Childrens Rights

Children’s Rights and Business Principles

The effects that business has on children can be long-lasting and even irreversible. Childhood is a unique period of rapid physical and psychological development during which young people’s physical, mental and emotional health and well-being can be permanently affected for better or worse. Adequate food, clean water, and care and affection during a child’s developing years are essential to his or her survival and health.
Children are even affected by everyday hazards differently and more severely than adults. Due to their physiology, children absorb a higher percentage of pollutants to which they are exposed, and thus their immune systems are more compromised and vulnerable.
Children employed or affected by a business are often invisible. Typical examples include children working illicitly in the supply chain, children on or around company premises, children employed as domestic workers in employee housing, children exposed to business products, children arrested and detained by security services and children of migrant workers left at home.

To date, recognition of the responsibility of business towards children has often focused on preventing or eliminating child labour. While reinforcing standards and actions necessary to prevent and eliminate child labour, the Children’s Rights and Business Principles also highlight the diversity of ways in which business affects children. This includes the impact of their overall business operations – such as their products and services and their marketing methods and distribution practices – as well as through their relationships with national and local governments, and investments in local communities.
Respecting and supporting children’s rights requires business to both prevent harm and actively safeguard children’s interests. By integrating respect and support for children’s rights into the core strategies and operations, they can strengthen their existing corporate sustainability initiatives while ensuring benefits for their business. Such efforts can build reputation, improve risk management and secure their ‘social license to operate’. A commitment to children can also help recruit and maintain
a motivated workforce. Supporting employees in their roles as parents and caregivers, and promoting youth employment and talent generation are just some of the concrete steps that business can take. Considering how products and services can better meet children’s needs can also be a source of innovation and create new markets. Finally, working for children helps build strong, well-educated communities that are vital to a stable, inclusive and sustainable business environment.

The Children’s Rights and Business Principles provide a comprehensive framework for understanding and addressing the impact of business on the rights and well-being of children. Save the Children, the UN Global Compact and UNICEF hope that these Principles will serve as inspiration and a guide for all business in their interactions with children.

Children under 18 years old account for almost one third of the world’s population. In many countries, children and youth make up almost one half of the national population. It is inevitable that business, whether small or large, will interact with and have an effect on the lives of children both directly and indirectly. Children are key stakeholders of business – as consumers, family members of employees, young workers, and as future employees and business leaders. At the same time, children are key members of the communities and environments in which business operates.

With increased attention being paid to the role of business in society
in parallel to governments and other societal actors, and with greater awareness of the links between business and human rights, the explicit focus on the impact of business on children is also timely. Children are among the most marginalized and vulnerable members of society and this is evident from their lacking a public voice. They are rarely given a say or consulted about how communities make decisions – even decisions affecting them directly, such as planning for schools and recreational areas. Yet, when given the opportunity to participate, children have demonstrated that they can provide important alternative viewpoints and make valuable contributions.

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© UNICEF/NYHQ2008-1775/PIrozzI

Children’s Rights and Business Principles
The Children’s rights and Business Principles set out business actions to
respect and support children’s rights. Children’s rights are outlined by the Convention on the rights of the Child, and the International Labour
organization’s Convention No. 138 on Minimum age and Convention No. 182 on Worst Forms of Child Labour. article 3 of the Convention on the rights of the Child sets out the principle that, “In all actions concerning children … the best interests of the child shall be a primary consideration.”

For the purposes of these Principles, actions for all business include:
infringement of the human rights of others, including children, and addressing any adverse human rights impact with which the business is involved. The corporate responsibility to respect applies to the business’s own activities and to its business relationships, linked to its operations, products or services.

THE CORPORATE COMMITMENT TO SUPPORT — in addition to respecting human rights, voluntary actions that seek to advance human rights, including children’s rights, through core business activities, strategic social investments and philanthropy, advocacy and public policy engagement, and working in partnership and other collective action.
respect for children’s rights is the minimum required of business. actions to support children’s rights are strongly encouraged even if not required. Each Principle in the Children’s rights and Business Principles lays out actions to respect children’s rights and actions to support children’s rights.
In this document, the phrase ‘children’s rights’ is synonymous with the ‘human rights of children’.

