Программа по формированию навыков безопасного поведения на дорогах и улицах «Добрая дорога детства» 2
Скачать 223.34 Kb.
|
Ashwin Sarah, Gender, State and Society in Soviet and Post-Soviet Russia, Ed. by, Routledge, 2000Jacobsen Joyce P. The Economics of Gender, Blackwell Publishing, 2007.McDonald, P. 2000. Gender equity, social institutions and the future of fertility // Journal of Population Research, 17(1), 1-16McDonald, P. 2006. Low fertility and the state: The efficacy of policy // Population and Development Review, 32(3): 485-510.Здравомыслова, Е., Темкина, А., ред., Российский гендерный порядок: социологический подход: Коллективная монография / СПб.: Изд-во Европейского университета в Санкт-Петербурге, 2007. — 306 с. — (Труды факультета полит. наук и социологии; Вып. 12).Калабихина И.Е. Гендерный фактор в экономическом развитии России. – М.: МАКС Пресс, 2009.Тартаковская И.Н. Гендерная Социология. - Москва, 2005Additional readings: Калабихина И.Е. Гендерная экономика. Учебное пособие. – М.: ТЕИС, 2008. McDonald, P. 2000. Gender equity in theories of fertility transition // Population and Development Review, 26(3), 427-439. Рощин С.Ю. Равны ли женщины мужчинам // Демоскоп, 2005. №№ 219-220, 221-222 Горшкова И., Шурыгина И. Насилие над женами в Российских семьях // Демоскоп, 2005. № 225-226 Topic 3. Family rights of the child: right to live and to be brought up in the family environment. Child’s right to live in the family. The concept of the best interest of the child. Limitation and withdrawal of parental rights. Adoption, custody and guardianship, and other forms of child’s family placement. The problem of the institutionalization of children in Russia. Lectures: 4 hours. Independent student’s work: 8 hours During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible. Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour) Assigned readings: Children in post-communist Russia: some aspects of the right to protection.// International journal on Children’s rights, 2009, Volume 17, No.4, 2009 Tommy Lundström, Marie Sallnäs. Sibling contact among Swedish children in foster and residential care—Out of homecare in a family service system.// Children and Youth Services Review 34 (2012) 396–402 Corey Shdaimah.“The law cannot terminate bloodlines”: Families and child welfare decisions.// Children and Youth Services Review 32 (2010) 704–710 Elizabeth Lightfoot, Katharine Hill, Traci LaLiberte. The inclusion of disability as a condition for termination of parental rights.// Child Abuse & Neglect 34 (2010) 927–934 E. Christopher Lloyd, Richard P. Barth. Developmental outcomes after five years for foster children returned home, remaining in care, or adopted.// Children and Youth Services Review 33 (2011) 1383–1391 Комментарий к Семейному кодексу Российской Федерации, отв. Ред. А.М.Нечаева. – 3-е изд., перераб и доп. – М.: Юрайт, 2011 Кравчук Н.В. Оценка Европейским Судом по правам человека действий и решений национальных органов по делам о праве ребенка на жизнь и воспитание в семье.— Права человека: Законодательство и судебная практика: Сб.науч.тр. – М., РАН. ИНИОН, 2009 Анализ достижений в области деинституционализации защиты детей и развития семейных форм их жизнеустройства в Российской Федерации. Анализ системы лишения родительских прав. Исследование причин отказов от ребенка при рождении и путей их профилактики. -Доклад. М.: Институт экономики города, 2008. Additional readings: Кравчук Н.В. Оценка Европейским Судом по правам человека действий и решений национальных органов по делам о праве ребенка на жизнь и воспитание в семье.— Права человека: Законодательство и судебная практика: Сб.науч.тр. / Отв. Ред. Алферова Е.В., Конюхова И.А. – М., РАН. ИНИОН, 2009 Кравчук Н.В. Некоторые аспекты защиты прав ребенка.// Труды Института Государства и Права Российской Академии Наук, 2008, №2.- Кравчук Н.В. Обеспечение права ребенка на жизнь и воспитание в семье в России в свете рекомендаций Комитета ООН по правам ребенка// Гражданин и право, 2009, №10 Кравчук Н.В. Защита семьи.