Children's Rights in the UK, Which Was Submitted to UN CRC in August 2015
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Adoption Policy
Adoption Policy West Virginia Department of Health and Human Resources Bureau for Children and Families Office of Children and Adult Services Jane McCallister, Director, Children and Adult Services Carla Harper, Program Manager II, Children and Adult Policy Revised September 16, 2015 Contents 1.0 Introduction and Overview ............................................................................................................ 7 1.1 Mission and Vision ........................................................................................................................ 7 1.2 Philosophy ..................................................................................................................................... 8 1.3 Legal/Regulatory Basis .................................................................................................................. 8 2.0 Definitions ...................................................................................................................................... 10 3.0 How Children Enter the State’s Custody .................................................................................. 12 3.1 How Children Enter Foster Care ............................................................................................ 12 3.2 Legal Authority for Adoptive Placement ................................................................................ 12 3.3 Permission to Accept Guardianship ...................................................................................... 13 3.4 Required Consents -
Definitions of Child Abuse and Neglect
STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse. -
How to Build a Healthy Stepfamily How Well Do You Keys to A
TheHealthy Keys to a Successful MarriageHandbook IT’S ALL ABOUT THE TEAMWORK! Establishing a marriage mission Helpful marriage resources How well do you GOT TOUGH ISSUES? know your spouse? TAKE THE QUIZ ON PG. 10 How to build a Healthy Stepfamily ARCHIVEYOU CAN DO IT ALL! Myths about How to Manage 4domestic money, children, violence in-laws & MORE! TheHealthy Handbook Support for this handbook was provided by The Alabama Department of Child Abuse and Neglect Prevention/ The Children’s Trust Fund • Center for Children, Youth, and Families, Department of Human Development and Family Studies, Auburn University • Alabama Cooperative Extension System • The Family Assistance Division, Alabama Department of Human Resources Project Managers – Carol Whatley and Glenda Freeman, Alabama Cooperative Extension System Editor – Joanna Acorn Corley Graphic Design – Mary Ferguson Written and compiled by Francesca Adler-Baeder, Ph.D., CFLE Director, Center for Children,Youth, and Families, Department of Human Development and Family Studies, Auburn University, Extension Specialist, Alabama Cooperative Extension System Brian Higginbotham, Ph.D. Assistant Professor and Extension Specialist, Utah State University David Schramm, Ph.D. State Specialist, Assistant Professor, University of Missouri-Columbia Amber Paulk, M.S. Center for Children Youth and Families, Department of Human Development and Family Studies, Auburn University Acknowledgments: We gratefully acknowledge our colleagues in other states who are working to build strong, healthy marriages in their -
The Family Edited by Caroline Sweetman
Women • and the Family Edited by Caroline Sweetman Oxfam Focus on Gender The books in Oxfam's Focus on Gender series were originally published as single issues of the journal Gender and Development (formerly Focus on Gender). Gender and Development is published by Oxfam three times a year. It is the only British journal to focus specifically on gender and development issues internationally, to explore the links between gender and development initiatives, and to make the links between theoretical and practical work in this field. For information about subscription rates, please apply to Carfax Publishing Company, PO Box 25, Abingdon, Oxfordshire OX14 3UE, UK; Fax: +44 (0) 1235 553559. In North America, please apply to Carfax Publishing Company, 875-81 Massachusetts Avenue, Cambridge, MA 02139; Fax: (+1) 617 354 6875. In Australia, please apply to Carfax Publishing Company, Locked Bag 25, Deakin, ACT 2600, Australia; Fax: +61 (0) 6282 3299. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the written permission of the Publisher. Front cover: Off to school at Kwa Ngema, Eastern Transvaal. GILL DE VLIEG, AFRAPIX © Oxfam (UK and Ireland) 1996 Published by Oxfam (UK and Ireland), 274 Banbury Road, Oxford OX2 7DZ, UK. Designed and typeset by Oxfam Design Department OX 808/MCA/96 Oxfam is a registered charity No. 202918 Oxfam (UK and Ireland) is a member of Oxfam International ISBN 0 85598 352 3 This book converted to digital file in 2010 Contents -
