) you know.
The document discusses the UN Convention on the Rights of the Child. It outlines that the convention protects the rights of all children under 18 without discrimination. It details several key rights of children including the right to survival, development, protection, participation in decisions affecting them, privacy, healthcare, education, play and an adequate standard of living. The convention requires governments to work to protect children's rights and provide for their well-being and development.
Information about child rights in the world. Why it is important to know for a teacher, because of a is the person who develops the personality of a student. Only a teacher can develop the concept in students how they can protect themselves and gets their rights from the socity.
This document discusses children's rights and child protection. It begins by defining a child according to international agreements and Philippine law as anyone under age 18. It then discusses reasons why children need special attention, noting their physical and economic dependence on adults. The document outlines principles of the UN Convention on the Rights of the Child including non-discrimination, best interests of the child, and children's evolving capacity. It also summarizes rights covered by the CRC across survival, development, protection, and participation.
This document provides an introduction to child rights. It begins by outlining the learning objectives of understanding the meaning of child rights, the importance of child rights, the UNCRC, the history of child rights, the types of child rights, child rights in the Indian constitution, and the stakeholders working with children. It then discusses why children need special rights by explaining that children are vulnerable, dependent on adults, and need protection. It defines a child according to the UNCRC as anyone under 18 years old. It outlines the four categories of child rights - survival, development, protection, and participation. It also discusses the evolution of child rights and the UNCRC. Finally, it summarizes some key aspects of child rights as addressed in the
Convention on the Rights of the Child
The Convention on the Rights of the Child is the first legally binding international instrument to incorporate the full range of human rights—civil, cultural, economic, political and social rights. In 1989, world leaders decided that children needed a special convention just for them because people under 18 years old often need special care and protection that adults do not. The leaders also wanted to make sure that the world recognized that children have human rights too.
The document discusses Universal Children's Day and children's rights according to the UN Convention on the Rights of the Child. It outlines several key articles of the convention, including the rights of children to an identity, survival and development, participation, protection from abuse and mistreatment, healthcare and a safe environment, education, and protection from exploitative labor.
Internationally accepted rights of childrenPiyalee Rakesh
The document outlines internationally recognized rights of children as established by the United Nations Convention on the Rights of the Child. It discusses the right to free and compulsory elementary education, protection from hazardous employment and abuse, and equal opportunities to develop freely. It also mentions rights to identity, family relations, privacy, health services, social security, an adequate standard of living, leisure and play, and protection from exploitation and abuse.
The document provides an introduction to child rights. It discusses key concepts like the definition of a child, importance of child rights, evolution of child rights including major international conventions like the UNCRC. It explains the four guiding principles of UNCRC - non-discrimination, best interests of the child, right to survival and development, and respect for the views of the child. It also outlines the different types of child rights like rights necessary for existence, protection rights and development rights as defined in the UNCRC.
M3LP9_UN Convention on the Rights of the Child.pptxnormalee8
This document provides an overview of a training module for officers of the Women and Children Protection Desk (WCPD) on the UN Convention on the Rights of the Child (CRC). The module aims to educate officers on the CRC's key principles of survival, development, protection, and participation. It outlines the CRC's provisions protecting children's rights and how they can guide the officers' work. Specifically, it details the CRC's history and framework, enumerates rights in different areas like family life, education and health, and explains rights to protection from issues like abuse, exploitation and armed conflict.
The document discusses children's rights and the current situation of children in India. It outlines that children have the right to survive, develop, be protected and participate in decisions that impact their lives. However, for many children in India, their rights to education, nutrition, health care and protection from abuse and exploitation are not being met. The government and NGOs are working to implement policies and programs to uphold children's rights as defined by the UN Convention on the Rights of the Child.
This document provides information about rulers during the Renaissance period including King Henry VIII, Queen Elizabeth I, King Charles V, and King Charles VIII. It includes essential questions and their answers about these rulers' reigns and influences. Specifically, it discusses how Henry VIII destroyed monasteries for money, how Elizabeth I supported the arts and encouraged education, and how Charles V helped influence the 100 Years War by retaking territory for France.
This document provides an overview of Italian architecture from ancient times to the Renaissance. It discusses important architects like Filippo Brunelleschi, who designed the dome of Florence Cathedral, Giotto di Bondone, who built the Campanile, and Mimar Sinan, a Turkish architect who built the Suleiman Mosque. These architects helped revolutionize building techniques that are still used today. The document also asks essential questions and provides short answers about the materials used, nationalities of the architects, what each was famous for, and their influences on modern architecture.
