Children on rights and responsibilities…(Children's Rights Director for England)CROA Not for profit
Children's Rights Director, Dr Roger Morgan, shares the findings from a consultation with young people on rights and responsibilities. Some fascinating and in-depth ideas from young people.
You can find the full report here https://www.rights4me.org/reportView.cfm?id=380
Children on rights and responsibilities…(Children's Rights Director for England)CROA Not for profit
Children's Rights Director, Dr Roger Morgan, shares the findings from a consultation with young people on rights and responsibilities. Some fascinating and in-depth ideas from young people.
You can find the full report here https://www.rights4me.org/reportView.cfm?id=380
"It is frequently called the gatekeeper subject. It is used by professionals ranging from electricians to architects to computer scientists. It is no less than a civil right." - Robert Moses, founder of the Algebra Project.
Maths: Easy
This number bonds lessons covers number bonds of 10 and 20. With interactive questions and animation, pupils will be able to understand the lesson.
"It is frequently called the gatekeeper subject. It is used by professionals ranging from electricians to architects to computer scientists. It is no less than a civil right." - Robert Moses, founder of the Algebra Project.
Maths: Easy
This number bonds lessons covers number bonds of 10 and 20. With interactive questions and animation, pupils will be able to understand the lesson.
Child Internet Safety summit: online safety and inspectionOfsted
Presentation covering the results of a survey of online safety practice carried out during all HMI-led section 5 school inspections during March 2015; and how online safety will be inspected in all education remits form September 2015.
Presented by David Brown HMI National Lead for Computing at Child Internet Safety summit (http://www.childinternetsafety.co.uk/summit/programme) on 3 July 2015.
@DavidBrownHMI; #CISafe; @childinternetsafe.
Please understand your rights as a human being of this planet Earth... Understand, Follow and Share...
This simpler version tries to make you understand your rights as a human being. Please understand, follow and share... Together, we can change the world...
YouTube http://youtu.be/Pau6r43FCXA
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.
Young people across the UK, including disabled young people, homeless young people and young carers, explore the relevance and importance of children's rights in their lives.
16th December 2011 is the 20th anniversary of the UK signing up to the UN Convention on the Rights of the Child (UNCRC), which sets down what all children under 18 should have for their healthy and happy development.
This slideshow contains just a few of the photographs from a multimedia resource aimed at engaging and informing young people around children's rights, available at www.rightscamerasaction.org.uk
For more info visit www.photovoice.org
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Inquiry Questions:
❏ What are my rights as a child?
❏ What is the relationship between rules, rights, and
responsibilities?
Learning Goal:
❏ We are learning to explain the connection between rights
and responsibilities
3. What are some of the basic needs as human beings?
Our needs as human beings …….
4. Rights and responsibilities at school, at home and in the
community
At school At home In the community
Rights
Responsibilities
5. Rights of the Child
Article 1
Everyone under 18 has all these rights.
Article 2
You have the right to protection against discrimination. This means that nobody can treat you badly because of your colour, sex or religion, if
you speak another language, have a disability, or are rich or poor.
Article 3
All adults should always do what is best for you.
Article 4
You have the right to have your rights made a reality by the government.
Article 5
You have the right to be given guidance by your parents and family.
6. Article 6
You have the right to life.
Article 7
You have the right to have a name and a nationality.
Article 8
You have the right to an identity.
Article 9
You have the right to live with your parents, unless it is bad for you.
Article 10
If you and your parents are living in separate countries, you have the right to get back together and live in the same place.
Article 11
You should not be kidnapped.
7. Article 12
You have the right to an opinion and for it to be listened to and taken seriously.
Article 13
You have the right to find out things and say what you think, through making art, speaking and writing, unless it breaks the rights of others.
Article 14
You have the right to think what you like and be whatever religion you want to be, with your parents’ guidance.
Article 15
You have the right to be with friends and join or set up clubs, unless this breaks the rights of others.
Article 16
You have the right to a private life. For instance, you can keep a diary that other people are not allowed to see.
Article 17
You have the right to collect information from the media – radios, newspapers, television, etc – from all around the world. You should also be
protected from information that could harm you.
8. I Have the Right to Be a Child by Alain Serres (book)
9. How are the needs of human beings connected to our
rights and responsibilities?
❏ Food and water are essential to being healthy. They are
human needs. We also have the right to access health care.
❏ Education is a human need, as well as a human right.
❏ Being safe is a human need. It is our responsibility to not
act in unsafe ways toward ourselves or others.
❏ We need clean air and water to survive. It is my right to
have clean air and water. It is also my responsibility to take
10. Consolidate and Debrief
The true story of Hiep: A Street Boy in Vietnam
Hiep is a fourteen year old boy who works on the streets of Hanoi, Vietnam. His
family lives in the countryside, and through his work, Hiep is able to send them
money, as well as pay to go to school. However, the government has
implemented a repatriation program, forcing children to return home to their
families.
Read the story then form an opinion about Hiep’s situation. You will need to
justify the position you have taken!
11. ❏ What are your views?
❏ Do you agree with Hiep’s
decision?
❏ Why or why not?
❏ What would you do?