Статті в журналах: "Children's rights"

1

Kraljić, Suzana. "Implementation and Protection of the Child’s Right to Education." Šolsko polje XXXI, no. 3-4 (December 21, 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.

2

Leonard, Sue, Susan McKay, Jo Murphy-Lawless, Benig Mauger, and Helen Gilmartin. "Mothers' Rights, Children's Rights." Books Ireland, no. 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, no. 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.

4

Dickenson, Donna L., and Richard Nicholson. "Children's Rights." Hastings Center Report 29, no. 1 (January 1999): 5. http://dx.doi.org/10.2307/3528531.

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5

Jones, Reynold, and C. A. Wringe. "Children's Rights." British Journal of Educational Studies 34, no. 2 (June 1986): 215. http://dx.doi.org/10.2307/3121339.

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6

Turner, J. Neville. "Children's Rights." Children Australia 10, no. 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.

7

Wheeler, R. "Children's rights." Archives of Disease in Childhood 90, no. 2 (February 1, 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, no. 2 (February 1, 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, no. 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, no. 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.

11

Lansdown, Gerison, Shane R. Jimerson, and Reza Shahroozi. "Children's rights and school psychology: Children's right to participation." Journal of School Psychology 52, no. 1 (February 2014): 3–12. http://dx.doi.org/10.1016/j.jsp.2013.12.006.

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12

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, no. 2 (May 15, 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.

13

Porter, Karen. "Commentary Children's Work, Children's Rights." Practicing Anthropology 24, no. 1 (January 1, 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.

14

Shapshay, Sandra. "Children's Rights and Children's Health." Journal of Social Philosophy 39, no. 4 (December 2008): 583–605. http://dx.doi.org/10.1111/j.1467-9833.2008.00444.x.

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15

O'NEILL, ONORA. "CHILDREN'S RIGHTS AND CHILDREN'S LIVES." "International Journal of Law, Policy and the Family" 6, no. 1 (1992): 24–42. http://dx.doi.org/10.1093/lawfam/6.1.24.

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16

O'Neill, Onora. "Children's Rights and Children's Lives." Ethics 98, no. 3 (April 1988): 445–63. http://dx.doi.org/10.1086/292964.

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17

Kmak, Malgorzata. "DEVELOPMENT OF CHILDREN'S RIGHTS IN POLAND – SELECTED ASPECTS." MEST Journal 9, no. 1 (January 15, 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.

18

Bochenek, Michael Garcia. "Children's Rights as Human Rights." Ethics & International Affairs 29, no. 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.

19

Murray, Cathy. "Children's Rights in Rwanda: A Hierarchical or Parallel Model of Implementation?" International Journal of Children's Rights 18, no. 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.

20

Mansfield, Melian. "Understanding children's rights." Practical Pre-School 2003, no. 38 (March 2003): 11–12. http://dx.doi.org/10.12968/prps.2003.1.38.40471.

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21

Freeman, Michael. "Young Children's Rights." International Journal of Children's Rights 18, no. 1 (2010): 157–60. http://dx.doi.org/10.1163/157181809x423597.

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22

HERRING, JONATHAN. "CHILDREN'S ABORTION RIGHTS." Medical Law Review 5, no. 3 (1997): 257–68. http://dx.doi.org/10.1093/medlaw/5.3.257.

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23

Rickards, Jinny. "CHILDREN'S RIGHTS — WORLDWIDE." International Journal of Early Years Education 1, no. 1 (March 1993): 77–82. http://dx.doi.org/10.1080/0966976930010100.

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24

Trevena, Frances. "Children's rights online." Children and Young People Now 2017, no. 2 (January 17, 2017): 34. http://dx.doi.org/10.12968/cypn.2017.2.34.

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25

Nurdina, Melista Aulia. "Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens." Constitutionale 2, no. 1 (April 23, 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.

26

Anderson, Kirsten. "Business and children's rights." Children and Young People Now 2014, no. 1 (January 7, 2014): 29. http://dx.doi.org/10.12968/cypn.2014.1.29.

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27

Yermolaiev, Viktor M., Aisel A. Omarova, and 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, no. 4 (December 23, 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

28

Freeman, Michael. "Children's Health and Children's Rights: An Introduction." International Journal of Children's Rights 13, no. 1-2 (2005): 1–10. http://dx.doi.org/10.1163/1571818054545169.

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29

Dewi, Anak Agung Istri Ari Atu, Ni Ketut Supasti Dharmawan, Anak Agung Istri Eka Krisnayanti, Putu Aras Samsithawrati, and I. Gede Agus Kurniawan. "The Role of Human Rights and Customary Law to Prevent Early Childhood Marriage in Indonesia." Sriwijaya Law Review 6, no. 2 (July 19, 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.

30

ESGİN GÜNDER, Esma. "COVID-19 Pandemi Sürecinde Türkiye'de Çocuk Hakları." Journal of Social Research and Behavioral Sciences 7, no. 14 (December 10, 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.

