Prawa dziecka w Polsce - Ministerstwo Edukacji Narodowej Dokumenty Konwencja o Prawach Dziecka przyjęta przez Zgromadzenie Ogólne Narodów Zjednoczonych dnia 20 listopada 1989 r. Ratyfikacja protokołów dodatkowych do Konwencji o Prawach Dziecka Polska ratyfikowała dwa protokoły dodatkowe do Konwencji o prawach dziecka: 1) w sprawie handlu dziećmi, dziecięcej prostytucji i pornografii przyjęty w Nowym Jorku dnia 25 maja 2000 r., Data wejścia w życie ww. Protokołu w stosunku do Polski została ustalona na dzień 4 marca 2005 r.2) w sprawie angażowania dzieci w konflikty zbrojne przyjęty w Nowym Jorku dnia 25 maja 2000 r. , Data wejścia w życie ww. Protokół dodatkowy do Konwencji o Prawach Dziecka w sprawie angażowania dzieci w konflikty zbrojne przyjętego w Nowym Jorku dnia 25 maja 2000 r. Sprawozdania, zalecenia Realizację praw dziecka w Polsce, w tym sporządzanie sprawozdań z wykonywania „Konwencji o prawach dziecka”, koordynuje Minister Rodziny Pracy i Polityki Społecznej.
Human Rights Education - Activities Foundation Volume: Human Rights Here and Now Activities: Taking Action for Human Rights: Topic Book 1: Economic and Social Justice: A Human Rights Perspective Topic Book 2: Raising Children With Roots, Rights & Responsibilities: Celebrating the UN Convention on the Rights of the Child Topic Book 3: Lesbian, Gay, Bisexual, and Transgender Rights: A Human Rights Perspective Topic Book 4: The Human Rights Education Handbook: Effective Practices for Learning, Action, & Change The Beyond September 11 Project Indigenous Peoples Human Rights Project: Case Studies Sustainable Economics Curriculum 1 - What is Economics? Activity 1-1: Economics, Ecology and Ethics Theme: Considering a definition of economics for the 21st century that includes ecology and ethics Activity 1-2: A Royal Meeting Theme: The divorce between economics and other disciplines such as politics, psychology, and philosophy; the possibility for overcoming this fragmentation 2 - Economic Systems 3 - The Market System and Consumer Culture
Mahatma Gandhi Mohandas Karamchand Gandhi (pronounced [ˈmoːɦənd̪aːs ˈkərəmtʃənd̪ ˈɡaːnd̪ʱi] ( ); 2 October 1869 – 30 January 1948) was the preeminent leader of Indian nationalism in British-ruled India. Employing nonviolent civil disobedience, Gandhi led India to independence and inspired movements for civil rights and freedom across the world. The honorific Mahatma (Sanskrit: "high-souled", "venerable"[2])—applied to him first in 1914 in South Africa,[3]—is now used worldwide. He is also called Bapu (Gujarati: endearment for "father",[4] "papa"[4][5]) in India. Gandhi famously led Indians in challenging the British-imposed salt tax with the 400 km (250 mi) Dandi Salt March in 1930, and later in calling for the British to Quit India in 1942. Gandhi is commonly, though not officially,[10] considered the Father of the Nation[11] in India. Early life and background Mohandas Karamchand Gandhi in his earliest known photo, aged 7, c. 1876 English barrister Civil rights movement in South Africa (1893–1914)
Project summary | SIREN - Social games for conflIct REsolution based on natural iNteraction Confronting conflicts and coping with them is part of social life. Indeed, conflicts seem to arise in almost every context and developmental stage of human life, from scuffles in schoolyards, to bullying in the workplace and to international warfare. While the question of whether conflicts are inevitable or not is disputed, there is widespread agreement that the current prevalence and lack of resolution to conflicts is incurring substantial cost to society at large. Improving conflict resolution skills among the population at large is of paramount importance for a healthier, more peaceful and productive European society. The key aim of the Siren project is to create an intelligent interactive software system, specifically a serious game, which supports teachers’ role to educate young people on how to resolve conflicts.
