Titlebook: National Independent Human Rights Institutions for Children; Protecting and Promo Ursula Kilkelly,Emily Logan Book 2021 The Editor(s) (if a

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書(shū)目名稱National Independent Human Rights Institutions for Children影響因子(影響力)




書(shū)目名稱National Independent Human Rights Institutions for Children影響因子(影響力)學(xué)科排名




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書(shū)目名稱National Independent Human Rights Institutions for Children網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




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書(shū)目名稱National Independent Human Rights Institutions for Children被引頻次學(xué)科排名




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書(shū)目名稱National Independent Human Rights Institutions for Children年度引用學(xué)科排名




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書(shū)目名稱National Independent Human Rights Institutions for Children讀者反饋學(xué)科排名

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https://doi.org/10.1007/978-3-030-80275-2social policy; children policy; social work; Criminal Justice; Administrative Justice; SDG 16; justice; str

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COMA

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,The Irish Model—The Ombudsman for Children,with the expectations of the Paris Principles and General Comment No. 2 of the United Nations Committee on the Rights of the Child. This chapter presents the legislative basis of the Ombudsman for Children, traces its origins and background, and then considers the extent to which it meets the international standards for NHRIs for children.

反應(yīng)

Book 2021nt Goals, there is increased interest in and a need to develop national human rights’ bodies?for children’s rights.?This book provides?an in-depth look at one domestic independent children’s rights institution: the?Irish Ombudsman for Children’s Office, to highlight the learnings for an internationa

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tions for monitoring.Highlights the methodologies, creative Following the?30.th.?anniversary of the United Nations Convention on the Rights of the Child in 2020, and the creation of the UN Sustainable Development Goals, there is increased interest in and a need to develop national human rights’ bodi

填料

Conclusions,is new office, established in 2004, as to how legislative power can be translated into strategic action. Experiences indicate that what is instrumental is how the institution’s powers are used as much as what they are used to achieve.

Oratory

appropriate integration of technology in the science classroom creates a dynamic learning environment where students are active participants in the learning process and therefore, science teachers are now matching the appropriate use of technology with content to maximize the student’s potential in