31

KAYNAK, Özge, Seda GÖGER, Sevin ALTINKAYNAK, and Ayşe ÇEVİRME. "MIGRATION AND CHILDREN'S RIGHTS." International Journal of Family, Child and Education, no. 17 (2019): 0. http://dx.doi.org/10.17359/aced.2019.17.6.

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32

Rajan, Amitabh. "Jurisprudence of Children's Rights." Indian Journal of Public Administration 55, no. 1 (January 2009): 13–35. http://dx.doi.org/10.1177/0019556120090102.

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33

Sharp, Ann Margaret. "Are Children's Rights Global?" Gifted Education International 23, no. 3 (December 2007): 313–18. http://dx.doi.org/10.1177/026142940702300312.

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Barr, Alexandra. "Children's rights and education." Child Care in Practice 5, no. 2 (April 1999): 107–11. http://dx.doi.org/10.1080/13575279908413162.

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35

Alderson, Priscilla. "All about… children's rights." Nursery World 2017, no. 18 (September 4, 2017): 21–24. http://dx.doi.org/10.12968/nuwa.2017.18.21.

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36

Verhellen, Eugeen. "Children's rights in Europe." International Journal of Children's Rights 1, no. 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, no. 4 (December 18, 2007): 299–319. http://dx.doi.org/10.1111/j.1099-0860.1987.tb00546.x.

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38

NEWELL, PETER. "Children's rights after Cleveland." Children & Society 2, no. 3 (December 18, 2007): 199–206. http://dx.doi.org/10.1111/j.1099-0860.1988.tb00336.x.

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39

Last, Uriel, and Kalman Benyamini. "Children's Rights in Israel." School Psychology International 12, no. 4 (November 1991): 259–73. http://dx.doi.org/10.1177/0143034391124001.

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40

Verhellen, Eugeen. "Children's Rights and Education." School Psychology International 14, no. 3 (August 1993): 199–208. http://dx.doi.org/10.1177/0143034393143002.

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41

Coates, Elizabeth. "CHILDREN'S RIGHTS WORLD WIDE." International Journal of Early Years Education 1, no. 2 (September 1993): 87–88. http://dx.doi.org/10.1080/0966976930010211.

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42

Mason, Sandra Prunella. "Children's rights in education." Prospects 29, no. 2 (June 1999): 181–90. http://dx.doi.org/10.1007/bf02736911.

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43

Libal, Kathryn. "Children's rights in Turkey." Human Rights Review 3, no. 1 (March 2001): 35–44. http://dx.doi.org/10.1007/s12142-001-1004-8.

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44

Nawaila, Muhammad Bello, and Sezer Kanbul. "Turkish Digital Children's Rights Scale." International Journal of Digital Literacy and Digital Competence 11, no. 1 (January 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.

45

Alhakim, Abdurrakhman. "DIVERSION AS A LEGAL CONCEPT THAT IS EQUITABLE FOR CHILDREN IN INDONESIA." Mizan: Jurnal Ilmu Hukum 11, no. 2 (December 14, 2022): 147. http://dx.doi.org/10.32503/mizan.v11i2.3102.

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Indonesia is obliged to guarantee children's rights so that their lives can run normally. As a manifestation of the fulfillment of child protection, Indonesia has ratified the Convention on the Children's Rights. To fulfill this responsibility, the Indonesian Child Protection Law was regulated. This law provides several articles to fulfill children's rights without distinguishing ethnicity, religion, race, class, gender, culture and language, legal status, birth order, physical and mental condition, and be responsible for formulating and implementing policies in the field of child protection. Children are legal subjects and national assets. As part of the younger generation, children play a very strategic role as the nation's next generation. In Indonesia, children are the successors of the ideals of a nation's struggle. The urgency of protecting children's rights makes this research examine the problem-solving of children who commit crimes. Efforts to resolve children's problems in conflict with the law are part of the cluster of the Convention on the Children’s Right; it is called 'special protection'. The resolution of children's problems facing the law is still interesting to study today. Based on this condition, there is a need for appropriate case resolution for children. One of them is the application of restorative justice through the diversion system. This research will examine the issue critically and normatively, that diversion is a legal concept that is fair to children in Indonesia. For this reason, this legal research uses doctrinal research methods. This legal research aims to find the rule of law, legal principles, and legal doctrines to answer the legal issues faced in this research.

46

Caputo, T. C. "The Young Offenders Act: Children's Rights, Children's Wrongs." Canadian Public Policy / Analyse de Politiques 13, no. 2 (June 1987): 125. http://dx.doi.org/10.2307/3550634.

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47

TISDALL, E. KAY M. "Children's Rights and Children's Wellbeing: Equivalent Policy Concepts?" Journal of Social Policy 44, no. 4 (July 3, 2015): 807–23. http://dx.doi.org/10.1017/s0047279415000306.

