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Thematische Bibliographien / Children's rights / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Children's rights“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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1

Kraljić, Suzana. „Implementation and Protection of the Child’s Right to Education“. Šolsko polje XXXI, Nr. 3-4 (21.12.2020): 27–44. http://dx.doi.org/10.32320/1581-6044.31(3-4)27-44.

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The United Nations Convention on the Rights of the Child was adopted in 1989, becoming the first international binding instrument to explicitly recognise children as human beings with innate rights. The Convention on the Rights of the Child sets out children's rights across all areas of their lives, including education. Given that education is crucial for the short-, medium- and long-run well-being of every child, the main stress is on implementing and protecting this right in important international human and children's rights treaties. The author highlights problems arising from selected cases of infringements of children’s right to education, especially in ECtHR decisions. In the last section, attention is paid to the COVID-19 crisis and its impact on children's right to education.

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2

Leonard, Sue, Susan McKay, Jo Murphy-Lawless, Benig Mauger und Helen Gilmartin. „Mothers' Rights, Children's Rights“. Books Ireland, Nr. 221 (1999): 101. http://dx.doi.org/10.2307/20631793.

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3

Staller, Karen M. „Children's Rights, Family Rights“. International Review of Qualitative Research 4, Nr. 2 (August 2011): 171–88. http://dx.doi.org/10.1525/irqr.2011.4.2.171.

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In this article I explore the intersections of children's human rights, social policy, and qualitative inquiry from a social work perspective. First, I consider the relationship between human rights work and social work. Second, I argue that children add complexity to the human rights debate. In doing so, I briefly examine the conflict between children's rights as developed in the United States and that of the United Nation's Convention on the Rights of the Child. Third, I turn to a specific qualitative research project in which a team of researchers conducted an in-depth study of the prosecution of child sexual abuse in one U.S. jurisdiction. I argue that the findings from this study illustrate how qualitative inquiry can reveal conflicting and often hidden value trade-offs that must be addressed when enacting and enforcing children's human rights. This study demonstrates what qualitative inquiry has to offer policy advocates who seek to promote children's human rights.

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4

Dickenson, Donna L., und Richard Nicholson. „Children's Rights“. Hastings Center Report 29, Nr. 1 (Januar 1999): 5. http://dx.doi.org/10.2307/3528531.

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5

Jones, Reynold, und C. A. Wringe. „Children's Rights“. British Journal of Educational Studies 34, Nr. 2 (Juni 1986): 215. http://dx.doi.org/10.2307/3121339.

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6

Turner, J. Neville. „Children's Rights“. Children Australia 10, Nr. 3 (1985): 19–20. http://dx.doi.org/10.1017/s0312897000016556.

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The recent soccer tradegy at Brussels has no doubt many explanations, but one thing is certain. The offending Liverpool football supporters largely consisted of youths who had been greatly deprived in their childhood. Anyone who has been to Liverpool will be aware of the miserable living conditions that many families find themselves in. It is hardly surprising that children from this upbringing turned into hooligans who so disgraced their country.Children are the citizens of the future. The future of Australia too depends on the children of today. It is therefore urgent that we protect the interests of children, who, of course, do not have a voice of their own.This Bureau is one of the few organizations in Australia concerned to see that legislation is passed which is truly in the best interests of children. There are many areas which give rise to great concern.

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7

Wheeler, R. „Children's rights“. Archives of Disease in Childhood 90, Nr. 2 (01.02.2005): 174–75. http://dx.doi.org/10.1136/adc.2004.053405.

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8

Waterston, T. „Children's rights“. Archives of Disease in Childhood 90, Nr. 2 (01.02.2005): 171. http://dx.doi.org/10.1136/adc.2004.064899.

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9

Hallett, Christine. „Children's rights“. Child Abuse Review 9, Nr. 6 (2000): 389–93. http://dx.doi.org/10.1002/1099-0852(200011/12)9:6<389::aid-car662>3.0.co;2-6.