The document describes 6 artworks and asks the reader to identify the historical period each is from. Artwork A, dated 1406 CE, depicts the Madonna and Child with angels and is identified as being from the Renaissance period due to its lifelike figures and use of perspective. Artwork B, dated 3rd century BCE, shows the nude Venus and represents classical style with its balanced poses and serenity. Artwork C from 1482 CE features Primavera and the coming of spring, also placing it in the Renaissance period. Artwork D from 1280 CE depicts the Madonna and Child on a throne but with flat, two-dimensional figures, identifying it as Medieval. Artworks E and F are
Corn and soybeans have become major crops in the United States. Soybeans are grown for their health benefits, as they are high in nutrients like calcium, omega-3, and fiber, and are linked to reducing heart disease and cancer risks. They are also a major part of the American diet. Corn is also widely used, found in 90% of American foods and used to feed livestock. The United States produces over 300 million tons of corn annually, with over 78 million acres harvested in 2006 alone. These crops have significant impacts on diet, health, and industry in the United States.
- Corn and soybeans are major crops in the United States, with 94 million acres planted for corn and 77 million acres for soybeans in 2007 and 2009 respectively.
- These crops find their way into many food products - approximately 2,500 grocery items contain corn and 1,600 contain soy.
- The average American adult consumes 554 calories worth of corn and 275 calories worth of soy per day, amounting to 40% of their daily caloric intake coming from these two crops.
- Corn and soy are used in many foods as ingredients or to feed livestock. They are found in items like vegetable oil, flour, sauces, beverages and more.
Corn is mainly grown in Iowa due to its sunny weather. Corn is important as it can be used to feed animals and humans, and can be turned into ethanol. Many products contain corn, including gum, baby food, frozen foods, ketchup, and toothpaste. Soybeans are also important as they are high yielding, easy to harvest, and help lower cholesterol. Foods made from soybeans include tofu, soy milk, soy drinks, soy coffee/tea, and soy ice cream.
The document discusses the history and uses of corn and soybeans. It details how corn originated in Mexico around 1 A.D. as teosinte and was first farmed by Native Americans before being introduced to other cultures. Corn is now found in many processed foods due to its carbohydrates. The document also explains how hybrid corn was developed to increase yields but led to farmers needing to purchase new seeds annually. Additionally, it outlines that soybeans are high in protein and oil, making them useful for animal feed and vegetable oil production. Soybeans were introduced to the United States in 1941 and are now one of the largest crops.
The document summarizes key details about Chinese immigration and exclusion in America between the 1800s-present. It begins by outlining 5 essential questions about the timeline of Chinese immigration, what led to the Chinese Exclusion Act of 1882, how Chinese immigrants were treated in the US, and if exclusion continues today. The document then provides short answers to each question, noting that Chinese immigrants first arrived in the 1800s for work, but faced discrimination and the 1882 Exclusion Act banning most Chinese immigration due to racism. It describes the poor treatment of Chinese in America and lingering effects of exclusion policies, though discrimination has decreased from its peak in the late 1800s.
The document provides information about several genocides that occurred in Bosnia, Rwanda, and Darfur. It discusses key details like locations, timelines of events, important people involved, motivations, and methods used to carry out the systematic killing of certain groups. The lasting impacts of these tragic events are also examined.
The document discusses human subject research and prisoner experimentation throughout history. It provides definitions of human subject research and discusses some notable examples of unethical experiments, including those done by Nazis on Jews and prisoners of war during World War 2 to test hypothermia and methods of sterilization. It also discusses the Nuremberg Code created after the war to establish ethical guidelines for human testing. The document asks five essential questions about the Geneva Convention, prisoner rights today and in the past, World War 2 tests, and modern human subject research practices.
Women's suffrage began in the United States in 1848 and women fought for decades to obtain the right to vote. They organized associations, went on strikes, and protested to gain support for their cause. Finally, in 1920 the 19th amendment was passed guaranteeing women the right to vote. However, women's rights have not been equal throughout the world and continue to be an issue today in some nations. Prior to gaining equal rights, women faced discrimination and were restricted to lower paying jobs with less opportunity or respect.
Human Trafficking involves the exploitation of victims through forced labor or sexual exploitation. The document provides background on the history of human trafficking dating back to the slave trade. It discusses how an estimated 600-800,000 people are trafficked worldwide each year, many of them children subjected to the commercial sex trade. The document also outlines laws aimed at combating trafficking like the Trafficking Victims Protection Act and important organizations and individuals working to end human trafficking.
Human Trafficking involves the exploitation and enslavement of victims for forced labor or sexual exploitation. The document provides background information on human trafficking including its history dating back to the 17th century slave trade, current statistics estimating 600-800,000 victims annually, and risks faced by victims such as physical and psychological harm. Key organizations working to combat human trafficking and support victims are also mentioned such as UNICEF, Truckers Against Trafficking, and important figures like Dr. Laura Lederer.
The document provides information about the internment of Japanese Americans during World War 2. It includes a timeline of key events from 1941 to 1943, such as the bombing of Pearl Harbor and the establishment of internment camps. It discusses life before internment, the conditions in the camps including buildings and food, and important figures like Franklin D. Roosevelt who authorized the internment via executive order despite stating that kindness does not weaken a nation. The internment violated the human rights of Japanese Americans and caused them great hardship despite their loyalty to the United States.