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AbstractChildren's rights and children's wellbeing are often casually paired together in both academic literature and policy discussions, but they differ conceptually, methodologically and politically. This has become particularly evident in Scotland, where ‘landmark’ children's legislation in 2014 has set up a clash between statutory requirements for children's rights and children's wellbeing. This article utilises the Scottish example to wrestle with the advantages and disadvantages of each concept as a framework for policy and practice. The article concludes that children's wellbeing benefits from being aspirational and maximising, easily incorporating children's relationships and collective needs, and having advanced quantitative methods of measurement. But children's wellbeing also risks being apolitical, utilitarian and professionally led in both measurement and practice. Children's rights, in contrast, emphasise minimum standards, do not easily include important matters for children, such as love and friendship, and have limited quantitative investment to date. Yet they are politically powerful, backed by law, and hold duty bearers accountable. Decisions need to be made about the relationship between children's rights and children's wellbeing – and which is the primary framing for policy and practice – because they are not equivalent concepts.

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KHMELEVSKA, Natalia. "The role of public organizations in the protection of children's rights." Economics. Finances. Law 8, no. - (August 9, 2022): 10–12. http://dx.doi.org/10.37634/efp.2022.8.2.

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Introduction. Protection of children's rights is one of the most important tasks of the state. In addition the state responsible for the observance of children's rights, there are public organizations and purpose is to support and develop the sphere of protection of children's rights. The purpose of the paper is to investigate the role and importance of public organizations in the protection of children's rights. Results. The paper examines several public organizations in the field of protection of children's rights. Specifically, the Ukrainian Foundation "Protection of Children's Rights" participates in legislative and advisory initiatives in the field of childhood protection, monitoring, analysis and generalization of information on the observance of children's rights in Ukraine, promoting the development of the justice system for children, training and support of specialists in the field of working with children and their parents, advocacy of children's rights and compliance with the UN Convention on the Rights of the Child, creation of support centers for children in difficult life circumstances, protection of children's rights in armed conflicts. Another well-known organization is the Ukrainian Network for Children's Rights, created to consolidate efforts and improve coordination between civil society organizations in Ukraine and their influence on state policy in the field of ensuring children's rights. A well-known public organization in Ukraine is La Strada, which works to ensure gender equality, peacebuilding, prevention of gender-based violence, in particular, domestic violence, combating human trafficking and ensuring children's rights, promoting the implementation of human rights standards in all spheres of society and state life. Ukraine as a branch of the international European Children's Charity Organization (ECCO), implementing a number of projects aimed at helping vulnerable families with children. Analyzing the activities of organizations related to the protection of children's rights, it is necessary to mention UNICEF, which works to reach the most vulnerable children and youth who are most in need of help. Another organization related to the protection of children is HealthRight International (Right to Health), which is an international organization working in the field of public health and human rights protection to provide health care opportunities for those who find themselves in difficult situations. life circumstances. Conclusion. The role of public organizations in the protection of children's rights is powerful. Non-governmental organizations have made a significant contribution to the support of minors and their parents, some key problems have been solved and recommendations for their elimination have been provided to state authorities.

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Dar, Anandini, and John Wall. "Children's Political Representation: The Right to Make a Difference." International Journal of Children's Rights 19, no. 4 (2011): 595–612. http://dx.doi.org/10.1163/157181811x547263.

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AbstractWhile children's rights have made significant gains in recent decades, children and youth continue to wield relatively little power in determining the nature of their societies' rights as such. This article sets out to explore what it might mean for children to enjoy genuine political representation. While it is often acknowledged that children should possess political rights to participation, voice, and citizenship, we argue that there is a need also for their more specific right to representation in democratic government. Furthermore, this right can be realized only if the very notion of representation is rethought along post-modern lines in light of children's particular experiences: as a right not so much to exercise autonomy as to make a political difference. The article examines recent movements toward children's involvement in policy-making, children's parliaments, and children's voting, and then makes practical proposals for enabling children's fuller representational empowerment.

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HNATIUK, Tetyana. "Modern International Protection of Children's Rights." European Journal of Law and Public Administration 7, no. 2 (March 12, 2021): 15–23. http://dx.doi.org/10.18662/eljpa/7.2/123.

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Human rights are an inalienable right of everyone from birth. Respect for human rights and freedoms is seen as an indicator of the development of society. The Convention on the Rights of the Child, adopted in 1989 by the UN General Assembly and entered into force a year later, profoundly changed the world treatment of children. Like the Universal Declaration of Human Rights, the Convention formulated something fundamental to human well-being and acted as a watershed and a guide for future generations. According to the provisions of the Convention, the child is an active member of the family, community and society. The announcement of the Global Movement for Children in 1999 marked the beginning of major changes. All over the world, the movement aims to unite all those who believe that children's rights should be a priority. One of the main goals of the movement is to provide a clear understanding that the world's citizens care for children and expect governments to keep their promises.

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