A letter report issued by the General Accounting Office with an abstract that begins "Pursuant to a congressional request, GAO reviewed the mechanisms of coordination between Medicaid and the Individuals With Disabilities Education Act (IDEA), focusing on: (1) how Medicaid and IDEA interact to meet the needs of low-income school-aged children with disabilities; and (2) issues that have arisen in coordinating Medicaid and IDEA services in schools."
There are many global problems that children and young people face today, such as new technologies, digitalization and climate changes, among others. These issues represent new threats to youth, but they also constitute new learning opportunities and contacts relevant to their well-being and growth as human beings. In this sense, the European Parliament, in its Resolution on the rights of the child on the 30th anniversary of the Convention on the Rights of the Child, came to elect inclusion and innovation as the guiding principles of education and training in a world dominated by digital technologies. This study aimed to identify the rights of minors when are using the Internet, the digital platforms and social networks and in all new spaces for digital communication, whether through computers, tablets, smartphones and game consoles. The method consisted of a theoretical and descriptive approach to relevant international instruments for the protection of the rights of children and young people, such as the European Convention on Human Rights, the Convention on the Rights of the Child, the European Social Charter, the European Parliament Resolution and the Council of Europe Strategy on the Rights of the Child (2016-2021). In addition, a critical analysis was carried out, based on the participation of the young people who were also heard, the achievements obtained and the challenges that arise, as well as the concerns and specific needs of adolescence in this area. The results show that the technological means used at the level of personalized education and partnerships between educational establishments have a high potential to combat the inequalities that exist between youth, bridging the digital divide between students from different socio-economic contexts and regions. The digital world presents opportunities, but it also presents risks, namely, harmful content, sexual exploitation, deprivation of privacy and unprotection of personal data, many resulting from the child's own conduct, such as cyber-bullying and self-exposure. Parents and educators feel the inherent difficulties and concerns without knowing how to proceed, digging the generational gap. There is an urgent need to promote access to quality training - "education for digital citizenship" - to combat radicalization and hate speech and ensure the protection of children's rights, promoting more creative, critical and secure digital communication.
In diesem Beitrag werden die Beziehungen zwischen dem "Pädagogischen" und dem "Politischen" im Werk Rousseaus geprüft, insbesondere hinsichtlich Émile (1762). Zunächst zeigt sich, dass diese beiden praktischen Bereiche menschlicher Tätigkeit relativ unabhängig voneinander zu sein scheinen: Émile ist keine Anwendung des Gesellschaftsvertrags auf den Bereich der Erziehung und umgekehrt ist Erziehung keine Alternative zur politischen Ohnmacht, d.h. Émile ist keine erzieherische Antizipation des Gesellschaftsvertrags. Im zweiten Teil aber zeigt die Analyse der Artikulation zwischen dem "Natürlichen" und dem "Künstlichen", dass Rousseau die beiden Bereiche in der gleichen Denkart strukturiert: die Vermittlung des "künstlichen Eingriffs" ist immer notwendig, damit dem Naturgesetz sowohl in der Erziehung als auch in der Politik Folge geleistet werden kann. (DIPF/Orig.) ; In his contribution, the author examines the relations between the "pedagogical" and the "political" in Rousseau's work, with special emphasis on the Émile (1762). At first, it appears as if these two practical spheres of human activity are rather independent of one another: the Émile does not constitute an application of the Social Contract onto the field of education and, vice versa, education is not an alternative to political impotence, i.e. the Émile does not constitute an educational anticipation of the Social Contract. In the second part, however, the analysis of the articulation between the "natural" and the "artificial" reveals that Rousseau applies the same mindset in the structuring of these two spheres: the mediation of the "artificial intervention" is always necessary in order to conform to the law of nature in both education and politics. (DIPF/Orig.)
AbstractExposure to lead through drinking water is of concern for children, particularly at schools and early education and care facilities (EECFs), where they spend much of their time. We use lead and copper data from monitoring in schools and EECFs in Massachusetts (USA) and create risk indices based on the percentage of fixtures in a school above three water lead level (WLL) thresholds (15, 5, and 1 ppb) to model which building characteristics, water source, and water treatment practices are associated with a school exceeding these thresholds. Local building characteristics had larger effects than information about the public water supplier (PWS), and buildings built from 1950 to 1980 were most at risk. Daily flushing and fixture replacement often decreased elevated WLLs, and water coolers had lower WLLs than other fixtures. These findings highlight the value of WLL monitoring programs and can be used to prioritize future investment in monitoring and remediation.