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10

Gran, Brian. „Comparing Children's Rights: Introducing the Children's Rights Index“. International Journal of Children's Rights 18, Nr. 1 (2010): 1–17. http://dx.doi.org/10.1163/157181809x457905.

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AbstractChildren's rights continue to be subject of international debates. Moving past these debates can be facilitated with an international measure of children's rights. This article introduces the Children's Rights Index, an international measure of children's rights for over 190 countries. The Children's Rights Index consists of two civil rights, two political rights, two social rights, and two economic rights. This article presents country scores on the Children's Rights Index, then examines whether children's rights vary by region and other differences, such as country wealth. It is hoped that the Children's Rights Index will provide evidence on children's rights important to the work of governments and nongovernmental organizations, as well as scholars and others concerned about children's welfare.

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11

TURCZYK, MAŁGORZATA. „REALISING THE CHILD'S RIGHTS IN EARLY CHILDHOOD IN THE CONTEXT OF CHILDREN’S SOCIAL PARTICIPATION: THE CASE OF THE CHILD’S RIGHT TO A FAMILY“. Society Register 5, Nr. 2 (15.05.2021): 69–82. http://dx.doi.org/10.14746/sr.2021.5.2.05.

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The article presents the need to make the culture of children's rights fundamental from the earliest years of their lives, given the idea of children's social participation. Creating and practising such a culture throughout childhood is a task that requires not only a thorough knowledge of the child’s rights among both parents and teachers but also the wider acceptance of these ideas and the creation of the right environment for sharing and speaking up for them both at home and in early education settings. The academic and colloquial discourse on parental practices and institutional childcare often overlooks the dimension/significance of recognising children's participation in safeguarding their human rights. Meanwhile, the processes of early normative socialisation are of great importance to their development and their future attitudes towards law in general and towards their human rights and others' rights. Social participation is where the child can experience his or her rights and learn about respecting others' rights. With this in mind, a question must be asked about how children's rights are realised in early childhood in the context of their participation in the socialisation process. The author uses the example of the child’s right to a family as a lens to observe how the idea of the children’s participation in securing children’s rights may be realised or violated. The article is based on an analysis of the subject's literature, in which legal discourse and teachings on child-rearing and early education are used as the interpretative context.

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12

Lansdown, Gerison, Shane R. Jimerson und Reza Shahroozi. „Children's rights and school psychology: Children's right to participation“. Journal of School Psychology 52, Nr. 1 (Februar 2014): 3–12. http://dx.doi.org/10.1016/j.jsp.2013.12.006.

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13

Kmak, Malgorzata. „DEVELOPMENT OF CHILDREN'S RIGHTS IN POLAND – SELECTED ASPECTS“. MEST Journal 9, Nr. 1 (15.01.2021): 46–53. http://dx.doi.org/10.12709/mest.09.09.01.06.

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Children’s rights are human rights, they result from the personal dignity and uniqueness of the child as a person. They apply to every child, they cannot be stripped away or renounced. It also means that if a child has a right, the state must ensure that it can be exercised. Further, if the child has a certain right, it means that there must also be procedures to enforce it. The beginning of the international movement for the protection of children's rights dates back to 1874, when the first organization for the protection of children's rights, the New York Society for the Prevention of Cruelty to Children, was founded in The United States. In Europe, at a similar time, since 1880, international societies of criminologists, youth court judges, care for abandoned and homeless children were being established to work on relaxing the criminal law for minors or establishing educational and care facilities for children. It was in the 19th century when the rights of the child were discussed in Poland for the first time. Moral, religious, or customary norms regulated children’s place in the community. However, the development of these rights was a long process that had started in Poland much earlier. The article aims to present selected historical situations affecting the development process and the current state of children's rights in Poland.

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14

Porter, Karen. „Commentary Children's Work, Children's Rights“. Practicing Anthropology 24, Nr. 1 (01.01.2002): 37–38. http://dx.doi.org/10.17730/praa.24.1.e404856244179226.

