Engaging Children in Decision Making
Adultcentrism is the tendency of adults to view children and their problems from a biased, adult perspective, thus creating barriers to effective practice with children.
How do we change structural patterns of adultcentrism in our work with children and adolescents?
To answer this question, and develop an interreligious, intercultural, and intergenerational project, GNRC Chile sought consultancy with sociologist and professor from the University of Chile, Claudio Duarte. In a two-day workshop, they reflected through a participatory process on how behavior built on structures of unconscious repetition can be overcome, and how age should not be viewed as a factor of power, but rather an element of participation. They concluded that diversity in age allows for meaningful participation where everyone contributes from their experience, interest, and point of view. Meaningful participation of children in activities and processes allows them to feel heard and know that their opinions matter.
Article 12 of the Convention of the Rights of the Child recognizes that children have the right to participate in decision-making on matters that concern and affect them, whether individually or collectively. It allows them to express their opinions and have them considered. Adults are expected to facilitate safe spaces for children for them to grow, create, and implement their interests and needs.
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Technology is a tool that can help you to streamline your tasks and achieve your goals faster. It helps you to accomplish complex tasks that may have been difficult to do manually. It can save you a lot of time, and also helps you to keep track of important data. It is a great way to increase your productivity. Technology can also be used to automate your business processes.
It is a process of applying science to the practical aims of human life or, as it is often phrased, to changing and manipulating the environment. Technology encompasses a wide range of activities, from the development of new materials and devices to the establishment of communication networks.
Most technological innovations spread or disappear on the basis of free-market forces, and it is rare for a particular technology to become a subject of public debate and possible formal regulation (as occurred with contour plowing, vaccination, genetic engineering and nuclear power plants). However, even apparently promising early technologies frequently stall midway through their development.
Joseph Dunne argues that anyone who attempts to apply scientific knowledge via technology must first reason through contingencies, constraints and behavior in specific circumstances. This approach differs from science, which focuses on necessity and universality. It is at this point that technologists must prioritize some low-resistance path towards a desired end, and that is why their activity necessarily involves instrumentality and freedom of choice.
For example, students can use technology in their classrooms to collaborate with people around the world. They can work together with classmates, students from other schools, and community members to address a problem in another country. This is a valuable learning experience for students.
In addition, technology allows teachers to spend more time interacting with their students and delivering engaging, accessible lessons. It can also be a powerful tool for promoting student engagement by providing them with more personalized learning opportunities and by helping students with disabilities access course content.
It is essential that schools have technology support staff available to fix problems as they arise. Otherwise, it could be easy for technology to take away from the learning experience. This is especially true for students who may not have as much access to technology at home.
For example, if a student is struggling with reading on a tablet, they should be able to ask for help or ask for extra time to complete assignments. Similarly, if a class is using a new piece of software, the tech support staff should be available to answer questions and resolve issues. Otherwise, the teacher may not be able to focus on the actual lesson, and it is likely that students will lose interest. In the long run, this will affect student achievement. Technology prepares students for the future by teaching them how to solve problems and collaborate with others. This will be invaluable in their professional careers and in their personal lives as well. It can even improve their mental health and self-esteem by empowering them to be more productive and independent.
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Child labor is a violation of human rights and a barrier to social and economic development. Governments, employers, workers, and civil societies should join forces and take concrete actions to eliminate child labor in all its forms.
Guided by this year’s theme of the World Day Against Child Labor, ‘Social Justice for All. End Child Labour!’, hundreds of people gathered in Lahore on 12th June 2023 to commemorate the day. Led by Children Advocacy Network-Pakistan (CAN-Pakistan) and its partners, they demanded social justice for all children.
Despite the adoption of a National Policy on Child Labor in 2000 and a National Action Plan on Child Labour in 2016, Pakistan continues to be among countries with the highest prevalence of child labor in South Asia. The COVID-19 pandemic worsened the situation, as many families lost their livelihoods and pushed more children into child labor.
Mr. Raja Basharat, the Minister for Law and Parliamentary Affairs of Punjab, reaffirmed the government’s commitment to end child labor and ensure social justice for all children. Ms. Hina Mansab Khan, President,Women Chamber of Commerce, and Industry (WCCI), emphasized the need to provide social protection to vulnerable groups, especially women and children, who are often exploited and abused. She added that social protection could help reduce poverty, inequality and vulnerability and create an enabling environment for decent work and sustainable development.
