Protection Of The Uncrc Children And Young People Essay

Protection Of The Uncrc Children And Young People Essay In every part of the world, children are particularly vulnerable beings thus they should be in contained of every rights that recognize their need for protection and harboured away from any intentional and unintentional harm. Littlechild (2000) construe child protection as children requiring proper protection from their states and agents, because they are not up to power in protecting themselves. It is fundamental children should be nurtured in a safe and healthy environment, benefitting them in all areas of development and future progress. Siraj-Blatchford and Woodhead (2009) shared, a childs progress and success in life depends primarily on the earliest experiences of a childs learning. It is the responsibility and duty of care of the stakeholders to safeguard children by creating a positive and responsive environment for them. ODonnell and Seymour (2004) analysed issues of childrens disadvantages in unfavourable situations are due to economic factors, poverty, social values, norms and traditions. These adversities put children at stake of education disadvantages and impairment in aspects of physical, intellectual and social-emotional development. These consequently escalate later in life to unemployment, violence, crimes, poor housing, poor health and illness hence shortening lives and poor parenting skills to provide for the younger ones. Davis (2011) identified these conditions persist from childhood to adulthood and transmit across one generation to another. He added that intervention services are needed for these people so as they can better provide and equip themselves with common necessities and break the cycle of poverty. Laming (2009) acknowledged the same to protect children at risk and actions to be taken at soonest. It is necessary for stakeholders with authority to interrupt the chain of negati ve effects by investing early and intensively in childrens rights and wellbeing. Outlining UNCRC, Britto (2012) noted it has incorporated fifty-four articles, categorized into three focuses: key principles, humanitarian rights, and means of monitoring the convention. Lundy, McEvoy and Byrne (2011) suggested areas in humanitarian rights which children should be entitled on are education, play, privacy, health and healthcare as well as adequate standard of living and protection from harmful influences. UNCRC establishes on three main fields of childrens rights: protection, provision and participation (Leer, 2009). In Winter (2011), Alderson (2008) exemplified an insight to each field. He addresses on protection (in forms of abuse, harm, exploitation, neglect and violence), provision (of services, support, guidance and information) and participation (whereby children being fully involved in family, cultural and social life). UNCRC aims to help children in meeting necessity basic needs and expanding opportunities that reaches out in developing childrens full potentia l. In doing so, UNCRC brings a community together in creating a protective environment for their children. Saffigna et al (2011) noted intricacy in defining every childs experience of community as all of them differ. Bronfenbrenners (1979) ecological systems theory identifies a child is influenced indirectly and directly by five intersecting systems. These environmental factors can be people, neighbourhood, home, traditions, schools, cultures, laws, services, policies, ministries and relationships. Woodhead (2006) detailed with microsystems being closest to child, everyday settings usually home and school, and relationships with people in there. Mesosystems are interrelationships between microsystems, exosystems refer to strong influences acting indirectly on the child such as local government, welfare services and polices, and last but not least, macrosystems acknowledge the mediating influence of dominant beliefs and values around children (Woodhead, 2006). Drawing from there, the UNCRC is logically to be field in the outermost layer of the ecological system theory as Vaghri et al (2011 ) defined, articles 42-45 of the Convention accedes in assisting state parties to better comprehend, administer and monitor the implementation of UNCRC in their respective countries. UNCRC influences the composition of societys image on children, early childhood and the practices. They increase awareness all over the world to provide a fair level playing field for protecting children from disadvantages (Siraj-Blatchford, 2009). Article 4 of the Convention on the Rights of Child (UNCRC, 1989) adjure governments in undertaking all appropriate legislative, administrative, and other measures to ensure children achieves equality, receives protection and the rights to survival and development in all areas. The convention requires governments undertaking all measures to greatest extent pertaining to their available resources complying with UNCRC. For instance pledging childrens rights to the fullest potential of mental and physical health (Fortin, 1999). According to Welbourne (2002) by Shier (2001), it is mandatory that all authority and organizations signatory to the UNCRC ought to be committed in making them part of their laws and to ensure that their practices shoul d be all time consistent and conforming with the standards set on protecting the rights and intended benefit of children. Mekonen (2010) derived state parties efforts in meeting the conventions obligations to children reflect childrens significance on their policy agendas hence is creating a child-friendliness state. This indicates UNCRCs power to drive on state parties on to take on different views and perspectives in making differences to better quality welfare for best interest of children. That being