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Most people would agree that enslaving children or forcing them to work in sweatshops or brothels are morally reprehensible practices. Yet the number of children laboring in hazardous and exploitative conditions around the world continues to grow. In June 1998, the International Labour Organization reported that, in the developing countries, some 250 million children aged 5 to 14 work— 120 million of them full time. Outlawing child labor may seem to be the obvious solution, but it is not the best way to protect children.

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15

Shapshay, Sandra. „Children's Rights and Children's Health“. Journal of Social Philosophy 39, Nr. 4 (Dezember 2008): 583–605. http://dx.doi.org/10.1111/j.1467-9833.2008.00444.x.

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16

O'NEILL, ONORA. „CHILDREN'S RIGHTS AND CHILDREN'S LIVES“. "International Journal of Law, Policy and the Family" 6, Nr. 1 (1992): 24–42. http://dx.doi.org/10.1093/lawfam/6.1.24.

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17

O'Neill, Onora. „Children's Rights and Children's Lives“. Ethics 98, Nr. 3 (April 1988): 445–63. http://dx.doi.org/10.1086/292964.

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18

Bochenek, Michael Garcia. „Children's Rights as Human Rights“. Ethics & International Affairs 29, Nr. 4 (2015): 473–88. http://dx.doi.org/10.1017/s0892679415000441.

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The image of Aylan Kurdi, a three-year-old Syrian boy who drowned on September 2, 2015, as he tried to cross the Mediterranean with his family to seek safety in Europe, may finally shock Europe and the world into offering greater protection to refugees fleeing from war and persecution in Syria and elsewhere. Aylan's death was a tragedy of a kind that has become all too familiar. In 2015 alone, thousands of people have died trying to reach European shores in unseaworthy, overcrowded boats. Many of those who drowned were children—including in a single instance an estimated one hundred children (out of a total of some eight hundred fatalities) lost in a shipwreck off the coast of Libya in April.

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19

Murray, Cathy. „Children's Rights in Rwanda: A Hierarchical or Parallel Model of Implementation?“ International Journal of Children's Rights 18, Nr. 3 (2010): 387–403. http://dx.doi.org/10.1163/157181810x487036.

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AbstractThe paper reports on a qualitative study, entitled Children's Rights in Rwanda, which was conducted in Kigali, Rwanda in 2007. Qualitative interviews were conducted with government ministers, senior staff in non-governmental organisations, Human Rights Commissioners, a Senior Prosecutor and the Ombudsman. Two focus groups were held with teenage pupils. The study explores the key children's rights – provision, protection and participation – enshrined in the United Nations Convention on the Rights of the Child. The research question is whether children's participation rights feature in Rwanda, a country in which children's rights to provision and to protection are still being addressed. A parallel model and a hierarchical model of implementing children's rights are proposed and the use of elite interviews discussed. A key finding is that a parallel model of implementation of children's rights is evident, with children's right to participation (at least in the public sphere) being addressed alongside children's right to provision and protection. In the private sphere, children's participation rights lag behind.

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20

Nurdina, Melista Aulia. „Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens“. Constitutionale 2, Nr. 1 (23.04.2021): 01–12. http://dx.doi.org/10.25041/constitutionale.v2i1.2254.

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Protection of children faced in conflict with the law and undergoing a criminal period in the Special Development Institution for Children, their rights and needs must always be fulfilled. These children's rights consist of the right to education, skills guidance, health care, and others. This study aims to identify and analyze the fulfillment of children's rights that must be fulfilled in the Special Development Institution for Children. The problem in this research is children's rights that must be fulfilled in the Special Development Institution for Children. The method of implementing the fulfillment of children’s rights in the Special Development Institute for Children, factors that hinder the implementation of the fulfillment of rights in the Special Development Institution for Children. The approach to the problem used in this research is normative and empirical juridical. The data analysis in this study was conducted qualitatively. This study found that the rights of children in the Class II of Bandar Lampung Special Development Institution have been carried out well. The assisted children get formal and non-formal education; the assisted children receive self-development guidance such as hair shaving, electric welding, planting, and mind preservation. The assisted children are also free to play music, exercise, and perform worship according to their respective beliefs. Implementing the fulfillment of children's rights uses an individual approach, and its implementation uses an assessment. Officers have programs to fulfill children’s rights, such as service, guidance, implementation, and supervision. The author suggests that Class II of Bandar Lampung Special Development Institute’s officers can fulfill children's rights ranging from formal education, non-formal education, skills, self-development, religion, maximizing the individual approach method to assisted children so that they can know more about the backgrounds, needs, emotions and interests of these children, as well as improve the quality of existing advice and infrastructure.

