Article 22: The Right to Protection for Refugee and Asylum-Seeking Children

Article 22 guarantees the substantive application of all Convention rights to the particular situation of asylum seeking and refugee children, and also guarantees them protection and assistance in advancing their immigration and residency status claims and in overcoming the hurdles posed by international migration channels, including guarantees of due process. The rights of refugee and asylum-seeking children can be analyzed in relation to four essential attributes. First of all, Article 22 insists upon appropriate protection and humanitarian assistance. Refugee children are not granted a special status under the Convention, but they are not given any lesser status. They are to be treated as children first and foremost and not as migrants per se, in the sense that national immigration policy cannot trump child rights. The basic rights to education, health, and child welfare of these children needs to be protected to the same extent, and as much as possible, as children who are nationals of the host country. The second attribute preserves the rights of refugee children not only under the Convention but under all other international human right treaties and humanitarian instruments binding on the relevant States Party. These may include, for many governments, the 1951 Refugee Convention, the Convention on the Reduction of Statelessness, the Geneva Conventions and the Hague Convention for the Protection of Minors, 1961, among others. A third attribute of Article 22 insists upon the duty to protect and assist refugee children. This entails a clear duty to provide children with appropriate due process rights throughout their asylum and refugee claims procedures, including the child’s right to be heard and participate in all the processes determining the child’s residence or immigration status, border admission, deportation, repatriation, detention, alternative measures, or placement, including best interest determination processes. The fourth and final attribute of Article 22 asserts that two basic principles should guide each activity with the refugee child: the best interests of the child and the principle of family unity.

Kewenangan Ayah Biologis Menjadi Wali Nikah Bagi Anak Hasil Zina Menurut Pandangan Imam Syafi’i dan Putusan Mahkamah Konstitusi (MK) NO. 16/PUU-VIII/2010

The presentence of marriage guardian is a must which should be considered. This research learn about Imam syafi'i viewpoint and Mahkamah Konstitusi Decision no 16-VIII-PUU/2010 about the authority of bioligical father to be marriage guardian for his out of marriage children.This purpose research is to analyst how Imam Syafii viewpoint and Mahkamah Konstitusi Decision about the authority of bioligical father to be marriage guatdian for his out of marriage children. This research is using yuridis normatif proccess with deskriptip kualitatif method. The result of this research is imam syafii gave 2 viewpoint about bioligical father to be marriage guardian for his out of marriage children. First, its allowed a father to be marriage guardian for his out of marriage children with provision the daughter born at least 6 month after her parents akad. Meanwhile, mahkamah konstitusi decision said "a child that was born out of marriage have a civil relation with her mother and mothers family and then a man as her father that could be prove by sains and technology or another evidence according to law has blood relation including civil relation with the father's family. ."this legal logic decision has consequence to out of marriage children descendants with her father. It is mean if we look at Mahkamah Decision a father could be a marriage guardian for out of children marriage without to see how old the womb that born after the marriage. Keyword: Guardian Authority, Child of Adultery, Imam Syafi’i and Constitutional Court Number 16/2010

Women and Children First: Appropriated Fiction in the Ten Hours’ Advocate

This article examines interclass strategies to bring about reform in mid-nineteenth century England. It specifically explores the way the Ten Hours’ Advocate, a paper written for the working classes, looked to present itself as a middle-class periodical in order to further the argument for factory reform. In reproducing fiction filched from middle-class periodicals, the Advocate performed its argument for the Factory Bill: that the Bill would ease social tensions, dissipate the Chartist or radical threat, and ensure a “return” to traditional gender roles. The appropriated fiction is mild, rather bland; the non-fictional argument for reform is direct and unapologetic. That the Advocate was opportunistic in the way it made the case for reform is an example of the advantages provided to reformers by the absence of strict copyright laws and by Victorian periodical culture in general. But it also contextualises the debate over the family-wage argument and the working-class role in hardening the Victorian sexual division of labour.

Acquiring the cardinal knowledge of number words: A conceptual replication

Understanding the way in which counting represent numerosities was shown to be a long-lasting process. As shown in the Give-a-number task, acquiring the meanings of verbal number words goes through successive developmental stages in which children first learn the cardinal meanings of small number words one at a time before generalizing the cardinal principle they have induced from the first three number words to all number words within their counting range. This acquisition would take about a year, and would be completed by the age of 3 ½ years. The aim of the present study was to provide a conceptual replication of the developmental sequence described in Wynn’s study nearly 30 years ago using the Give-a-number task. A first cross-sectional study was conducted on 213 Belgian children aged between 39 and 74 months using the Give-a-number task to examine the developmental pattern and the influence of age on this acquisition. The time span of acquisition was examined in a second study in which 34 children were tested five times every months between the age of 36 to 52 months. Results showed that acquiring the cardinal meanings of number words spread out over a protracted period, far more extended than assumed by Wynn. Furthermore, children do not generalize all-at-once to large number words, the cardinal knowledge they learned on small number words. Rather, number words were found to be learned one at a time in a really progressive manner. Results were discussed with regard to their implications for the existing theories and in relation with other tasks assessing the acquisition of verbal number symbols.