Surrogacy and Japan: a Case for Regulation
UCLA UCLA Pacific Basin Law Journal Title Surrogacy and Japan: A Case for Regulation Permalink https://escholarship.org/uc/item/56b7g9qh Journal UCLA Pacific Basin Law Journal, 38(1) Author Spaulding, Sachi Publication Date 2021 DOI 10.5070/P838153632 eScholarship.org Powered by the California Digital Library University of California SURROGACY AND JAPAN: A Case for Regulation Sachi Spaulding Abstract Within the last few decades, assistive reproductive technology (ART) has had high levels of usage, particularly artificial insemination (AI) and in vitro fertilization (IVF). The advent of IVF opened a host of additional possibilities, including the recruitment of women who have no genetic link to the child to serve as surrogates. Over the past several decades, the average age of a woman who has her first child in Japan has climbed to 30.7.1 Couples have increasingly found themselves unable to bear children and have turned to IVF. Yet Japan has no statutory pro- visions regulating surrogacy, and the Japanese Society of Obstetrics and Gynecology flatly bans the practice. As a result, many infertile couples have gone abroad to arrange surrogacy. But in 2007 the Supreme Court ruled that the legal mother in a surrogacy birth is the surrogate, even if a foreign court had ruled otherwise. This case is translated in full in this Article, along with an exploration of the state of ART and surrogacy in Japan and potential routes for regulation. This analysis is done mainly through the lens of comparison with the United States and the recent Child-Parent Securities Act (CPSA) in New York. -
A Four Nations Perspective 1 and Child Poverty Policies
Devolution and Child PovertyDevolution Policies — A Four Nations Perspective 1 and Child Poverty Policies A Four Nations Perspective Martin Rogers November 2019 Devolution and Child Poverty Policies — A Four Nations Perspective 2 Contents Preface 3 1.0 Introduction 4 2.0 Overview 5 2.1 Definitions 5 2.2 Numbers and trends 5 2.2.1 Absolute low income and absolute poverty 5 2.2.2 Evolution of poverty measures 7 3.0 Mapping UK nations approaches to child poverty 8 3.1 The Child Poverty Act 8 3.2 England 9 3.3 Wales 9 3.4 Scotland 10 3.5 Northern Ireland 11 4.0 Analysing poverty figures and policies 12 4.1 UK figures 12 4.2 England 13 4.3 Wales 15 4.4 Scotland 16 4.5 Northern Ireland 17 5.0 Discussion 19 6.0 Conclusion 20 7.0 Bibliography 21 Devolution and Child Poverty Policies — A Four Nations Perspective 3 Preface The British Academy has undertaken a programme of work that seeks to re-frame debates around childhood in both the public and policy spaces and break down academic, policy and professional silos in order to explore new conceptualisations of children in policymaking. The purpose of the policy case studies is to explore differences in approaches to policymaking around childhood taken by the governments of the four UK nations over the past 30 years. The subjects of the case studies (Young People Leaving Care and Child Poverty) have been selected because they exemplify some of the differences in the drivers of policy development across the four UK nations. -
Students' Experience with Money and Their Performance in Financial Literacy”, in PISA 2015 Results (Volume IV): Students' Financial Literacy, OECD Publishing, Paris
5 Students’ experience with money and their performance in financial literacy This chapter describes students’ experience with money, and in particular how frequently they discuss money matters with parents and friends, whether they hold basic financial products and whether they receive or earn money from various sources, including family and work. The chapter identifies which students are more likely to have had these kinds of experiences, and investigates the relationship between having a practical understanding of money and financial literacy. PISA 2015 RESULTS (VOLUME IV): STUDENTS’ FINANCIAL LITERACY © OECD 2017 105 5 STUDENTS’ EXPERIENCE WITH MONEY AND THEIR PERFORMANCE IN FINANCIAL LITERACY Are direct experiences with money and financial products associated with 15-year-old students’ knowledge and skills in financial literacy? Do parents transmit financial skills to their children by giving them pocket money and talking to them about how to manage money? Studies on students’ access to money and to financial products, and on their financial behaviour, show that they develop financial and economic