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21

Ha, Rahee, und Hyeon-Jeong Kim. „A Study on Early Childhood Teachers9 experiences to Guarantee Children9s Right to Participate in the Early childhood․Play-centered curriculum“. Educational Research Institute 44, Nr. 1 (30.06.2024): 247–70. http://dx.doi.org/10.34245/jed.44.1.247.

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This study aims to suggest ways to realize children's participation rights by exploring teachers' experiences to ensure children's participation rights in the process of implementing early childhood and play-based education. To this end, this study conducts individual in-depth interviews with six teachers in charge of kindergartens and nurseries, and a spiral analysis was conducted. The results showed that teachers' experiences of ensuring children's participation can be categorized into efforts to ensure children's participation and difficulties in the implementation process. First, teachers saw the importance of ensuring children's right to participate and made efforts to engage children by asking questions in their daily routines, supporting interactions that included all children, ensuring children's initiative in play, and accommodating children's needs for play. Second, teachers were challenged by high toddler-to-teacher ratios, lack of knowledge and experience in how to support children, dichotomous perceptions of play and learning, and disagreements with institutional administrators. The findings of this study will provide implications for practical measures to realize children9s right to participate.

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22

Mansfield, Melian. „Understanding children's rights“. Practical Pre-School 2003, Nr. 38 (März 2003): 11–12. http://dx.doi.org/10.12968/prps.2003.1.38.40471.

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23

Freeman, Michael. „Young Children's Rights“. International Journal of Children's Rights 18, Nr. 1 (2010): 157–60. http://dx.doi.org/10.1163/157181809x423597.

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24

HERRING, JONATHAN. „CHILDREN'S ABORTION RIGHTS“. Medical Law Review 5, Nr. 3 (1997): 257–68. http://dx.doi.org/10.1093/medlaw/5.3.257.

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25

Rickards, Jinny. „CHILDREN'S RIGHTS — WORLDWIDE“. International Journal of Early Years Education 1, Nr. 1 (März 1993): 77–82. http://dx.doi.org/10.1080/0966976930010100.

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26

Trevena, Frances. „Children's rights online“. Children and Young People Now 2017, Nr. 2 (17.01.2017): 34. http://dx.doi.org/10.12968/cypn.2017.2.34.

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27

Anderson, Kirsten. „Business and children's rights“. Children and Young People Now 2014, Nr. 1 (07.01.2014): 29. http://dx.doi.org/10.12968/cypn.2014.1.29.

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28

Matmuratov, B. Dj. „ISSUES OF GUARANTEEING CHILDREN'S RIGHTS“. International Journal Of Law And Criminology 03, Nr. 02 (01.02.2023): 14–19. http://dx.doi.org/10.37547/ijlc/volume03issue02-03.

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29

Daly, Aoife. „Intergenerational rights are children's rights: Upholding the right to a healthy environment through the UNCRC“. Netherlands Quarterly of Human Rights 41, Nr. 3 (September 2023): 132–54. http://dx.doi.org/10.1177/09240519231195753.