Worse Theory of Mind in Only-Children Compared to Children With Siblings and Its Intervention

The purpose of this study was to explore theory of mind (ToM) differences in children with different birth orders (only-children, first-born children, and second-born children), and further explore the effect of cognitive verb training for only-children’s ToM. Adopting the paradigm of false belief, Study 1 was conducted in which a sample of 120 children aged 3–6, including first-born children, second-born children (siblings aged 1–13 years), and only-children were tested. The results showed that (1) children aged 3–6 had significantly higher scores on first-order false-belief than second-order false-belief. (2) Controlling for age, the only-children scored significantly lower than the first-born children. In Study 2, 28 only-children aged 4–5 (13 in the experimental group and 15 in the control group) who initially failed in false-belief tasks were trained with the cognitive verb animations. Significant post-training improvements were observed for only-children who received training of animations embedded with cognitive verb. Those findings indicated that ToM of only-children was significantly worse than first-born children of two-child families, and linguistic training could facilitate ToM of only-children whose ToM were at a disadvantage.

Children First? Intra-Household Inequality in Reconstituted Couple Households

An increasing number of children are growing up in reconstituted households, formed by a couple and a non-common child. Reconstituted households tend to be poorer, which is associated with worse behavioural and developmental outcomes. Additionally, there is evidence that non-common children receive less economic support from their parents upon leaving the parental home. Using age-specific deprivation data collected in the 2014 European Survey on Income and Living Conditions this article compares the allocation of resources in reconstituted and intact couple households. It shows that indeed, children in reconstituted households are more likely to be deprived compared to those in intact households. However, it finds no evidence that reconstituted households are less likely to prioritise children. The findings hold across welfare regimes. Women are more likely to go without compared with men, although differences are small.

Family Structure Transitions: Prevalence and Physical Health Effects in Ethiopia, India, Peru, and Vietnam

This study aimed to identify the prevalence and physical health consequences of family structure transitions among children in Ethiopia, India, Peru, and Vietnam. In many high-income countries, family structure transitions are common, and research suggests that they can lead to worse physical health for children. However, we know little about either the prevalence or consequences of family structure transitions for children in low-and middle-income countries, who make up the vast majority of the world’s children. First, we estimated the number of family structure transitions by age 12 using four rounds of Young Lives data from four low-and middle-income countries (N = 8062, Ethiopia, India, Peru, and Vietnam) and validated our prevalence estimates with another dataset from these same countries. The proportion of children experiencing a family structure transition by age 12 was: 14.8% in Ethiopia, 5.6% in India, 22.0% in Peru, and 7.7% in Vietnam. We put these estimates in context by comparing them to 17 high- and upper-middle-income countries. Second, using linear mixed models, we found that family structure transitions were not directly associated with worse physical health for children in Ethiopia, India, Peru, and Vietnam. Children in Peru experienced higher rates of family structure transitions relative to children in the other Young Lives countries, and similar rates to many of the 17 comparison countries, yet physical health was unaffected. It is possible that in low-and middle-income countries, the environment may overwhelm family stability as a determinant of physical health.

Clinico-etiological profile of first episode of seizure and its correlation with electroencephalogram in children aged 2 months to 18 years

Background: Seizure is one of the commonest neurological illnesses. About 4-10% of children experience at least one episode in the first 16 years of life. Approximately 30% of children who experience, first afebrile seizure later develop epilepsy. Risk is approximately 20% if neurological examination, electroencephalogram (EEG) and neuroimaging is normal. The objective of the study is to determine the age of onset, etiology of first episode of seizure in children between the age group of 2 months to 18 years and the pattern of EEG changes in the above group of children.Methods: In a prospective single centre observational study at Cheluvamba tertiary care hospital in Mysore, around 80 children who were admitted with first episode of afebrile seizure to our emergency department between October-2020 to July-2021 (10 months) were studied. Seizures defined using international league against epilepsy (ILAE) and EEG was done for all 80 children and their records were analysed.Results: A total of 80 children presenting with first episode of seizure were included in the study. Toddlers represented the major portion of our study with male gender predominance. Idiopathic seizure was the most common etiology identified (81.2%), followed by meningitis (7.5%). EEG abnormality was seen in 58.7% of the children which was statistically significant (p<0.05). MRI was done in 72.5% of the children, of which abnormality was seen in only 8.6% of the children.Conclusions: Seizure is mainly diagnosed clinically and EEG can be normal in many children. First episode of seizure is common in the age group of 1-3 years. Normal EEG at present may not indicate the non-recurrence in future. Though EEG interpretation is useful, treatment can be started based on clinical diagnosis and has to be individualized.

Psychological Features of Creative Thinking of Younger and Older Adolescents

Introduction. The relevance of the problem is due to the theoretical and practical significance of the study of the specifics of creative thinking in adolescence. Objective. To identify the psychological characteristics of creative thinking in younger and older adolescents. Materials and Methods. Theoretical and empirical methods were used in the research. As a diagnostic tool, a modified version of the Gilford technique and a shortened version of the Torrence creativity test are used. Results. Four levels of creative thinking development were identified and described: average, below average, above average, high. The characteristic feature of the development of creative thinking of older adolescents is the uneven development of its main indicators. When comparing the data obtained in younger and older adolescents, there is some lag in the first indicators such as fluency and flexibility of thinking. Nonverbal creative thinking is better developed in the group of older teenagers due to better detailing of answers and ideas. In General, the indicators of flexibility of thinking are lower than the indicators of fluency in both samples. The study determined the nature of the relationship between creativity and the level of intelligence of the subjects. For this purpose, the coefficient of rank correlation rs Spearman was used. Discussion and Conclusions. Adolescence is a special period in the development of thinking in ontogenesis, since it is in the middle classes that children first begin trading to study systematic courses in a number of disciplines where, unlike primary school, truly scientific concepts are presented. Based on these concepts, students develop ways of their actions to solve the relevant problems. This circumstance radically changes their thinking. The results can be used in the process of organizing the educational process with students in the study of disciplines of the psychological cycle, in the activities of the psychological service of universities, as well as school psychologists.