said, there remain concerns of to what extent does UNCRC protect children and making differences in their lives. Across to the Committee on Rights of the Child (1989), articles dealing specifically on the protection of children comprises of extensive areas. The focus areas decided upon on are: child labour and education. The programme shares how UNCRC was beneficial to the children who fall through the cracks in Paraguay. Article 32 of the CRC commits state parties in protecting children from economic exploitation and labour that is prone to hazardous or interference to childrens education and overall development. Children who are actuated to labour are derived of opportunities, development and childhood (Dukess, 2006). Poverty is a potential cause that drives children to labour (UNICEF,2012). To break the cycle, it is to ensure children get access to attend school and receive a quality education. In Paraguay, UNICEF (2007) analysed that in 2001, there were 1 in every 5 children who were economically active, some beginning at an early age and those working daily shown poorer academic results. Searching for attempts to eradicate child labour in these communities, the government initiated Abrazo Programme in 2005 based on the methodology developed by UNICEF (UNICEF, 2010). ESC (2010) briefed Abrazo Programme as a blanket that provides care and attention, such as healthcare access, education support and other benefits for children and their families. It is inclusive of financial support via conditional cash transfers. This policy instrument renders cash transfers directly to households, however as programmes requirement, parents are expected to send their children to school in return (Fors, 2012). Being part of the Abrazo Programme, Cabrera (2010) noted that presences of community centres in the neighbourhoods are safe havens for children. Providing them with education reinforcements, playgrounds, lunch and social assistances. Children have access to education and are provided with one healthy meal per day. The Social Welfare Institute contributes food supplies, benefitting children with necessary nutrition yet also creating jobs for mothers preparing meals. Children from other schools are welcomed to the centre after their classes, thus cases of children facing abuse and exploitation on the streets becomes less likely. Though education is an significant factor in terms of enriching childrens life-long skills to future engagement (Mekonen, 2010), qualities of education centres are vital tools to childrens learning, containing: teachers, lessons, resources and materials. Rivkin, Hanushek and Kain (2005) highlighted that teachers effectiveness determines schools quality. To hire and retain teachers, the Houston Independent School District (2008) established the Abrazo New Teacher Induction Program providing grade-level trainings and mentoring for beginning teachers with the veterans. Expanding the concept, they work together towards a new scheme compromising of professional development trainings for all teachers. Though workshop opportunities and community support groups for upgrading, equipping teachers with better knowledge and practices in classrooms. The program ensures teachers learning and teaching in constant betterment in order to provide productively for children. Teachers are necessities for schools functioning, hence the importance on their quality. Dale (2004) analysed to acquire phenomenal transformation experiences; these outcomes have to go through commendable interagency bundles with assessment and proficient professionals. Paraguay raises profiles of childrens rights significantly with support and guidance of UNCRC. As poverty is a major challenge to child vulnerability, the Abrazo program was formed intended to reduce poverty in the long run to improve lives of children. Although it benefitted Paraguayans, there is lack of accurate statistics that track progress on child labour. Explained by Joleby and Konstadinidis (2008) the difficulty faced while collating findings was some children were never registered in Paraguays records, whereas UNICEF only provided general look with no specific data. To evaluate phenomenon of UNCRC, Mekonen (2010) discerned it is measured by the state parties effort of inputs that they channelled for the benefit of children and outcomes they achieve. It is more helpful if stakeholders within states are in conjunction with the UNCRC and play by the laws and policies in attaining childs well-being. Noted by Axford (2008), anything that contributes to the development and sustenance of childs well-being and growth plays a role: these involve the whole Bronfenbrenners Ecological System. Despite commitment of multisectoral strategies and plans of actions, approaches to protect and up bring a child is to broad extent depending on the caregivers in the microsystem as they have closest interaction with the child. The caregivers behaviour, imparted knowledge, traditions and cultures affect their practices with children. Hence, ODonnell and Seymour (2004) determined that it is substantial for frontline staffs to be equipped with the skills in recognizing an d knowing how to respond to children in need. The UNCRC acts as a push factor for people to have more awareness on the importance of early childhood and encourages stakeholders to invest in early childhood sector. As discussed before, investing in early childhood breaks poverty in distant future. Children are more competent of success in life through good health and nutrition, and quality education programmes with appropriate stimulation and interaction with others (The World Bank, 2011). The UNCRC advocates encouragement and support for countries to invest in the future workforce thriving the lives of children generation after generation as a society.