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This article reflects on intersections between intergenerational equity, children's rights and the rights of future generations. Recent climate cases involving children and youth are considered, and the fact that few rely on the UN Convention on the Rights of the Child (CRC) is analysed. It is emphasised that intergenerational rights are children's rights – children are a crucial link between current and future generations. In particular the principle of the best interests of the child, which is widespread in national legal systems, should be relied upon more frequently in climate cases. Arguments can be made that failing to accord sufficient attention to children's rights and interests in climate policies violates the best interests principle. Relying on the CRC may increase the chance of successful outcomes in environmental and climate cases; progressing the right to a healthy environment for all. It will also ensure that adequate attention for children's rights is embedded in such cases.

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Yermolaiev, Viktor M., Aisel A. Omarova und Hanna P. Ponomarova. „The development of children’s medical rights in Ukraine (1919 – beginning of the XXI century)“. Journal of the National Academy of Legal Sciences of Ukraine 28, Nr. 4 (23.12.2021): 181–89. http://dx.doi.org/10.37635/jnalsu.28(4).2021.181-189.

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Children's medical rights were actively developed in the twentieth century after the First World War. It was an event of a global scale that prompted legislative changes in national legislations, including Ukraine. Ukraine's experience in children's health care is rich in examples of both successful reforms in this field, and also not that successful ones. The development of children's medical rights in Ukraine had passed different stages of its development. The period from 1919 to the beginning of the 21st century was taken to resolve this issue. The choice of this historical period is justified by the presence of different stages of state and legal development of Ukraine, and, as a consequence, the development of children's medical rights. This is because the development of children's rights is inextricably linked with the development of state policy in the field of child protection. The aim of this research is to analyse the development of children’s medical rights on the example of Ukraine. To achieve this goal, international legal documents, legislation of Ukraine, and works of scholars from various countries were analysed. During the study of this issue, a variety of scientific methods were used. Among them are the dialectical, historical method, method of analysis and synthesis, method of analogy and method of interpretation of legal norms. The main results obtained are: analysis of the history of the development of children’s medical rights in Ukraine and influence of the World Health Organisation and the Convention on the Rights of the Child (1989) on this development. The value of this paper lies in obtaining practical recommendations regarding children’s rights in general and the medical rights of children in particular

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31

Adiansyah, Doni, Lutfi Setianingrum und Dian Prasetyaning Sukmawati. „PERSPEKTIF ANAK TERHADAP RUANG (RUANG BERMAIN DI DESA FAJAR BARU KECAMATAN JATI AGUNG)“. Jurnal Perencanaan dan Pengembangan Kebijakan 3, Nr. 3 (07.12.2023): 236. http://dx.doi.org/10.35472/jppk.v3i3.1434.

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Every human being has rights, including children. Children's rights are clearly regulated in Law no. 35 of 2014, and internationally it is also included in the internationally recognized Convention on the Rights of the Child. One form of children's rights is the right to have an opinion and the right to their space to be creative and express themselves freely. Children's rights to space tend to be considered to have been fulfilled from the perspective of adult humans without looking directly from the children's perspective. This tendency gives rise to problems where children do not have the space they want based on their rights. This research is aimed at getting children's perspectives directly on space, to be able to see whether children's rights to their space have been fulfilled from the children's perspective. This research was conducted using a qualitative research methodology and through a naturalistic approach. The analysis used in this research is empirical induction and intentional induction analysis. From this research, the concept of the formation of children's perspectives on space was obtained, namely: Children's perspective on space is influenced by the availability of space for children, children's social interactions and games that children like which determine their space.

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Maulana, Rifqi Arif. „HAK PENDIDIKAN ANAK KORBAN PERANG IRAK TAHUN 2003 BERDASARKAN KONVENSI TENTANG HAK ANAK“. SUPREMASI HUKUM 18, Nr. 2 (04.01.2023): 62–72. http://dx.doi.org/10.33592/jsh.v18i2.2500.