The role of social dialogue and social protection in preventing and combating child labour, backed up with testimonies from former child laborers were highlighted.
The event concluded with a pledge by all participants to join hands and work together to end child labour by 2025, as part of the Centenary Declaration for the Future of Work.
“Involving workers’ organizations in the design and implementation of policies and programmes on child labour is a necessity as they could play a key role in raising awareness, mobilizing resources, providing services and advocating for the rights and interests of workers and their families.” – Mr. Zahoor Awan, General Secretary, Pakistan Workers’ Federation (PWF)
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Gambling occurs when someone stakes something of value, such as money or goods, for a chance at winning a prize. It can be done with any game of chance or skill, such as lotteries, scratch-off tickets, video poker and slot machines, or even sports. People gamble in casinos, racetracks and other public places, as well as at home on the Internet. The most common reasons for gambling include mood change, a desire to win, and the social rewards of playing games with other people. People also gamble to relieve unpleasant feelings, such as stress or boredom.
When gambling, it’s important to know the risks and how to avoid them. The most dangerous type of gambling is compulsive gambling, which is defined by recurrent patterns of problematic behavior. The disorder can lead to serious financial and health problems, and it’s important to seek help if you have symptoms of the disease.
The best way to prevent problem gambling is to only play with money that you can afford to lose. It’s also important to set spending and time limits for yourself before you start gambling, and stick to them. It’s also a good idea to limit your consumption of alcohol and other substances while gambling, as they can make you more vulnerable to losing control.
Some people have a genetic predisposition to developing a gambling disorder. In addition, people who begin gambling during adolescence or young adulthood have a higher risk of becoming addicted to the activity. In addition, men tend to develop a gambling problem faster than women.
Those who have a history of depression, substance abuse or stress are also more likely to develop gambling problems. In addition, family members of someone with a gambling problem may be at risk for becoming compulsive gamblers themselves.
It’s also a good idea to seek therapy for underlying mood disorders if you’re struggling with the disorder. Therapy can help you learn coping skills and improve your overall mental health, which can reduce the risk of gambling-related problems.
Gambling is a popular pastime that can be very addictive. While it’s not uncommon to lose money, it is also possible to win large sums of cash. However, it’s important to remember that gambling is not a lucrative way to make money and should only be used for entertainment purposes. In order to prevent yourself from getting into trouble, you should never bet more than you can afford to lose and never try to recoup your losses. This is known as chasing your losses and it’s one of the most common causes of gambling addiction.
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Religion is a complex aspect of human life that can be both a unifying force and a source of stress. Education about religion should provide students with the tools to explore a variety of beliefs and understand the many ways in which people connect to their faith. Resources should also address the many different denominations and levels of observance within each religion. Ideally, resources will avoid the notion of religion as an ahistorical entity that exists solely in the minds of believers.
A broad definition of religion includes all human beings’ relations to that which they deem holy, sacred, absolute, spiritual, divine, or worthy of especial reverence. In more traditional religious traditions, these concerns are expressed in terms of one’s relationship with or attitude toward gods and spirits; in more humanistic or naturalistic forms, they may be expressed in terms of one’s relation to or attitude toward the broader community of humans or the natural world. Religion is typically associated with rituals, a sacred text, and a belief in the afterlife.
In the early modern period, scholars began to study the various religions of the world and to compile mythological material, a trend that was accelerated by the Renaissance and by discoveries in Africa and the Americas. These advances prepared the way for more modern developments in the study of religion, including a new interest in comparative studies and an increasingly systematic compilation of information about human customs and beliefs.
Scholars have debated the meaning of “religion.” Some believe that to understand religion in terms of beliefs or any subjective states reflects a Protestant bias and that the concept of religion should be understood in terms of institutional structures. Others argue that to focus on institutions and disciplinary practices overlooks the social forces that inculcate those institutions and practices. Still others have sought a middle ground by adopting a Foucauldian approach and viewing religion as a process of inculcation.
In more recent times, there has been a movement in sociology called the “reflexive turn” which emphasizes the constructed nature of concepts like “religion.” Some scholars have criticized the concept of religion as an invention of Western culture; others have focused on its universalism and the fact that it is a tool of oppression. One of the most influential books in this vein is Talal Asad’s Genealogies of Religion (1993), which takes a Michel Foucauldian approach to demonstrate how the concept of religion was created for particular purposes and then applied to a wide range of phenomena.
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