Prospect available in my Room or deliverable via email (pdf-form)

Unit 1 Information !

Wir werden am 7. Oktober die Unit 1 mit einem Essay Test beenden.
800-900 Wörter.
Das genaue Thema bezugnehmend auf das Heinz-Dilemma besprechen wir nächste Woche Donnerstag.
Nächste Woche habt ihr die Hausaufgaben i.S. Defintion Liebe (Was ist wichtiger, das leben eines Menschen oder die Gesetzestreue?) fertig und werdet sie vortragen. Danach lesen wir Sartre zu Ende.
Damit habt ihr die Philosophie-Unit dann erfolgreich beendet.

Bentham, Aristipp, Epikur und Mill werden nicht mehr durchgenommen.
Neben der neuen Unit werden wir an den Epochen weiterarbeiten.

Viel Spass auf Week of the Walls

Literature lesson on 5th of September: Minnelyrik (Middle Age)

Literature lesson on 5th of September: Minnelyrik (Middle Age)

Am Freitag werden wir uns mit Minnelyrik (Mittelalter) beschaeftigen. Minne kommt vom Wort minna, das Liebe bedeutet. Wir werden vier Arten von Minnesaengern unterscheiden:

Nachsaenger/fahrende Saenger

File_extension_pdf Minnelyrik.pdf

Donnerstag, 11.09.2014 Literatur: Lesung – Period 4


Der kleine Prinz lernt: “Du siehst nur mit dem Herzen gut. Das Wesentliche ist für die Augen unsichtbar.” (Quelle: Karl Rauch Verlag) 

ab Kapitel V


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Youth is more than the theme of the day; it’s the theme of the decade
by EFA Report
On International Youth Day, this blog looks at the continued importance of keeping the spotlight on better skills development for young people.

The 2012 Education for All Global Monitoring Report: “Youth and Skills: Putting Education to Work”

In 2012, the Education for All Global Monitoring Report analysed the youth skills gap and reported that it had reached new highs in the wake of an extended global financial downturn. According to this specially themed Report, Putting Education to Work, 200 million young people had not completed primary school and lacked skills for work. This International Youth Day we must revisit this theme; it’s as relevant today as it was two years ago.

As International Labour Office (ILO) phrased it in their recent report on youth employment, ‘it’s not easy to be young and in the labour market today’. Reaching record levels, as many as 73 million young people worldwide were estimated to be unemployed in 2013. In addition to being unemployed, as detailed in our 2012 Report, over a quarter of young people are trapped in jobs that keep them on or below the poverty line. Deleterious patterns of high youth unemployment and underemployment, as well as a mismatch in skills for decent work are among the long term effects of the economic crisis, which continue to be seen in many parts of the world.

The number of young people experiencing the impact of slow economic growth is at an all-time high. Currently, they make up 18% of the population in developing countries; and constitute 12% of the population in developed countries. Large demographic bulges in the youth population are especially acute in the least developed countries. These patterns create an enormous demand for secondary education and relevant skill training. Given the stall in the reduction of out of school children in sub-Saharan Africa, as our latest paper with UIS showed, even more young people will enter the labour market without basic skills, and left ill-equipped to find secure, well-paid work.
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EFA Report | 12 August 2014 at 9:34 am | Tags: education, employment, learning, skills, unemployment, UNESCO, youth | Categories: Developing countries, Economic growth, Employment, Equality, Equity, Literacy, Out-of-school children, Primary school, Quality of education, Secondary school, Skills, Youth | URL:
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Improving literacy for sustainable development
by EFA Report

South SudanCredit: © BRAC

Today is International Literacy Day. The theme for this year is Literacy and Sustainable Development. The day will be “an opportunity to remember a simple truth: literacy not only changes lives, it saves them,” says the Director-General of UNESCO, Irina Bokova, in her message for the Day. It will be an opportune moment for the education community to remind the Open Working Group of the importance of literacy for achieving a whole range of sustainable development priorities.

And it is a truth that literacy saves lives. As showed by our Education Transforms booklet last year, providing all women with a primary education would reduce child mortality by a sixth, and maternal deaths by two-thirds. It enables children to live their lives too: if all women had primary education, there would be 15% fewer children married under the age 15. This evidence must be recognised by those working on the international post-2015 development agenda.