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Children as one of the vulnerable groups who became victims of the war in the armed conflicts of the United States and Iraq in 2003 still have the right to education that should not be ignored. The international community has recognized the right to education as an international right where this arrangement has been stated in the convention on the rights of the child which has been agreed by various countries around the world. This writing aims to analyze the practice of protecting children's education rights based on the convention on children's rights using normative juridical methods so that it has a conclusion that the United States has a big responsibility to restore children's education rights that have been temporarily lost after the conflict is over with various infrastructures damaged in severe levels. Keywords: children's education rights: conventions on children's rights; United States of America.

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Dewi, Anak Agung Istri Ari Atu, Ni Ketut Supasti Dharmawan, Anak Agung Istri Eka Krisnayanti, Putu Aras Samsithawrati und I. Gede Agus Kurniawan. „The Role of Human Rights and Customary Law to Prevent Early Childhood Marriage in Indonesia“. Sriwijaya Law Review 6, Nr. 2 (19.07.2022): 268. http://dx.doi.org/10.28946/slrev.vol6.iss2.1885.pp268-285.

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Preventing early childhood marriage (ECM) can protect children’s rights from the perspective of human rights. There are several rules regarding the age limit for marriage. In Indonesia, the minimum age for marriage is nineteen years. However, in fact, early child marriage is still relatively high, with the seventh highest ranking in the world. This study aims to elaborate on the rights of children, which ECM potentially violates, and to identify who is responsible for minimizing and/or combating this phenomenon. This normative legal research with a human rights approach occurs in the childhood protection context. The results show that ECM has implications for violations against the right to life, the right to education, the right to develop, and the right to health. Thus, more stringently applying international and national law and combining with local wisdom (Balinese Customary Law) in protecting children's rights in the context of preventing ECM can prevent ECM effectively and minimize violations of other children's rights. Moreover, it is believed that the responsibility to reduce and combat ECM not only belongs to the government but also to all stakeholders within the community, such as families, academics, the media, non-profit organizations, entrepreneurs, and customary.

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ESGİN GÜNDER, Esma. „COVID-19 Pandemi Sürecinde Türkiye'de Çocuk Hakları“. Journal of Social Research and Behavioral Sciences 7, Nr. 14 (10.12.2021): 137–49. http://dx.doi.org/10.52096/jsrbs.7.14.6.

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This study aims to emphasize the importance of considering children's rights in the social structure, especially in the family, during the Covid-19 pandemic process. Learning-teaching environments, which are new for children, parents and educators, distance education practices, and precautionary restrictions during the pandemic process cause stress on individuals and cause child abuse in the family. Although distance education applications are found useful and convenient in terms of protecting children from diseases and dangers and meeting their right to life and development, they cause violations of rights and some developmental problems for children who cannot access online courses. The near-future developmental consequences of social isolation, which is one of the measures taken during the pandemic process, especially when pre-school children's physical activities (the right to play) and their ability to socialize with their peers are examined in different studies. In this context, this study is a compilation that aims to examine children's rights in Turkey, based on the results of current research and reports, based on the four basic principles of the Convention on the Rights of the Child, within the framework of the measures taken and practices developed during the Covid-19 pandemic. Keywords: Children’s Rights, Pandemic Covid-19, Family, Social Isolation, Preschool Children.

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Freeman, Michael. „Children's Health and Children's Rights: An Introduction“. International Journal of Children's Rights 13, Nr. 1-2 (2005): 1–10. http://dx.doi.org/10.1163/1571818054545169.

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36

KAYNAK, Özge, Seda GÖGER, Sevin ALTINKAYNAK und Ayşe ÇEVİRME. „MIGRATION AND CHILDREN'S RIGHTS“. International Journal of Family, Child and Education, Nr. 17 (2019): 0. http://dx.doi.org/10.17359/aced.2019.17.6.

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37

Rajan, Amitabh. „Jurisprudence of Children's Rights“. Indian Journal of Public Administration 55, Nr. 1 (Januar 2009): 13–35. http://dx.doi.org/10.1177/0019556120090102.

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38

Sharp, Ann Margaret. „Are Children's Rights Global?“ Gifted Education International 23, Nr. 3 (Dezember 2007): 313–18. http://dx.doi.org/10.1177/026142940702300312.

