Outcome Document of the ECOSOC Youth Forum 2021 ACKNOWLEDGEMENTS
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North Carolina State Youth Council Handbook
NORTH CAROLINA STATE YOUTH COUNCIL Organizing and Advising State Youth Councils Handbook MAY 2021 Winston Salem Youth Council TABLE OF CONTENTS 1. Introduction...........................................................................................2 a. NC Council for Women & Youth Involvement.........................2 b. History of NC Youth Councils.....................................................3 c. Overview of NC State Youth Council Program.......................4 2. Organizing a Youth Council...............................................................6 a. Why Start a Youth Council...........................................................6 b. Structure of a Youth Council.......................................................7 c. How to Get Started........................................................................9 3. Advising a Youth Council...................................................................11 a. Role of a Youth Council Advisor...............................................11 b. Leadership Conferences.............................................................11 c. Guidelines for Hosting a Leadership Conference...............12 d. Event Protocol........................................................................21 4. North Carolina State Youth Council Program.................25 a. State Youth Council Bylaws.............................................25 b. Chartered Youth Councils.....................................................32 c. Un-Chartered Youth Councils.................................................34 -
Intergenerational Solidarity and the Needs of Future Generations
United Nations A/68/x.. General Assembly Distr.: General 5 August 2013 Original: English Word count (including footnotes/endnotes): 8419 Sixty-eighth session Item 19 of the provisional agenda Sustainable Development: Intergenerational solidarity and the needs of future generations Report of the Secretary-General Summary The present report is prepared pursuant to paragraph 86 of the Rio+20 outcome document, which requests the Secretary-General to provide a report on the need for promoting intergenerational solidarity for the achievement of sustainable development, taking into account the needs of future generations. The report evaluates how the need for intergenerational solidarity could be addressed by the United Nations system and analyses how the issue of intergenerational solidarity is embedded in the concept of sustainable development and existing treaties, and declarations, resolutions, and intergovernmental decisions. It also reviews the conceptual A/68/100 A/68/x.. and ethical underpinnings of intergenerational solidarity and future generations and how the issue has been taken into consideration in policy-making at the national level in a variety of institutions. The report outlines options for possible models to institutionalize concern for future generations at the United Nations level, as well as suggesting options for the way forward. 2 A/68/x.. Contents Paragraphs Page I. Introduction………………………………………… II. Conceptual framework (a) Conceptual and ethical dimensions (b) Economics III. Existing arrangements and lessons learnt (a) Needs of future generations in international legal instruments (b) Legal provisions at the national level (c) National institutions for future generations (d) Children and youth (e) Proposals related to a High Commissioner for Future Generations IV. -
Youth Engagement and Empowerment Report
Youth Engagement and Empowerment In Jordan, Morocco and Tunisia Agenda Youth Engagement and Empowerment In Jordan, Morocco and Tunisia November 2018 version TABLE OF CONTENTS │ 3 Table of contents Introduction ........................................................................................................................................... 5 Notes .................................................................................................................................................... 6 Chapter 1. Towards national integrated youth strategies ................................................................. 7 Jordan ................................................................................................................................................... 7 Morocco ............................................................................................................................................... 9 Tunisia ............................................................................................................................................... 10 Good practices from OECD countries ............................................................................................... 11 Chapter 2. Strengthening the formal body responsible for co-ordinating youth policy and inter-ministerial co-ordination ........................................................................................................... 13 Jordan ................................................................................................................................................ -
Youth Declaration of Rights Vermont Youth Have the Right To
YOUTH DECLARATION OF RIGHTS VERMONT YOUTH HAVE THE RIGHT TO: EDUCATION MENTAL HEALTH Access free classes on Basic Life Skills (signing a lease, Have access to affordable mental health care budgeting, taxes, resumes, etc.) A personal break to handle their mental situation Equal opportunities and experiences in arts education Choose their own identity, whether that be sexual before, during, and after school orientation, religious identification, and/or gender A post-secondary education no matter their financial identification situation Have people in society who support their mental well-being A student-directed, safe space for afterschool support and community engagement free of charge NATURAL ENVIRONMENT Time outdoors during the school (or work) day A healthy environment that provides the basic necessities to all life Know about the environment, and what is being done to it EQUALITY & JUSTICE Have a say about what happens to the environment Explore their identities in a safe environment Safe recreation in the outdoors and in their communities Education on gun safety and to live in a gun-aware PHYSICAL HEALTH community that is educated and aware of proper gun usage Hygienic products, clothing, and utilities suitable for all Have their voices heard in legal decisions that affect climates and environments everyone Have access to outdoor recreational and natural spaces Be protected in all of their life circumstances, be able to (e.g., parks, fields, courts, lakes, pitches, trails, paths, etc.) have their own privacy in their environments, -
