Assessment title Lecturer(s): Katy Beck Unit title(s): Children and young people’s rights: provision‚ protection and participation Unit code(s): F3S4 34 Outcomes assessed: 1 Date issued: Date submitted: Date due: 22/10/13 Word-count: 1417 Student candidate name and number Amy-Jane Donald 06010095 Location: Moray College Programme: HNC Early Education and Childcare Submitting your assessment: Your work should be presented in accordance with the guidance notes provided in your student handbook
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| Anti-Abortion | | | I have the right to live "It’s easier for me to kill you than to wave good-bye." Is this the logic and reasoning behind women who have abortions? Abortion has always been a very controversial topic that has been the subject of debate many times by the pro-life and pro-choice groups. The pro-life group is adamantly against abortion while the pro-choice group believes that it is the mother’s choice whether of not to abort a child. No matter
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A felon should have rights because‚ some were convicted for petty crimes‚ they need a way to survive‚ and they can’t do it with having a record‚ it’ll be hard for them to get a job because people are afraid to put their time and effort to help people out for the better. By not getting a job could lead up to stress and depression because they won’t have anything stable to keep them and their family above water. That could quickly lead to an emotional state‚ which could have them thinking about suicide
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The Human Rights of Children Born of War: Case Analyses of Past and Present Conflicts Ingvill C. Mochmann & Sabine Lee Abstract: »Menschenrechte der Kinder des Krieges: Fallstudien vergangener und gegenwärtiger Konflikte«. This paper addresses the human rights of ‘children born of war’ as measured against the standards formulated in the Convention of the Right of the Child. Taking five 20th century cases studies which cover different conflict and post-conflict situations in diverse geographical
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Columbia Sourcebook‚ 264-296 *What civil rights abuses did Muslim Americans suffer after 9/11? There were a sample cases in the book that showed what civil rights abuses did Muslim Americans suffer from after 9/11. The first case that was mentioned in the book was on March 21‚ 2003. A Muslim American family from Palestine origins was victim of property damage when their van was bombed outside their house in Chicago. Another case of civil rights abuses was a woman getting verbally accosted and assaulted
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would rather believe in ‘happily ever after’ than face the truth‚ children are suffering. While it may seem to others that the problems are made up‚ its very real to the one dealing with them everyday. This suffering can leave permanent scars‚ and damage (if not ruin) their future. By remaining ignorant‚ self harm becomes more and more common‚ but at what cost? If educators and medical personnel were to be more educated on self harm and how to deal with it‚ teens and young adults would be more comfortable
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- CYP 3.3 / 6.3 Explain why it is important to work with the child to ensure they have strategies to protect themselves and make decisions about safety It is important to ’equip’ (or empower) children to ensure they have strategies to protect themselves and make decisions because if they don’t they may be vulnerable to abuse (of any sort). From the outset we want to help children/young people gain confidence to speak up - either to say no‚ and keep safe and not putting themselves in vulnerable
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{text:bookmark-start} Corporal Punishment with Children: Right or Wrong {text:bookmark-end} ? How properly to discipline a child is an age old question. Countless numbers of parents have had to make this decision. Many of these parents were raised in homes that used spanking as the main form of discipline. Most people can readily recount each time he‚ or she received a spanking for an offense‚ and even remember what kind of instrument was used to inflict the punishment. Whether it was a belt‚ a
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the fulfilment of rights and choices of individuals with dementia while minimising risk of harm WORD MEANING RIGHTS Human rights; independence; respect; freedom to do what I want; to protect myself and my property; to be heard; to vote; to express my sexuality; right to an education/work. RISK Danger; part of life; unacceptable or acceptable; who’s risk? risky activities; risk of harm; injury; protection. CHOICE Independence; ‘my life’; variety of; priorities; making the right choice; making
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Police and the public may have a different outlook of hard-core criminals becoming victims of violence. The police have to remove their bias ways to solve the victim case (Karmen‚ 2013). The police has to follow what is ethical correct. They must think on a level head. On the other hand‚ the police have a duty to serve and protect the community. I believe from a public aspect that they may have a different view then the police. They may not feel any remorse for the criminal. Some may feel like
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