- М.: Эксмо, 2006 Брускова Е. Семья без родителей: социально-педагогическая система Германа Гмайнера. – М.: Центр развития социально-педагогических инициатив, 1993 Topic 4. The problem of social orphanhood and state measures, aimed at its prevention and elimination. The phenomenon of the social orphanhood in Russia. Reasons for the parental rights limitation and withdrawal. Forms of placement of social orphans in Russia. After-care adaptation of institutionalized children. State policy with regard social orphans. Lectures: 2 hours. Seminars: 2 hours. Independent student’s work: 8 hours During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible. Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour) Assigned readings: Wallová and Walla v. Czech Republic, ECtHR judgment of 26 October 2006 Kelly Noonan, Kathleen Burke. Termination of parental rights: Which foster care children are affected?// The Social Science Journal 42 (2005) 241–256 Bilha D. Arad. Parental features and quality of life in the decision to remove children at risk from home.// Child Abuse & Neglect 25 (2001) 47–64 Кравчук.Н.В. К вопросу о государственных гарантиях прав детей-сирот и детей, оставшихся без попечения родителей в России// Семейное законодательство Российской Федерации: опыт десятилетия и перспективы. Сборник научный статей.- Тверь: Научная книга. 2006 Кравчук Н.В. Оценка Европейским Судом по правам человека действий и решений национальных органов по делам о праве ребенка на жизнь и воспитание в семье.— Права человека: Законодательство и судебная практика: Сб.науч.тр. / Отв. Ред. Алферова Е.В., Конюхова И.А. – М., РАН. ИНИОН, 2009 Additional readings: Комментарий к Семейному кодексу Российской Федерации, отв. Ред. А.М.Нечаева. – 3-е изд., перераб и доп. – М.: Юрайт, 2011 Дети в трудной жизненной ситуации: новые подходы к решению проблем. - Доклад Фонда поддержки детей, находящихся в трудной жизненной ситуации. Москва, 2010. С. 13-39 Анализ достижений в области деинституционализации защиты детей и развития семейных форм их жизнеустройства в Российской Федерации. Анализ системы лишения родительских прав. Исследование причин отказов от ребенка при рождении и путей их профилактики. -Доклад. М.: Институт экономики города, 2008. С.23-54 Topic 5. Right of parents and other members of the family to maintain personal relations and direct contact with the child. Transnational marriages. Child’s abduction. Right of the child who is separated from one or both parents to maintain personal relations and direct contact with both parents (state care, imprisonment, abandoned, runaway or unaccompanied children, immigration and deportation, traditions or customs, parents working abroad). State policy on transnational marriages and disputes with regard to access to the child. Child’s abduction and state policy aimed to prevent it. Lectures: 4 hours. Independent student’s work: 8 hours During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible. Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour) Assigned readings: Inger J Sagatun. Parental child abduction. The law family dynamics and legal system responses.// Journal of criminal justice. Vol 18. Pp. 433-442. Guides to Good Practice on the Hague Convention of 25 October 1980 on the Civil Aspects of International Child Abduction http://www.hcch.net/index_en.php?act=text.display&tid=21 Кравчук Н.В. Защита семьи.- М.: Эксмо, 2006 Płaza v. Poland, judgment of the ECtHR of 25 January 2011 Nistor v. Romania, judgment of the ECtHR of 2 November 2010 Errico v. Italy, judgment of the ECtHR of 24 February 2009 Additional readings: Комментарий к Семейному кодексу Российской Федерации, отв. Ред. А.М.Нечаева. – 3-е изд., перераб и доп. – М.: Юрайт, 2011 Topic 6. Juvenile justice in Russia – challenges and perspectives of the development in Russia. Juvenile justice - main concepts. Juvenile justice in Russia – before and after the USSR. Specific rights of the child within the juvenile justice system. Perpective of the development of juvenile justice in Russia. Lectures: 4 hours. Independent student’s work: 8 hours During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible. Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour) Assigned readings: Guidelines of the Committee of Ministers of the Council of Europe on child-friendly justice. (Adopted by the Committee of Ministers on 17 November 2010 at the 1098th meeting of the Ministers' Deputies).