The links between education and development will be further explored in a new booklet by the EFA Global Monitoring Report being released on September 18th, just before the United Nations General Assembly. The undeniable evidence of the links between education and reducing hunger, preventing disease, and escaping poverty in the 2013/14 GMR–reinforced in our new research–have led us to promote a public campaign action calling on all development actors to support the need for closer cross-sectoral collaboration. Join us in pledging you will work together with others for development that lasts. Your signature will join others in being presented to the UN Secretary General, Ban Ki-moon and his advisors as discussions over sustainable development post-2015 take center stage.

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EFA Report | 8 September 2014 at 9:31 am | Categories: Adult education, Basic education, Employment, Literacy | URL:
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PFO Picnic

Dear parents, The PFO picnic will be held on Saturday 13th September. It promises to be a great day.

Dear parents,
The PFO picnic will be held on Saturday 13th September.
It promises to be a great day.


Notizen von Nick – Der kleine Prinz – Literatur

Schoene Hausaufgabe, Nick – vielen Dank :)



KLASSE 10: In dieser Altersstufe zeigen die jungen Menschen in der Regel ein zunehmendes Bewusstsein für die Konsequenzen des eigenen Handelns; ihr Verantwortungsbewusstsein bildet sich weiter aus. Noch spielt die Anpassung an die Gruppe eine wichtige Rolle, jedoch gewinnt das Eingehen partnerschaftlicher Bindungen eine größere Bedeutung. Diese Veränderungen beeinflussen häufig das Interesse am schulischen Lernen. Die Auseinandersetzung mit Autoritäten dient auch als Mittel zur Selbsterfahrung. Die Aufgeschlossenheit gegenüber logischer Argumentation sowie das Interesse an komplexen Zusammenhängen und Sinnfindung wachsen mit der Selbständigkeit im Denken: Prioritäten werden immer mehr nach eigenen Wertmaßstäben gesetzt, was manchmal mit Fehleinschätzung, auch der eigenen Person, verbunden sein kann. Für diese Jahrgangsstufe bieten sich folgende pädagogische Akzente an: Orientierungshilfen bei der Bewältigung von Krisen- und Umbruchsituationen bieten, z. B. Gespräche und Auseinandersetzung mit literarischen, philosophischen, religiösen, ethischen Texten bzw. Themen die Ausbildung von Kommunikationskompetenz und Diskussionskultur unterstützen und zum reflektierten Umgang mit Emotionen anleiten die zunehmende Selbständigkeit in sich ausweitenden Bereichen unterstützen, z. B. bei der weiteren Übernahme von Verantwortung in schulischen Gremien, bei Veranstaltungen und Projekten sowie im verantwortlichen Umgang mit Genussmitteln

Übersicht Unterrichtsmaterial nach Thema – einschließlich Hausaufgaben ausserhalb der MYP Unit:

Literatur im Mittelalter
Literatur der Renaissance
Literatur des Barock
Literatur der Aufklärung
Literatur des Sturm und Drang
Literatur der Klassik
Literatur der Romantik
Literatur des Biedermeier und Vormärz
Literatur des Realismus
Literatur des Naturalismus
Literatur des Expressionismus
Literatur der Moderne
Was ist eine Inhaltsangabe
Aufbau einer Inhaltsangabe
Sprachliche Merkmale der Inhaltsangabe
Was ist eine Erörterung
Aufbau einer Erörterung
Erörterung: Formulierungshilfen und Argumentationsstruktur
Textanalyse und Interpretation
Textanalyse: Prosa
Textanalyse Prosa: Erzählperspektive
Textanalyse Prosa: Figurendarstellung
Textanalyse Prosa: Zeit- und Raumgestaltung
Interpretation von Prosatexten
Lyrik: Sprecher und Inhalt
Lyrische Klangelemente
Lyrische Sprache und Formen
Lyrik: Textanalyse – Interpretation
Textanalyse: Sachtexte
Sachtext: Sprachgebrauch
Interpretation von Sachtexten