understanding, skills and habits not only through talking to parents and observing their behaviour, but also via personal experiences and learning by doing (CFPB, 2016; Furnham, 1999; Otto, 2013; Schug and Birkey, 1985; Shim et al., 2010; Whitebread and Bingham, 2013). Chapter 2 shows that in some countries and economies, many 15-year-old students are already engaged in money matters through their use of basic financial products, such as a bank account and a prepaid debit card, and by earning money through part-time and occasional jobs. This chapter describes in greater detail students’ relationship with money in three main areas: discussing money matters with parents, holding basic financial products, and receiving money from various sources, including family and work. -
The EFC Formula, 2020-2021
THE EFC FORMULA, 2020–2021 What is the EFC? The Expected Family Contribution (EFC) is a number that determines students’ eligibility for certain types of federal student aid. This number is calculated with the EFC formulas, which use the information that students provide on the Free Application for Federal Student Aid (FAFSA®). Financial aid administrators (FAAs) subtract the EFC from students’ cost of attendance to determine their need for the following federal student financial assistance offered by the U.S. Department of Education (the Department): • Federal Pell Grants, • Subsidized Loans through the William D. Ford Federal Direct Loan Program, • Federal Supplemental Educational Opportunity Grants (FSEOG), and • Federal Work-Study (FWS). The Teacher Education Assistance for College and Higher Education Grant (TEACH Grant) is a non-need-based federal program for which a student must also use the FAFSA to apply. The methodology for determining the EFC is found in Part F of Title IV of the Higher Education Act of 1965, as amended (HEA). Tables used in the computation of the EFC for the 2020–2021 Award Year were published in the May 31, 2019 Federal Register (ifap.ed.gov/fregisters/attachments/FR053119.pdf) (84 FR 25244). What is the source of data used in EFC calculations? All data used to calculate a student’s EFC comes from the information the student provides on the FAFSA. A student may submit a FAFSA: • by using FAFSA on the Web, • by using the myStudentAid mobile application, • by filing an application electronically through a school, or • by mailing a FAFSA to the Central Processing System (CPS). -
Child Poverty in the UK (Target for Reduction) Bill, 2016-17
BRIEFING PAPER Number 7891, 1 February 2017 Child Poverty in the UK By Feargal McGuinness (Target for Reduction) Bill, 2016-17 Contents: 1. The Bill 2. Policy developments since 2010 3. Statistics on child poverty www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary 2 Child Poverty in the UK (Target for Reduction) Bill, 2016-17 Contents Summary 3 1. The Bill 4 2. Policy developments since 2010 5 2.1 The Child Poverty Act 2010 5 2.2 The Child Poverty Strategy 2011-14 and consultation on Measuring Child Poverty 6 2.3 Child Poverty Strategy 2014-17 7 2.4 The Welfare Reform and Work Act 2016 and ‘life chances’ 8 2.5 Life chances strategy 9 3. Statistics on child poverty 11 3.1 What do the measures used in the Bill mean? 11 3.2 Recent trends and projections 12 Relative and absolute low income 12 Low income and material deprivation 14 Persistent poverty 14 Projections for child poverty 15 3.3 ‘Life chances’ indicators 17 Children in workless households 17 Educational attainment 18 Cover page image copyright: After school play by Nella2010. Licensed under CC BY 2.0 / image cropped. 3 Commons Library Briefing, 1 February 2017 Summary This briefing has been prepared ahead of second reading on the Child Poverty in the UK (Target for Reduction) Bill 2016-17, scheduled to occur on 3 February 2017. This Bill is a Private Members’ Bill (Ballot Bill), sponsored by Dan Jarvis MP. The Bill places a duty on the Secretary of State to meet four targets for child poverty by some target date (to be specified). -
Welfare Reform and Work Act 2016 NECPC Briefing Note (June 2016)