1. The document discusses various disabilities including physical, mental, and learning disabilities. It provides examples such as blindness, deafness, autism, and dyslexia.
2. The history of rights for the disabled is explored, noting they were often excluded from activities in the past. Important figures like Helen Keller and Louis Braille helped advance rights.
3. Current organizations aim to support inclusion, such as groups for disabled sports and recreation. Science also aims to help through aids and prosthetics. Overall the document provides a broad overview of disabilities, their history of exclusion, and current rights and support.
The document discusses the history and activities of hate groups such as the Ku Klux Klan. It describes how the KKK originated in the post-Civil War era and has since gone through periods of growth and decline. The KKK hierarchy is also outlined, listing titles like Grand Dragon and Grand Cyclops. Hate groups aim to spread prejudice against other races and minorities through intimidation, violence, and propaganda. Their presence has contributed to fear and social conflict in many communities across the United States.
This document discusses the history of LGBTQ+ rights, beginning with Karl Heinrich Ulrichs in the 1800s who advocated for gay rights and published research on homosexuality. It then outlines key events and organizations in the fight for LGBTQ+ rights, such as the founding of ILGA in 1978 and it gaining consultative status with the UN in 2007. The document examines how LGBTQ+ rights connect to broader themes of equality and human rights, and the effects if gay rights had not advanced.
The document provides a timeline and overview of key events in the American Civil War from 1861-1865 and the Civil Rights Movement from the 1940s-1960s. It discusses important figures like Martin Luther King Jr. and events like the Montgomery Bus Boycott. The document also compares the Civil War, which was fought over slavery, to the Civil Rights Movement, which aimed to end racial discrimination and segregation. Bibliographic sources on the topics are listed at the end.
This document provides information about US immigration laws and policies through history. It begins with 5 essential questions about immigration requirements, including how long one must live in the US before applying for citizenship (5 years). It then defines key terms, lists important immigration acts from 1798 to 2010, and notes Ellis Island's role from 1892 to 1954. The document discusses current immigration topics like undocumented immigrants, green cards and visas. It profiles Elvira Arellano, an immigrant who took refuge in a church. Statistics show states with largest immigrant populations. In the end, it lists sources for further information.
This document provides information about several major human rights organizations: UNESCO, the Red Cross, Amnesty International, and the NAACP. It discusses the history, goals, achievements, and relevance of each organization. UNESCO was founded in 1945 to promote international collaboration in education, science, and culture. The Red Cross was founded by Clara Barton and provides emergency relief and health services worldwide. Amnesty International, founded in 1961, works to protect human rights and end abuses around the world. The NAACP, founded in 1909, is dedicated to ensuring political, educational, social, and economic equality for African Americans.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. 5 essential questions
Laws
Laws compared
History
Child labor
Child slaves
Child soldiers
Relevant
Important people
Current events
Video
5 essential answers
Bibliography
3. 5 Essential Questions
•Why were the children’s rights laws made?
•What kind of work did children have to do?
•How much did the children get paid?
•How many rights laws are there?
•How did the push for Children’s working rights get
started?
4. Articles 1-5: All children under the age of 18 have these rights regardless of their race,
religion, abilities; whatever they think or say, whatever type of family they come from.
Article 6: All children have the right to life. Governments should ensure that children surviveArticle 6: All children have the right to life. Governments should ensure that children survive
and develop healthily.and develop healthily.
Articles 7-8: All children have the right to a legally registered name and nationality.
Articles 9-11, 18-21, 25: Children have the right to stay with their families unless it is for their
own good. Children have the right to be properly cared for, and protected from violence,
abuse and neglect by their parents, or anyone else who looks after them. If they cannot be
looked after by their own family, children have the right to be looked after properly by
people who respect their religion, culture, and language. This situation should be reviewed
regularly. When children are adopted the first concern must be what is best for them.
Article 12: Children have the right to say what they think should happen when adults areArticle 12: Children have the right to say what they think should happen when adults are
making decisions that affect them, and to have their opinions taken into account.making decisions that affect them, and to have their opinions taken into account.
Article 13 and 17: Children have the right to get and share information as long as the
information is not damaging to them or to others.
Article 14: Children have the right to think and believe what they want.Article 14: Children have the right to think and believe what they want.
Article 15: Children have the right to meet together and join groups.
Article 16: Children have the right to privacy.
Article 22: Children who come into a country as refugees should have the same rights as
children born in that country.
5. Article 23: Children who have any kind of disability have the right to special care and support so that theyArticle 23: Children who have any kind of disability have the right to special care and support so that they
can lead full and independent lives.can lead full and independent lives.
Article 24: Children have the right to good quality health care, to clean water, nutritious food, and a clean
environment, so that they will stay healthy.
Article 26: Children – either through their guardians or directly – have the right to help from the
government if they are poor or in need.
Article 27: Children have the right to a standard of living that is good enough to meet their physical and
mental needs.