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39

Barr, Alexandra. „Children's rights and education“. Child Care in Practice 5, Nr. 2 (April 1999): 107–11. http://dx.doi.org/10.1080/13575279908413162.

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40

Alderson, Priscilla. „All about… children's rights“. Nursery World 2017, Nr. 18 (04.09.2017): 21–24. http://dx.doi.org/10.12968/nuwa.2017.18.21.

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Verhellen, Eugeen. „Children's rights in Europe“. International Journal of Children's Rights 1, Nr. 3-4 (1993): 357–76. http://dx.doi.org/10.1163/157181893x00223.

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FREEMAN, M. D. A. „Taking children's rights seriously“. Children & Society 1, Nr. 4 (18.12.2007): 299–319. http://dx.doi.org/10.1111/j.1099-0860.1987.tb00546.x.

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NEWELL, PETER. „Children's rights after Cleveland“. Children & Society 2, Nr. 3 (18.12.2007): 199–206. http://dx.doi.org/10.1111/j.1099-0860.1988.tb00336.x.

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Last, Uriel, und Kalman Benyamini. „Children's Rights in Israel“. School Psychology International 12, Nr. 4 (November 1991): 259–73. http://dx.doi.org/10.1177/0143034391124001.

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Verhellen, Eugeen. „Children's Rights and Education“. School Psychology International 14, Nr. 3 (August 1993): 199–208. http://dx.doi.org/10.1177/0143034393143002.

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Coates, Elizabeth. „CHILDREN'S RIGHTS WORLD WIDE“. International Journal of Early Years Education 1, Nr. 2 (September 1993): 87–88. http://dx.doi.org/10.1080/0966976930010211.

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Mason, Sandra Prunella. „Children's rights in education“. Prospects 29, Nr. 2 (Juni 1999): 181–90. http://dx.doi.org/10.1007/bf02736911.

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Libal, Kathryn. „Children's rights in Turkey“. Human Rights Review 3, Nr. 1 (März 2001): 35–44. http://dx.doi.org/10.1007/s12142-001-1004-8.

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Dusmukhamedova, Nargiza. „"SOME ASPECTS OF JUDICIAL PROTECTION OF CHILDREN'S RIGHTS IN UZBEKISTAN (THEORY AND PRACTICE)"“. Tsul legal report 2, Nr. 1 (16.07.2021): 69–80. http://dx.doi.org/10.51788/tsul.lr.2.1./vnye4363.

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Annotation:

This article discusses some of the issues of judicial protection of children’s rights in Uzbekistan, powers of state authorities and administration to protect the rights of the child; improvement of mechanisms for implementing the decisions of national commissions and structures on the protection of children's rights in the national order; development of legal norms on protection of children’s rights; expanding the powers of the bodies implementing it in practice, enhancing the powers of courts in the implementation of existing legal norms on the child rights, establishment of special rules for conducting other court proceedings on the basis of foreign experience in this area.

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Nawaila, Muhammad Bello, und Sezer Kanbul. „Turkish Digital Children's Rights Scale“. International Journal of Digital Literacy and Digital Competence 11, Nr. 1 (Januar 2020): 62–76. http://dx.doi.org/10.4018/ijdldc.2020010104.

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In order to reduce children's online risks as well as promote online opportunities, provide digital literacy, mediation, and internet safe use, it is imperative to acquire a better understanding of digital children's rights. In order to address this problem and to provide a representative voice for the millions of Turkish speaking children, the authors developed T-GKOS, a reliable and validated digital children's rights scale in Turkish adopted from GKOS (the English version). The Turkish digital child right scale (T-GKOS) was designed, tested, and validated with numerous factors regarding digital children's rights. Two hundred seventy-seven Turkish-Cypriot children answered the question on digital children's rights. it was noted that mediation plays a better role than digital literacy when it comes to children risk and online security while gender does not play a vital role.

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