"En este estudio se analiza el acoso escolar y las graves consecuencias que está provocando a las víctimas de esta agresiva violencia en los centros educativos, que destruye la autoestima y la confianza de los menores acosados. En este trabajo de investigación también se abordael acoso escolar p
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ero utilizando la tecnología de la información y la comunicación, es el denominado ciberbullying, cometiéndose la agresión en formato electrónico a través de medios de comunicación como el correo electrónico, mensajes de texto a través de teléfonos móviles o dispositivos móviles o la publicación de videos y fotografías en plataforma electrónica [...] Este trabajo tiene como finalidad concienciar a todos los operadores que intervienen en esta problemática social, teniendo como destinatario no sólo a los Jueces, Tribunales y abogados, sino también a los cuerpos y fuerzas de seguridad, padres de menores escolares, centros educativos, profesores, periodistas y políticos." (Descripción de la casa editorial)
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"[This report] surveys the landscape of digital opportunity as it relates to – and affects – children. It examines the digital divides that prevent millions of children from accessing through the internet new opportunities to learn and, someday, to participate in the digital economy, helping to
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break intergenerational cycles of poverty. It also explores the undeniably dark side of the internet and digital technology, from cyberbullying to online child sexual abuse to Dark web transactions and currencies that can make it easier to conceal trafficking and other illegal activities that harm children. It reviews some of the debates about less obvious harms children may suffer from life in a digital age – from digital dependencies to the possible impact of digital technology on brain development and cognition. And it outlines a set of practical recommendations that can help guide more effective policymaking and more responsible business practices to benefit children in a digital age. Equally important, this report includes the perspectives of children and young people on the impact of digital technology in their lives – telling their own stories about the issues that most affect them." (Foreword, page vi)
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"The author bases her analysis on five years of fieldwork in the conflict zones of Mindanao, the Philippines, where child protection is of critical importance. She works with the Nonviolent Peaceforce, which specializes in Unarmed Civilian Protection in close cooperation with the United Nations and
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UNICEF to report and respond to Child Protection issues in Mindanao and the surrounding islands. In the field, she sought to implement the humanitarian principles of neutrality and impartiality among the parties to the various conflicts. She established an active presence, and gained access to remote conflict-affected areas. Such work seeks to document and ultimately protect children, civilians and internally displaced persons (IDPs) who are suffering as a result of the armed conflicts. This chapter offers a close examination of UNICEF's communication and media strategies, as well as behind-the-scenes advocacy and in-person contact under difficult physical conditions and terrain." (Introduction to part 6, page 306)
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"These guides are for media professionals working to help audiences affected by humanitarian crises. They give a brief overview of common humanitarian issues in emergencies. They will help you: understand what kinds of problems your audiences are likely to be facing in emergencies; work alongside re
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lief experts to provide audiences with accurate, relevant and life-saving information." (Introduction)
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"La presente propuesta metodológica para la promoción del uso seguro del Internet producto de un acuerdo de trabajo entre el Instituto Interamericano del Niño, la Niña y Adolescentes (IIN-OEA) y World Visión República Dominicana aborda, en forma conjunta, los desafíos que, desde la perspectiv
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a de los Derechos de la niñez y adolescencia nos presenta la expansión del Internet y su creciente presencia en la vida cotidiana de las nuevas generaciones. No se trata de diabolizar los avances tecnológicos ni los cambios en las comunicaciones humanas, producto de dichos avances, sino de reconocer las oportunidades y las amenazas que representan el uso masivo de las mismas. El acceso a Internet es para niños, niñas y adolescentes una herramienta de enorme valor para la obtención de información, comunicación y expresión de sus puntos de vista, así como el conocimiento de nuevas y variadas realidades. Para muchos el acceso a Internet, en la fase histórica en que vivimos, tiene un significado similar a lo que fue la incorporación de la lectoescritura a principios del siglo pasado: una herramienta imprescindible de integración, comunicación y acceso a los bienes de la cultura. Desde esta mirada, el no acceso constituye una brecha de exclusión que se entrelaza y potencializa con otras variables asociadas a la producción social de la vulnerabilidad. Por otra parte, no podemos desconocer que las potencialidades del internet coexisten con riesgos y amenazas. Para los niños, niñas y adolescentes navegar en Internet tiene riesgos similares o tal vez superiores a los que supone el transitar cualquier espacio público sin el acompañamiento responsable de un adulto [...]