Article 28-29: All children have the right to a primary education, which should be free. Young people
should be encouraged to reach the highest level of education of which they are capable and develop each
child’s personality, talents and abilities to the fullest.
Article 30: Minority or indigenous children have the right to learn about and practice their own culture,
language and religion.
Article 31: Children have the right to relax and play, and to join in a wide range of cultural, artistic andArticle 31: Children have the right to relax and play, and to join in a wide range of cultural, artistic and
other recreational activities.other recreational activities.
Article 32: Children have the right to be protected from work that is dangerous or might harm their health
or their education. Children's work should not jeopardize any of their other rights, including the right to
education, or the right to relaxation and play.
Article 33-36, 39: Children have the right to be protected from all forms of exploitation and abuse.
Article 37:Article 37: No one is allowed to punish children in a cruel or harmful way.No one is allowed to punish children in a cruel or harmful way.
Article 38: Children under 18 should not be forced or recruited to take part in a war or join the armed
forces.
Article 40: Children who are accused of breaking the law have the right to legal help and fair treatment in a
justice system that respects their rights.
6. Children’s Rights Laws~ Explained
Articles 1-5: All children under the age of 18
have these rights regardless of their race, religion,
abilities; whatever they think or say, whatever
type of family they come from.
Article 12: Children have the right to say what
they think should happen when adults are
making decisions that affect them, and to have
their opinions taken into account.
Article 27: Children have the right to a standard
of living that is good enough to meet their
physical and mental needs.
Article 38: Children under 18 should not be
forced or recruited to take part in a war or join
the armed forces.
7. Children’s Divorce Laws~
1- Neither parent shall deny the child reasonable use of the telephone to place and
receive calls with the other parent or relatives
5- Each parent will permit the child to display photographs of the other parent or
both parents in the child’s room.
19: Neither parent will say or do things with an eye to gaining the child as an “ally”
against the other parent.
22- Neither parent will try to make the child believe he or she loves the child more
than the other parent, by, for example, saying that he or she loves the child than the
other parent or over informing the child on adult topics or overindulging the child.
8. Laws ComparedLaws Compared
American laws
1.1. The right to equality, regardless of raceThe right to equality, regardless of race,,
colour, religion, national, or socialcolour, religion, national, or social
origin.origin.
2.2. The right to develop physically andThe right to develop physically and
mentally in a healthy manner.mentally in a healthy manner.
3.3. The right to a name and nationality.The right to a name and nationality.
4.4. The right to adequate nutrition,The right to adequate nutrition,
housing, and medical services.housing, and medical services.
5.5. The right to special care, ifThe right to special care, if
handicapped.handicapped.
6.6. The right to love, understanding andThe right to love, understanding and
protection.protection.
7.7. The right to free education, to play andThe right to free education, to play and
recreation.recreation.
8.8. The right to be among the first toThe right to be among the first to
recieve relief in time so disaster.recieve relief in time so disaster.
9.9. The right to protection against all formsThe right to protection against all forms
of neglect, cruelty and exploitation.of neglect, cruelty and exploitation.
10.10. The right to be brought up in a spirit ofThe right to be brought up in a spirit of
tolerance, peace and universaltolerance, peace and universal
brotherhood.brotherhood.
Iran lawsIran laws
The right to develop physically andThe right to develop physically and
mentally in a healthly manner.mentally in a healthly manner.
The right to a name andThe right to a name and
nationality.nationality.
The right to adequate nutrition,The right to adequate nutrition,
housing, and medical services.housing, and medical services.
The right to protection against allThe right to protection against all
forms of neglect, cruelty andforms of neglect, cruelty and
exploitation.exploitation.
9. When Child labor started.
Working in factories.
How old they were when they started working.
Lost youth
Money
Child labor today
13. a range of tasks
Deaths
Different countries
250,000 kids
Why?
14. Child rights history
child rights movement
"A child is any human being below the age of eighteen years,
unless under the law applicable to the child, majority is attained
earlier.“
Historical and modern movement
1796 Thomas Spence book
1800s orphan train
1852 to attend school
1853 children's aid society
1890s child labor committee
1924 constitutional amendment
1929 orphan stops
1938 frank d. Roosevelt made child labor law
21. John DeweyJohn Dewey
President of thePresident of the
American PsychologicalAmerican Psychological
AssociationAssociation
Children's rights inChildren's rights in
educationeducation
Acknowledged as one ofAcknowledged as one of
the heroesthe heroes
24. Kenya’s H.I.V’s
•Kenya test four million peopleKenya test four million people
for H.I.V.for H.I.V.
•Children’s right number 2 thatChildren’s right number 2 that
states “The right to developstates “The right to develop
physically and mentally in aphysically and mentally in a
healthy manner.”healthy manner.”
•Main focus is on children andMain focus is on children and
teens.teens.
•One of the many currentOne of the many current
event on children’s rightsevent on children’s rights
26. First Quest ion: Why were t he
children’s right s laws made?