Harvesting Summary EU Youth Conference 02 – 05 October 2020 Imprint
Harvesting Summary EU Youth Conference 02 – 05 October 2020 Imprint Imprint This brochure is made available free of charge and is not intended for sale. Published by: German Federal Youth Council (Deutscher Bundesjugendring) Mühlendamm 3 DE-10178 Berlin www.dbjr.de [email protected] Edited by: German Federal Youth Council (Deutscher Bundesjugendring) Designed by: Friends – Menschen, Marken, Medien | www.friends.ag Credits: Visuals: Anja Riese | anjariese.com, 2020 (pages 4, 9, 10, 13, 16, 17, 18, 20, 23, 26, 31, 34, 35, 36, 40, 42, 44, 50, 82–88) picture credits: Aaron Remus, DBJR: title graphic, pages 4 // Sharon Maple, DBJR: page 6 // Michael Scholl, DBJR: pages 12, 19, 21, 24, 30, 37, 39, graphic on the back // Jens Ahner, BMFSFJ: pages 7, 14, 41,43 Element of Youth Goals logo: Mireille van Bremen Using an adaption of the Youth Goals logo for the visual identity of the EU Youth Conference in Germany has been exceptionally permitted by its originator. Please note that when using the European Youth Goals logo and icons you must follow the guidelines described in detail in the Youth Goals Design Manual (http://www.youthconf.at/wp-content/uploads/2018/08/BJV_Youth-Goals_ DesignManual.pdf). Berlin, December 2020 Funded by: EU Youth Conference – Harvesting Summary 1 Content Content Preamble 3 Context and Conference Format 6 EU Youth Dialogue 7 Outcomes of the EU Youth Conference 8 Programme and Methodological Process of the Conference 10 Harvest of the Conference 14 Day 1 14 Day 2 19 World Café 21 Workshops and Open Sessions 23 Day 3 24 Method: -
The Rise of Gerontocracy? Addressing the Intergenerational Democratic Deficit
The rise of gerontocracy? Addressing the intergenerational democratic deficit Dr Craig Berry on behalf of the Intergenerational Foundation May 2012 Intergenerational Foundation, www.if.org.uk, charity no: 1142 230 Contents Foreword 3 Executive summary 5 Introduction 10 1. Democracy and intergenerational equity 13 2. The intergenerational democratic deficit 20 3. Solutions? 44 Appendix: possible objections 66 2 Foreword Debate about the implications of the ageing character of our society has so far been directed towards economic issues, including imbalances in wealth and economic opportunities across the generations. It is now time for us to start considering the civic implications of inequalities arising from Britain's ageing society. The analysis set out in this paper by Dr Craig Berry shows that, if current trends continue, older cohorts may well come to exercise a disproportionate influence on the democratic process in future decades. We could be witnessing a fundamental reconfiguration of the electorate, which is putting more power into the hands of older people and reducing that which younger cohorts possess. Dr Berry's paper illustrates that the life-stages of voters matter more and more in our democracy. Understanding the significance and nature of age-based inequalities should form an important part of the agenda of those committed to the cause of reforming our political system. An electorate which includes a growing number of older people generates new imbalances in terms of voter turnout, voter registration, party support and the social and generational composition of the legislature. The coalition government's proposed changes to the system of voter registration, for instance, require particularly careful scrutiny if they are to avoid making generational inequalities worse. -
National Youth Rights Association Jason Kende
Board of Directors PO Box 5882 Christopher Coes -- Washington DC 20016 Scott Davidson http://www.youthrights.org [email protected] Laura Finstad Rich Jahn National Youth Rights Association Jason Kende Alex Koroknay-Palicz Johnathan McClure To: Federal Elections Commission Re: Rules regarding political contributions by minors Kathleen Miller Brad White In light of the December 10 Supreme Court's use of no uncertain terms in to strike down the Bi-Partisan Campaign Reform Act's provision that Board of Advisors individuals 17 and under were banned from political giving, the National Youth Rights Association urges a liberal interpretation of the rules Adam Fletcher when implementing the Court's ruling. To accommodate the decision Founder, Freechild.org in McConnell vs. FEC we believe the greatest deference must be paid David Hanson, Ph. D. to youth wanting to donate money to political campaigns and parties. Professor. State University ofNew York at Potsdam Specifically we recommend the following: 1. Minors 14-17 should be treated no differently from adults in the Bennett Haselton area of political donations. President. Peacefire 2. Minors between 7 and 14 should have an initial presumption of Grace Llewellyn capacity that is rebuttable. Author. "Teenage Liberation Handbook" 3. Minors 7 and under should have a rebuttable presumption of incapacity. Mike Males, Ph.D. 4. Minors should be able to donate from bank accounts where they Author. "Framing Youth" have full access to the funds, even if parents or guardians must Roderic Park, Ph. D. co-sign to open the account. Former chancellor. University ofColorado - If a hearing is scheduled, NYRA is interested in testifying. -
Leveraging Youth Advocacy May 5, 2021