Causes of the Great War :: World War I History

Causes of the Great War The impact of the First World War is still with us. In many respects the events of modern Europe are a direct result of what happened during World War I. Adolph Hitler himself was a product of the First World War. World War I also gave Russian communists opportunity to overthrow the government in Russia and proclaim communism. The events that took place in "No Mans Land" definetly had an impact on the wars to come. The First World War had many causes. The spark of the Great War was the assassination of the Archduke Franz Ferdinand, soon to be at the throne of Austria-Hungary, and his wife by a Serbian nationalist, while traveling through Sarajevo. The Archduke was chosen as a target because Serbians feared that after he was at the throne, he would continue the persecution of Serbs living within the Austria-Hungary Empire. The Serbian terrorist organization, the Black Hand, had to carry out the assassination. The Arms Race is the second cause. Britain at that time was the largest empire in the world, and it also had the largest navy. The navy was so big and strong because the British needed to protect their empire and maintain the sea routes between the different colonies. Kaiser William of Germany hated and envied Britain for having a stronger navy than his. He increased the German navy and built many warships. Britain responded with building more ships and increasing its navy too. This started a race for building more and better warships and it created tension and competition between those two countries. The system of alliance were another major cause of the War. There was a feud between France and Germany about controlling the colonies, which leads to a greater conflict, the Great War. Europe at that time was divided into two rival alliance systems: Triple Entente that included Great Britain, France, and Russia and the Triple Alliance, which included the Central Powers of Austria- Hungary, Germany, and eventually the Turkish Empire. In order to balance the power, France and Russia signed an alliance. Russia saw itself as the 'protector of Slavs' in the war, and immediately mobilized. When the war began, the German decision that if they were going to have to fight Russia and France, they would strike at France first according to the Schlieffen Plan, and then turn West to Russia.

Language Development Essay

The role of Language Development and its relationship to problematic behavior is pioneered by Stevenson et al (1985) as cited from Douglas (1989, p. 6-7) Michigan Non Profit Organization (p. 7). The study revealed that children who appears to have poor language capabilities at 3 years of age has a high degree of probability to express â€Å"neurotic behaviors† when he or she turns to 8. In relation with this, the study of Starte 1975 and Richman et al (1982) as cited from Douglas (1989) claims that one of the main reasons for poor language development may have been caused by poor act language stimulation and interaction at the household. As such, children with language disabilities find it hard to relate with people and in the long run develop challenging behaviors. Corollary with this problem is the issue of hearing loss among children in addition to their language delay. Such a disposition as claimed by Douglas has added a lot on the tendency of the child to develop challenging behaviors. What usually happens is that children get frustrated when their parents or other people simply can not understand what they want to happen. The improper functioning of their language capability and hearing has caused for misunderstanding amongst adults. In addition, traumatic brain injuries that resulted from accidents may also cause challenging behavior (Loenthal, 1998 as cited from Michigan Non Profit Organization, 2002, p. 7).

Risk Management Within Homeland Security Essay - 1187 Words

Risk Management within Homeland Security Risk management is applied in numerous ways by various agencies and organizations within the U.S. national security apparatus. One manner in which risk management is utilized by the Department of Defense is to mitigate vulnerabilities to personnel during military operations. Whether or not to recruit and deploy a double-agent is a primary focus of risk management within the CIA’s Counterespionage Group. Moreover, evaluating security threats to U.S. embassies and other diplomatic facilities is an application of risk management within the U.S. Department of State. Not surprisingly, risk management is also found throughout the U.S. Department of Homeland Security (DHS). The five primary missions of DHS are: terrorism prevention and security enhancement; border security; immigration law enforcement; cybersecurity; and disaster resiliency (Department of Homeland, 2012, p.2). 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