The children’s rights laws were made because children were being treated wrong and
sometimes abused, like they weren’t human beings.
27. Second Question: What kind of work did the children have to
do?
Most of the time, they had to do work in factories. They
would do small things like make cigar boxes, or yarn.
Sometimes they would even work in fish canning
factories, using knives to open oysters so they could cut
out the meat. They also worked in laundromats, which
resulted in them breathing in dangerous chemicals.
28. Third Question: How much did the children get paid?
The children usually got paid a small amount of two or three dollars a week. Girls
made less money than boys, who did the exact same jobs, but just by a different
name. For working twelve hours a day, five days a week, they would get paid nine
dollars a day for shelling nuts. Since girls were paid half of the price, they were paid
four dollars and fifty cents.
29. Fourth Question: How many rights laws are there?
There are forty different children’s rights laws.
30. Fifth Question: How did the push for Children’s working
rights get started?
In the 1890’s adult factory workers began to join together to form labor unions so they
could bargain for better working conditions and better wages. These benefits naturally
extended down to the children workers as well.
Article 6: All children have the right to life. Governments should ensure that children survive and develop healthily.
Article 12: Children have the right to say what they think should happen when adults are making decisions that affect them, and to have their opinions taken into account.
Article 14: Children have the right to think and believe what they want.
Article 23: Children who have any kind of disability have the right to special care and support so that they can lead full and independent lives.
Article 31: Children have the right to relax and play, and join in a wide range of cultural, artistic, and other recreational activities.
Article 37: No one is allowed to punish children in a cruel or harmful way.
Child labor started in the late 1700s. Children went from working with there parents on farms to working in factories witch was dangerous because they could loose body parts. They started working at the age of 4. they lost there youth from working 12 to 18 hours for 6 days a week and working in harsh conditions. Even though children worked so hard they would be paid 75cents to $1. child labor is still around but not in as many places as before.
Child Labor Reform and the U.S. Labor Movement
1832 New England unions condemn child labor
The New England Association of Farmers, Mechanics and Other Workingmen resolve that “Children should not be allowed to labor in the factories from morning till night, without any time for healthy recreation and mental culture,” for it “endangers their . . . well-being and health”
Women’s Trade Union League of New York
1836 Early trade unions propose state minimum age laws
Union members at the National Trades’ Union Convention make the first formal, public proposal recommending that states establish minimum ages for factory work
1836 First state child labor law
Massachusetts requires children under 15 working in factories to attend school at least 3 months/year
1842 States begin limiting children’s work days
Massachusetts limits children’s work days to 10 hours; other states soon pass similar laws—but most of these laws are not consistently enforced
1876 Labor movement urges minimum age law
Working Men’s Party proposes banning the employment of children under the age of 14
1881 Newly formed AFL supports state minimum age laws
The first national convention of the American Federation of Labor passes a resolution calling on states to ban children under 14 from all gainful employment
1883 New York unions win state reform
Led by Samuel Gompers, the New York labor movement successfully sponsors legislation prohibiting cigar making in tenements, where thousands of young children work in the trade
1892 Democrats adopt union recommendations
Democratic Party adopts platform plank based on union recommendations to ban factory employment for children under 15
National Child Labor Committee
1904 National Child Labor Committee forms
Aggressive national campaign for federal child labor law reform begins
1916 New federal law sanctions state violators
First federal child labor law prohibits movement of goods across state lines if minimum age laws are violated (law in effect only until 1918, when it’s declared unconstitutional, then revised, passed, and declared unconstitutional again)
1924 First attempt to gain federal regulation fails
Congress passes a constitutional amendment giving the federal government authority to regulate child labor, but too few states ratify it and it never takes effect
1936 Federal purchasing law passes
Walsh-Healey Act states U.S. government will not purchase goods made by underage children
1937 Second attempt to gain federal regulation fails
Second attempt to ratify constitutional amendment giving federal government authority to regulate child labor falls just short of getting necessary votes
1937 New federal law sanctions growers
Sugar Act makes sugar beet growers ineligible for benefit payments if they violate state minimum age and hours of work standards
1938 Federal regulation of child labor achieved in Fair Labor Standards Act
For the first time, minimum ages of employment and hours of work for children are regulated by federal law
MiningMales under 15
1851 37,300
1861 45,100
1871 43,100
188130,400
Females under
15 1,400
500
900
500
Males 15-20
50,100
65,300
74,900
87,300
Females over 15
5,400
4,900
5,300
5,700
Total under 15 as% of work force
13%
12%
10%
6%
Textiles and DyeingMales under 15
93,800
80,700
78,500
58,900
Females under 15
147,700
115,700
119,800
82,600
Males 15-20
92,600
92,600
90,500
93,200
Females over 15
780,900
739,300
729,700
699,900
Total under 15 as% of work force
15%
19%
14%
11%
There are many opinions regarding the reason(s) for the diminished role of child labor in these industries. Social historians believe it was the rise of the domestic ideology of the father as breadwinner and the mother as housewife, that was imbedded in the upper and middle classes and spread to the working-class. Economic historians argue it was the rise in the standard of living that accompanied the Industrial Revolution that allowed parents to keep their children home. Although mandatory schooling laws did not play a role because they were so late, other scholars argue that families started showing an interest in education and began sending their children to school voluntarily. Finally, others claim that it was the advances in technology and the new heavier and more complicated machinery, which required the strength of skilled adult males, that lead to the decline in child labor in Great Britain. Although child labor has become a fading memory for Britons, it still remains a social problem and political issue for developing countries today.