School Mental Health Virtual Learning Series January 2021-August 2021 Youth MOVE National: Leveraging Youth Advocacy May 5, 2021 Technology Support • Slides will be posted on the NCSMH website (www.schoolmentalhealth.org) and emailed after the presentation to all registrants • Please type questions for the panelists into the Q&A box. • Use chat box for sharing resources, comments, and responding to speaker Web Mobile App Tiffany Beason Larraine Bernstein Taneisha Carter Elizabeth Connors NCSMH Faculty Coordinator Senior RA NCSMH Faculty Dana Cunningham Sharon Hoover Nancy Lever Jill PGSMHI Director NCSMH Co-Director NCSMH Co-Director Bohnenkamp NCSMH Faculty Oscar Morgan Michael Thompson Dave Brown MHTTC Project Director MHTTC Sr. TA Specialist Senior Associate School-based Training Behavioral Health Equities Perrin Robinson Britt Patterson Kris Scardamalia Communications Director NCSMH Faculty NCSMH Faculty Central East Geographical Area of Focus HHS REGION 3 Delaware District of Columbia Maryland Pennsylvania Virginia West Virginia What Does Central East MHTTC Do? Actions • Accelerate the adoption and implementation of evidence‐based and promising treatment and recovery-oriented practices and services • Strengthen the awareness, knowledge, and skills of the behavioral and mental health and prevention workforce, and other stakeholders, that address the needs of people with behavioral health disorders • Foster regional and national alliances among culturally diverse practitioners, researchers, policy makers, funders, and the recovery community • Ensure the availability and delivery of publicly available, free of charge, training and technical assistance to the behavioral and mental health field National Center for School Mental Health MISSION: Strengthen policies and programs in school mental health to improve learning and promote success for America's youth • Focus on advancing school mental health policy, research, practice, and training • Shared family-schools-community mental health agenda Directors: Drs. -
World Program of Action for Youth (Wpay)
WORLD PROGRAM OF ACTION FOR YOUTH (WPAY) “Full and Effective Participation of youth in the life of society and in decision-making” ITALY TABLE OF CONTENTS Introduction 3 Action 1 5 Action 2 6 Action 3 7 Action 4 8 Action 5 9 Action 6 10 Conclusion 11 Sources 12 2 INTRODUCTION The revision of WPAY poses new questions and challenges for the analysis of the Italian situation during the period 1995-2005. The most interesting area to be evaluated is the one concerning national youth policies, youth empowerment and participation. This report aims at highlighting the national situation during this period, and above all, wants to discuss the measures implemented and what is still needed. The WPAY provides different areas to be discussed within its framework, including youth employment, globalization and intergenerational dialogue. For what concerns area 10 (Full and Effective Participation of Youth in the life of Society and in Decision-making), it presents six different points governments agreed to work on back in 1995. These are as follows: • Action 1 Governments agreed to “Improving access to information in order to enable young people to make better use of their opportunities to participate in decision-making” • Action 2 Governments agreed to “Developing and/or strengthening opportunities for young people to learn their rights and responsibilities” • Action 3 Governments agreed to “Encouraging and promoting youth associations through financial, educational and technical support and promotion of their activities” • Action 4 Governments agreed -
Download Issue
YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
Engaged for Success
Engaged for Success Service-Learning as a Tool for High School Dropout Prevention A Report by Civic Enterprises in association with John M. Bridgeland Peter D. Hart Research Associates for the John J. DiIulio, Jr. National Conference on Citizenship Stuart C. Wulsin April 2008 Table of Contents Executive Summary ............................................................................................ 1 The Potential to Increase Student Attendance and Engagement ..................................................... 2 The Promise of Service-Learning in Fostering Motivation and Achievement ................................. 2 Making Service-Learning More Widely Available as a Dropout Prevention Tool ........................... 3 Policy Pathways ................................................................................................................................. 3 Our Failing Schools ............................................................................................. 5 Causes of Dropout ............................................................................................................................ 6 Students Identify Ways Schools Could Improve ............................................................................... 6 Policy Solutions ................................................................................................................................. 7 Service-Learning in Our Schools ........................................................................... 7 The Need for Increased Access -
The Drinking Age
Vermont Legislative Research Shop Lowering the Drinking Age The minimum legal drinking age fluctuated throughout the second half of the 20th century, yielding mixed results. After prohibition was repealed in 1933, almost every state set the minimum legal drinking age (MLDA) at 21 years.1 In 1970 Congress lowered the voting age to 18, which began a movement to lower the drinking age, as well. During the Vietnam era, many people were outraged that 18 year‐olds were fighting overseas yet could not have a drink. In the period between 1970 and 1975, 29 states lowered their MLDA to 18, 19 or 20. A study by Alexander Wagenaar revealed that in states that had lowered their minimum age there was a 15 to 20% increase in teen automobile accidents.2 This information influenced 16 states to raise their MLDA to 21 between 1976 and 1983. Pressure from groups such as Mothers Against Drunk Driving (MADD) led to the signing of the Uniform Drinking Age Act by President Ronald Reagan on July 17, 1984.3 This act mandated a significant decrease in federal transportation funding for states that did not raise their MLDA to 21. Worldwide, the United States has the highest MLDA, with others ranging from birth to age 20.4 The majority of countries have a MLDA of 18. In most of these countries, however, the family teaches responsible drinking from a very young age. Since 1960, over one hundred studies have been conducted to analyze the effects of raising the MLDA. This research was examined by Alexander Wagenaar to determine the trends that appeared in the conclusions.5 Some of these studies provided evidence supporting a MLDA of 21, while most others found no conclusive results.