Welfare Reform and Work Act 2016 NECPC Briefing Note (June 2016) 1. Background The Welfare Reform and Work Act 2016 passed into law on 16th March 2016.1 It holds significant implications for how the Government seeks to define, measure and address child poverty in the UK. The Act marks a policy movement away from income-based measures of poverty and removes statutory obligations on local authorities to reduce child poverty. Instead, it emphasises tackling worklessness, improving educational attainment and supporting ‘troubled’ families as the most effective ways to address what the Government considers to be the ‘root causes’ of poverty. Later this year the Government will introduce its Life Chances Strategy, which will put forward a plan to, ‘tackle poverty and the causes of deprivation, including family instability, addiction and debt.’2 As part of this, the Government will introduce a new set of indicators for measuring life chances. This briefing summarises some key changes arising from the introduction of the Act, and outlines emerging areas of concern shared by the North East Child Poverty Commission (NECPC) and other commentators. 2. Provisions of the Act - Child poverty policy and measurement Key elements which impact on child poverty policy and accountability are as follows: i. The Act repeals sections 1-11, 15, 17 and 19-25 of the Child Poverty Act 2010. This effectively abolishes all legal targets to reduce child poverty, and removes the requirement for the Government to produce a Child Poverty Strategy. It also removes all Local Duties for local authorities to produce child poverty strategies and needs assessments. -
Child Poverty Act 2010: a Short Guide
Child Poverty Act 2010: a short guide Standard Note: SN/SP/5585 Last updated: 4 July 2014 Author: Steven Kennedy Section Social Policy Section In March 1999 Tony Blair announced a commitment to “eradicate” child poverty in the United Kingdom by 2020. Gordon Brown announced Labour’s intention to enshrine in law the 2020 child poverty target in a speech to the Labour Party Conference on 23 September 2008. The Child Poverty Act 2010, which received Royal Assent in March 2010, fulfilled the commitment to enshrine the child poverty target in legislation. It established four separate child poverty targets to be met by 2020/21, requires the UK Government to publish a regular UK child poverty strategy, requires the Scottish and Northern Irish Ministers to publish child poverty strategies, paved the way for a Child Poverty Commission to provide advice, requires the UK Government to publish annual progress reports, and places new duties on local authorities and other “delivery partners” in England to work together to tackle child poverty. The Child Poverty Bill received cross-party support but the Conservatives argued that the child poverty targets should focus on the underlying causes of poverty. The current Government amended the 2010 Act to expand the remit of the Commission to also provide advice on, and monitor progress towards improving, social mobility. The Social Mobility and Child Poverty Commission, chaired by Alan Milburn, published its first annual State of the Nation report in October 2013. It concluded that the 2020 child poverty target was likely to be missed by a considerable margin, and that progress on social mobility could be undermined by the twin problems of youth unemployment and falling living standards. -
Socially Induced Changes in Legal Terminology
STUDIES IN LOGIC, GRAMMAR AND RHETORIC 49 (62) 2017 DOI: 10.1515/slgr-2017-0010 Aleksandra Matulewska* Adam Mickiewicz University in Poznań Poland SOCIALLY INDUCED CHANGES IN LEGAL TERMINOLOGY Abstract. The author intends to present evolutionary and revolutionary changes in legal terminology. Legal terminology changes as a result of language usage, technological development, political and social changes and even economy reasons. The following research methods have been applied: the terminological analysis of the research material (empirical observation, analysis of compara- ble texts and parametric approach to legal terminology comparison) and the analysis of pertinent literature. The research material included legislation from the United Kingdom, the United States of America, Canada and Australia. The author focuses on terminological changes resulting from social transformations. Selected terms and their transformation in respect to meaning and form are elaborated on in the paper. Finally, the author draws conclusions that transla- tion of such terminology should aim at communication precision and many of them may be false friends in interlingual communication. Keywords: legal terminology, legal translation, legal terminology transforma- tions. 1. Introduction The paper is intended to provide an insight into some evolutionary and revolutionary changes in legal terminology in English. Natural languages evolve continually. Some of them disappear with the death of the last user and some of them strive for developing. Languages for specific purposes, including the language of the law, are subject to similar changes. Some pro- fessions cease to exist as there is no longer a need to practice them. Others develop and undergo metamorphoses. They are affected by the development of new technologies, social and political changes.