Although the debate over whether children were exploited during the British Industrial Revolution continues today [see Nardinelli (1988) and Tuttle (1998)], Parliament passed several child labor laws after hearing the evidence collected. The three laws which most impacted the employment of children in the textile industry were the Cotton Factories Regulation Act of 1819 (which set the minimum working age at 9 and maximum working hours at 12), the Regulation of Child Labor Law of 1833 (which established paid inspectors to enforce the laws) and the Ten Hours Bill of 1847 (which limited working hours to 10 for children and women).
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Child Labor during the British Industrial Revolution
Posted Mon, 2010-02-01 17:21 by Anonymous
Carolyn Tuttle, Lake Forest College
During the late eighteenth and early nineteenth centuries Great Britain became the first country to industrialize. Because of this, it was also the first country where the nature of children's work changed so dramatically that child labor became seen as a social problem and a political issue.
This article examines the historical debate about child labor in Britain, Britain's political response to problems with child labor, quantitative evidence about child labor during the 1800s, and economic explanations of the practice of child labor.
The Historical Debate about Child Labor in Britain
Child Labor before Industrialization
Children of poor and working-class families had worked for centuries before industrialization - helping around the house or assisting in the family's enterprise when they were able. The practice of putting children to work was first documented in the Medieval era when fathers had their children spin thread for them to weave on the loom. Children performed a variety of tasks that were auxiliary to their parents but critical to the family economy. The family's household needs determined the family's supply of labor and "the interdependence of work and residence, of household labor needs, subsidence requirements, and family relationships constituted the 'family economy'" [Tilly and Scott (1978, 12)].
Definitions of Child Labor
The term "child labor" generally refers to children who work to produce a good or a service which can be sold for money in the marketplace regardless of whether or not they are paid for their work. A "child" is usually defined as a person who is dependent upon other individuals (parents, relatives, or government officials) for his or her livelihood. The exact ages of "childhood" differ by country and time period.
Preindustrial Jobs
Children who lived on farms worked with the animals or in the fields planting seeds, pulling weeds and picking the ripe crop. Ann Kussmaul's (1981) research uncovered a high percentage of youths working as servants in husbandry in the sixteenth century. Boys looked after the draught animals, cattle and sheep while girls milked the cows and cared for the chickens. Children who worked in homes were either apprentices, chimney sweeps, domestic servants, or assistants in the family business. As apprentices, children lived and worked with their master who established a workshop in his home or attached to the back of his cottage. The children received training in the trade instead of wages. Once they became fairly skilled in the trade they became journeymen. By the time they reached the age of twenty-one, most could start their own business because they had become highly skilled masters. Both parents and children considered this a fair arrangement unless the master was abusive. The infamous chimney sweeps, however, had apprenticeships considered especially harmful and exploitative. Boys as young as four would work for a master sweep who would send them up the narrow chimneys of British homes to scrape the soot off the sides. The first labor law passed in Britain to protect children from poor working conditions, the Act of 1788, attempted to improve the plight of these "climbing boys." Around age twelve many girls left home to become domestic servants in the homes of artisans, traders, shopkeepers and manufacturers. They received a low wage, and room and board in exchange for doing household chores (cleaning, cooking, caring for children and shopping).
Children who were employed as assistants in domestic production (or what is also called the cottage industry) were in the best situation because they worked at home for their parents. Children who were helpers in the family business received training in a trade and their work directly increased the productivity of the family and hence the family's income. Girls helped with dressmaking, hat making and button making while boys assisted with shoemaking, pottery making and horse shoeing. Although hours varied from trade to trade and family to family, children usually worked twelve hours per day with time out for meals and tea. These hours, moreover, were not regular over the year or consistent from day-to-day. The weather and family events affected the number of hours in a month children worked. This form of child labor was not viewed by society as cruel or abusive but was accepted as necessary for the survival of the family and development of the child.