Historia praw dziecka Mentos in Coke experiment Have you heard about the "Mentos in Coke" phenomenon? It's a simple science experiment that your kids will go nuts for. Try it out for yourself and teach your kids some simple science facts. What you need 1 x bottle of cola (diet cola works best)1 x bottle of lemonade (or any other soda)1 x packet of mint MentosAn outdoor area you can hose down afterwards Activity [youtube It's an old trick: drop a Mentos into a bottle of Diet Coke and "whoosh" a sticky brown geyser shoots up out of the bottle. To find out why it happens, you can explore a few variations: will it happen with any type of soda? For the record, we tried it with both diet and full sugar sodas. We tried it with cola and lemonade. We also tried it with coloured mentos and mint Mentos. Why is it so? There are many explanations for this phenomenon. A bottle of soda is full of carbon dioxide (the bubbles.) When you drop any sort of object into a bottle of soda, bubbles form on the surface of the object.
Scrapping the 1998 Human Rights Act: what would it mean? | Law Scrapping the 1998 Human Rights Act introduced by Labour does not mean that British courts would no longer have to apply the European convention on human rights. British citizens would still be able to take cases to the European court of human rights, and its case law and the principles of the convention would still be in force in UK courts. Britons who want to bring cases would, however, no longer be able to have them heard by a high court first. Instead, they would face delays and extra costs in taking cases directly to Strasbourg. Before the 1998 Act “brought rights home”, it took an average of five years at a cost of £30,000 to go to Strasbourg. But what about a British bill of rights? Some Labour politicians argue that if all it means is putting a British badge on the Human Rights Act, then they are fairly relaxed about the development. But it will depend on how the British bill of rights is written.
Telefon Zaufania Od kwietnia zostanie rozszerzona działalność telefonicznej linii interwencyjnej – Dziecięcego Telefonu Zaufania Rzecznika Praw Dziecka (800 12 12 12). Wszystkie osoby – uczniowie, rodzice, nauczyciele czy władze lokalne – uzyskają pomoc prawną i wyjaśnienia dotyczące treści, które mogą być nauczane w polskich szkołach. Rozszerzenie działalności telefonu zaufania ma związek z licznymi sygnałami od zaniepokojonych obywateli, które trafiają do Biura Rzecznika Praw Dziecka, od czasu ogłoszenia przez Prezydenta Warszawy Deklaracji LGBT+. Rodzice maja prawo wychowywać dzieci zgodnie z własnymi poglądami – podkreślił na spotkaniu z dziennikarzami Rzecznik Praw Dziecka Mikołaj Pawlak. Rzecznik wskazał, że standardy WHO niosą stwierdzenia, które są wątpliwe dla wielu rodziców. Mikołaj Pawlak zwrócił się także za pośrednictwem mediów do nauczycieli. – Dziecięcy Telefon Zaufania i Rzecznik Praw Dziecka są po to, żeby pomagać dzieciom i chronić ich prawa.
Children's rights What can Teachers Learn from Nelson Mandela to Make a Difference? We teach language to help people communicate. Why do people want to communicate? To express the human story through myth, inspiration and powerful transformation. Let’s dig deeper into the story of Nelson Mandela and help our students think, communicate and become active narrators in the search for peace and what makes us human. What can we teach students about Nelson Mandela through the power of video and multi-media? Let’s dig a little deeper to find out;) 1) The Video: I chose this BBC video as a modern day look at Mandela’s legacy beyond South Africa. Then we ask questions and dig a lot deeper. Beyond politics, what other dark forces in our human nature perpetuate the kinds of violence and prejudice that can seem to be so innate in humanity as to be chilling to the core. When we stare into the black hole of violence and face the shadow side of life, how do we remain optimistic, inspired and willing to risk all for the common good? Our better natures. Where are they when we need them?
African-American Civil Rights Movement (1954–68) The African-American Civil Rights Movement or 1960s Civil Rights Movement encompasses social movements in the United States whose goals were to end racial segregation and discrimination against black Americans and to secure legal recognition and federal protection of the citizenship rights enumerated in the Constitution and federal law. This article covers the phase of the movement between 1954 and 1968, particularly in the South. A wave of inner city riots in black communities from 1964 through 1970 undercut support from the white community. The emergence of the Black Power movement, which lasted from about 1966 to 1975, challenged the established black leadership for its cooperative attitude and its nonviolence, and instead demanded political and economic self-sufficiency. During the same time as African Americans were being disenfranchised, white Democrats imposed racial segregation by law. Characteristics of the post-Reconstruction period: Racial segregation.