Muchas experiencias dan cuenta de continuidades entre violencias virtuales y físicas. Solo a modo de ejemplo, podemos citar el bullying que es extendido a través del cyberbullying o la utilización de Internet para reclutar posibles víctimas de trata o de explotación sexual. El dualismo del Internet nos enfrenta al desafío de articular acceso e inclusión con protección. Acceso seguro con realización de derechos y es aquí donde es necesario reafirmar algunos principios y conceptos presentes en la Convención de los Derechos del niño. En primer lugar, el principio de corresponsabilidad, los niveles de protección de los niños, niñas y adolescentes requieren una corresponsabilidad entre familia, comunidad y Estado." (Palabras introductorias, página 7)
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"Without the support of media partners, child helplines miss the chance to tell the story of their work. Without child helplines, media partners fail to gain the full picture of the realities children and youth face every day. The Media Collaboration Toolkit aims to enhance collaborative synergies b
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etween the media industry and the child helplines." (Page 5)
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"Die vorliegende Broschüre fasst die Erkenntnisse von jugendschutz.net aus den Recherchen zu Islamismus im Internet zusammen und beschreibt das Phänomen aus der Perspektive des Jugendschutzes. Im Blick sind dabei vor allem Strategien, mit denen junge User für islamistische Propaganda geködert we
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rden. Aufgezeigt werden auch mögliche Gegenaktivitäten." (Seite 2)
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"Nesta publicação, entra em foco o tema dos castigos físicos e humilhantes, prática naturalizada como estratégia pedagógica nas famílias e escolas de todo o mundo. Justamente por serem tolerados como medida disciplinar na sociedade, principalmente no âmbito doméstico, os castigos físicos a
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inda são pouco debatidos na esfera pública. Esse silêncio contribui para a manutenção de um modelo educativo tradicionalmente pautado pela violência, mesmo que de forma sutil. Romper com essa lacuna e contribuir para a compreensão das causas, consequências e alternativas aos castigos físicos e humilhantes é, a proposta que a ANDI, Red ANDI América Latina e Save the Children Suécia fazem aos profissionais de imprensa, ao disponibilizarem um conjunto de orientações e diretrizes para o aprimoramento da cobertura sobre o tema. Considerando a complexidade da relação entre pais, filhos e profissionais de educação no processo educativo, este guia procura, portanto, subsidiar o debate sobre estratégias disciplinares positivas e sustentáveis, com base no diálogo e na negociação de limites e consensos de maneira participativa e colaborativa. A presença de tal abordagem na mídia fornece informações extremamente relevantes para os adultos e para as próprias crianças e adolescentes, reforçando a imagem de meninos e meninas como sujeitos de direito, que têm direito a um tratamento respeitoso." (https://andi.org.br/publicacoes)
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"The study finds that there is a general liking for Partenal Guidance (PG) ratings, based on the need to protect the children from harmful and foreign content, as well as to avoid adoption of foreign cultures. However, this does not translate into action in determining viewership decisions, with man
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y parents not able to implement PG ratings. Major gaps remain in the implementation of the PG ratings systems for the country. The understanding and use of ratings by parents, TV stations and regulators is limited, and the guideline remain difficult to use, with TV stations using them but to little impact in the audiences. The challenge is compounded by cut-throat competition by TV stations for audiences. Technology that has changed the methods of access to such content, as well as the social set up also affect the use and effectiveness of PG ratings. Achieving a change of trend requires a change in approach to child programming. This challenge is even bigger for Uganda, a country that boasts of a big young population, and an increasing affinity to watching television, whose numbers are increasing by the day. These challenges can however be addressed; and they need to be addressed. PG ratings is one acceptable way of regulating the kind of TV content that children access to make useful viewing. The study recommends that regulators need to take more responsibility and engage the TV stations as well as the public on the proper use of ratings, through engagement drives. The public, especially the parents, cannot shy away from demanding for proper ratings by the TV stations, and seeking redress for poorly rated content. One other way of resolving the debate is by improving on the availability of only-children content for educational purposes. This
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This report is based on a quantitative study of 3500 children, aged from 9 to 16 years in seven countries, and a qualitative study with 327 children and 230 adults (parents, teachers and educators) in nine European countries (Belgium, Denmark, Germany, Great Britain, Ireland, Italy, Portugal, Spain
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and Romania).
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"Welcome to the guide! The guide has been written to tell children and young people about sexual exploitation online. We hope you will find it interesting and useful." (Page 2)