Early Industrial Work
Once the first rural textile mills were built (1769) and child apprentices were hired as primary workers, the connotation of "child labor" began to change. Charles Dickens called these places of work the "dark satanic mills" and E. P. Thompson described them as "places of sexual license, foul language, cruelty, violent accidents, and alien manners" (1966, 307). Although long hours had been the custom for agricultural and domestic workers for generations, the factory system was criticized for strict discipline, harsh punishment, unhealthy working conditions, low wages, and inflexible work hours. The factory depersonalized the employer-employee relationship and was attacked for stripping the worker's freedom, dignity and creativity. These child apprentices were paupers taken from orphanages and workhouses and were housed, clothed and fed but received no wages for their long day of work in the mill. A conservative estimate is that around 1784 one-third of the total workers in country mills were apprentices and that their numbers reached 80 to 90% in some individual mills (Collier, 1964). Despite the First Factory Act of 1802 (which attempted to improve the conditions of parish apprentices), several mill owners were in the same situation as Sir Robert Peel and Samuel Greg who solved their labor shortage by employing parish apprentices.
After the invention and adoption of Watt's steam engine, mills no longer had to locate near water and rely on apprenticed orphans - hundreds of factory towns and villages developed in Lancashire, Manchester, Yorkshire and Cheshire. The factory owners began to hire children from poor and working-class families to work in these factories preparing and spinning cotton, flax, wool and silk.
The Child Labor Debate
What happened to children within these factory walls became a matter of intense social and political debate that continues today. Pessimists such as Alfred (1857), Engels (1926), Marx (1909), and Webb and Webb (1898) argued that children worked under deplorable conditions and were being exploited by the industrialists. A picture was painted of the "dark satanic mill" where children as young as five and six years old worked for twelve to sixteen hours a day, six days a week without recess for meals in hot, stuffy, poorly lit, overcrowded factories to earn as little as four shillings per week. Reformers called for child labor laws and after considerable debate, Parliament took action and set up a Royal Commission of Inquiry into children's employment. Optimists, on the other hand, argued that the employment of children in these factories was beneficial to the child, family and country and that the conditions were no worse than they had been on farms, in cottages or up chimneys. Ure (1835) and Clapham (1926) argued that the work was easy for children and helped them make a necessary contribution to their family's income. Many factory owners claimed that employing children was necessary for production to run smoothly and for their products to remain competitive. John Wesley, the founder of Methodism, recommended child labor as a means of preventing youthful idleness and vice. Ivy Pinchbeck (1930) pointed out, moreover, that working hours and conditions had been as bad in the older domestic industries as they were in the industrial factories.
Most times the kids are put into slavery by a gangster who kidnapped them or by their parents who force them to do work like do the farm work
Also they use little children as sex slaves by kidnappers or sick parents
Also people sell their children just to make a little bit of money
Most the time slaves cost less than an iPod
Today in this economy there are 300,000 child slaves just in Haiti
Child soldiers perform a range of tasks including participation in combat, laying mines and explosives; scouting, spying, acting as decoys, couriers or guards; training, drill or other preparations There are an estimated 250,000 child soldiers in the world today.
Children involved in armed conflict are frequently killed or injured during combat or while carrying out other tasks.
Child soldiers are in Burundi, Chad, Colombia, Ivory Coast, Democratic Republic of Congo, Sri Lanka, Sudan and Uganda, Central African Republic, Somalia amongst others.
Children are used as soldiers because they are easier to condition and brainwash. They don't eat much food, don't need paying much and have an underdeveloped sense of risk/danger so are easier to send into the line of fire.
There are no definitions of other terms used to describe young people such as “adolescents” "teenagers" or “youth" in international law
The children's rights movement is a historical and modern movement committed to the acknowledgment, expansion, and/or regression of the rights of children around the world
The Rights of Infants was published in 1796 it was ahead of its time.
Charles brace use child aid society to help take in children
Social experiment for transporting children in 1800s it transported an estimated 300000 orphans from place to place
1852 children must start going to school
The Children’s Aid Society (CAS) is a private charitable organization based in New York City. It serves 150,000 children per year, providing foster care, medical and mental health services
In the 1890s The national child labor committee, or nclc, is a private, non-profit organization in the United States that serves as a leading proponent for the national child labor reform movement
Yes we have the remains of a great thing
More homes and orphanages for homeless kids
Less child abuse and they will catch the people
More kids have at least one family member
there is less kids walking alone on the street without a family ,110less the earlier in time
Mary Ellen Wilson (1864–1956) or sometimes Mary Ellen McCormack was an American whose case of child abuse led to the creation of the New York Society for the Prevention of Cruelty to Children. As an 8 year old, she was severely abused by her stepparents, Francis and Mary Connolly. She was adopted at 1. Her case was made at age 12.
In June 1897, after Mary addressed the railway union convention, she began to be referred to as "Mother" by the men of the union. The name stuck. That summer, when the 9,000-member Mine Workers called a nationwide strike of bituminous (soft coal) miners and tens of thousands of miners laid down their tools, Mary arrived in Pittsburgh to assist them. She became "Mother Jones" to millions of working men and women across the country for her efforts on behalf of the miners.
Mother Jones was so effective the Mine Workers sent her into the coalfields to sign up miners with the union. She agitated in the anthracite fields of eastern Pennsylvania, the company towns of West Virginia and the harsh coal camps of Colorado. Nearly anywhere coal miners, textile workers or steelworkers were fighting to organize a union, Mother Jones was there.
She was banished from more towns and was held incommunicado in more jails in more states than any other union leader of the time. In 1912, she was even charged with a capital offense by a military tribunal in West Virginia and held under house arrest for weeks until popular outrage and national attention forced the governor to release her.
Mother Jones was deeply affected by the "machine-gun massacre" in Ludlow, Colo., when National Guardsmen raided a tent colony of striking miners and their families, killing 20 people—mostly women and children. She traveled across the country, telling the story, and testified before the U.S. Congress.
In addition to miners, Mother Jones also was very concerned about child workers. During a silk strike in Philadelphia, 100,000 workers—including 16,000 children—left their jobs over a demand that their workweek be cut from 60 to 55 hours. To attract attention to the cause of abolishing child labor, in 1903, she led a children’s march of 100 children from the textile mills of Philadelphia to New York City "to show the New York millionaires our grievances." She led the children all the way to President Theodore Roosevelt’s Long Island home.
In her 80s, Mother Jones settled down near Washington, D.C., in 1921 but continued to travel across the country. In 1924, although unable to hold a pen between her fingers, she made her last strike appearance in Chicago in support of striking dressmakers, hundreds of whom were arrested and black-listed during their ill-fated four month-long struggle. She died at the age of 94 in Silver Spring, Md., and was buried in the Union Miners Cemetery in Mount Olive, Ill.
Samuel Gompers was an English-born American labor union leader and a key figure in American labor history. Gompers founded the American Federation of Labor (AFL), and served as that organization's president from 1886 to 1894 and from 1895 until his death in 1924. He promoted harmony among the different craft unions that comprised the AFL, trying to minimize jurisdictional battles. He promoted "thorough" organization and collective bargaining to secure shorter hours and higher wages, the first essential steps, he believed, to emancipating labor. He also encouraged the AFL to take political action to "elect their friends" and "defeat their enemies." During World War I, Gompers and the AFL worked with the government to avoid strikes and boost morale, while raising wage rates and expanding membership.
January 27, 1850 – December 13, 1924
John Dewey becomes president of the American Psychological Association, openly advocates for children's rights, and later writes several books about progressive education that emphasize the necessity for children's rights in education and throughout democratic society. He is acknowledged as one of the heroes of the children's rights movement in the United States. Dewey died in New York City on 1 June 1952.
Mentally: The children where mentally damaged when the people would abuse them. So when the would grow up they would be mentally damaged. Like if someone was beat up as a child they would be scared for life and could maybe be nonsocial or always depressed. Psychology: People let this happen but not on purpose. Some knew what was going on others didn’t. The ones that did know were either the people doing it or they were protesting about it. The ones that did know just didn't do anything.
Technology: The used news to tell everyone that people where mistreating the children and some people would take pictures of the child workers or slaves and put the pictures on the news paper to raise awareness.
Kenya has plans to test four million people in their homes next year for H.I.V., the virus that causes AIDS, and the advocacy group Human Rights Watch recently sent the Kenyan government a letter asking that it ensure that all those tested — particularly children and teenagers — have their rights protected during the process. About 150,000 children are believed to be infected in Kenya, which has a widespread epidemic.
Offering tests and counseling at home is seen as crucial because many people cannot be persuaded to go to a clinic for testing for fear of being seen there.
But testing children at home can create serious family problems. The rights group asked that outreach workers obtain the consent of older children rather than relying on demands from parents or other relatives, especially if the child is pregnant or already a parent, and also that they stay nearby when results are given
“In the past,” the group said, “children have been kicked out of their home, exploited or physically ill-treated by their relatives when their status became known.”
A report about Kenya’s epidemic, which the organization issued last year, painted a grim picture. Orphans are often treated badly or fed little by resentful relatives who take them in.
Some parents refuse to give children antiretroviral pills, even when they are in the home, because they can cause nausea, pain or hunger, while food is scarce and expensive.
The children’s rights laws were made because children were being treated wrong and sometimes abused, like they weren’t human beings.
Most of the time, they had to do work in factories. They would do small things like make cigar boxes, or yarn. Sometimes they would even work in fish canning factories, using knives to open oysters so they could cut out the meat. They also worked in landromats, which resutled in them breathing in dangerous chemicals.
The children usually got paid a small amount of two or three dollars a week. Girls made less money than boys, who did the exact same jobs, but just by a different name. For working 12 hours a day, 5 days a week, they would get paid nine dollars a day for shelling nuts. Since girls were paid half of the price, they were paid four dollars and fifty cents.
There are forty-two different children’s rights laws. This includes the right to privacy, life, and the right to stay with their parents.
In the 1890s, adult factory workers began to join together to form labor unions so they could bargain for better working conditions and better wages. These benefits naturally extended down to the children workers as well.