(Guidelines and Explanatory memorandum - version edited 31 May 2011. http://www.coe.int/t/dghl/standardsetting/childjustice/Guidelines%20on%20child-friendly%20justice%20and%20their%20explanatory%20memorandum%20_4_.pdf) Barry Goldson, John Muncie. Towards a global ‘child friendly’ juvenile justice?// International Journal of Law, Crime and Justice 40 (2012) 47-64 N.Kravchuk. Culture, Democracy and the Child’s Right to Express his/her Views (Russian perspective)// The Irish Review of Community Economic Development Law and Policy. Volume 1 Issue 2, 2012 Catherine L. Lawson, JoAnne Katz. Restorative justice: an alternative approach to juvenile crime. Journal of Socio-Economics 33 (2004) 175–188 Комментарий к Семейному кодексу Российской Федерации, отв. Ред. А.М.Нечаева. – 3-е изд., перераб и доп. – М.: Юрайт, 2011 Ювенальная юстиция в России: проблемы становления. Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010 Мельникова Э.Б. Ювенальная юстиция: проблемы уголовного права, уголовного процесса и криминологии. Уч. Пос.– М.: Дело, 2000 Additional readings: А. М. Нечаева Судебная защита прав ребенка. Учебно-практическое пособие. М., Экзамен, 2003 г. Автономов А.С. Уполномоченный по правам ребенка и система ювенальной юстиции в России//Вопросы ювенальной юстиции, 2001, №1.- М.: НАН, 2001. Правосудие по делам несовершеннолетних. Мировая мозаика и перспективы в России. Выпуск 2. М: МОО Центр «Судебно-правовая реформа», 2000. Восстановительные процедуры и технологии в профилактике социального сиротства. – М.: МОО Центр «Судебно-правовая реформа», 2002. Topic 7. Children in conflict with the law. Prevention of child’s delinquency. Reasons of the child’s delinquency. The system of state bodies aimed at the prevention of child’s delinquency. Protection of child’s rights on a pre-trial stage. Problems at the stage of sentence’ serving. Lectures: 2 hours. . Independent student’s work: 8 hours During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible. Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour) Assigned readings: Veronica M. Herrera, Laura Ann McCloskey. Gender differences in the risk for delinquency among youth exposed to family violence.// Child Abuse & Neglect 25 (2001) 1037–1051 Edward P. Mulvey, Michael W Arthur, N. Dickon Reppucci. The prevention and treatment of juvenile delinquency: a review of the research.// Clintcal P$olqgy Remem, Vol. 13, pp. 133-167, 1993 Комментарий к Семейному кодексу Российской Федерации, отв. Ред. А.М.Нечаева. – 3-е изд., перераб и доп. – М.: Юрайт, 2011 Дети в трудной жизненной ситуации: новые подходы к решению проблем. - Доклад Фонда поддержки детей, находящихся в трудной жизненной ситуации. Москва, 2010. С. 59-90 Additional readings: Children in post-communist Russia: some aspects of the right to protection.// International journal on Children’s rights, 2009, Volume 17, No.4 Topic 8. Home violence. Protection of the child from all the forms of violence. Physical or mental violence. Sexual abuses, sale of children, traditional practices, corporal punishment. Lectures: 2 hours. Independent student’s work: 8 hours During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible. Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour) Assigned readings: Laura A McCloskey, Riane Eisler. Family Structure and Family Violence.// Encyclopedia of Violence, Peace, & Conflict (Second Edition), 2008, Pages 813-820 Lina Leander. Police interviews with child sexual abuse victims: Patterns of reporting, avoidance and denial.// Child Abuse & Neglect 34 (2010) 192–205 Julian V. Roberts. Changing public attitudes towards corporal punishment: the effects of statutory reform in Sweden.// Child Abuse & Neglect, Vol. 24, No. 8, pp. 1027–1035, 2000 Защита детей от насилия и жестокого обращения: Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010 Additional readings: N.Kravchuk. Culture, Democracy and the Child’s Right to Express his/her Views (Russian perspective)// The Irish Review of Community Economic Development Law and Policy. Volume 1 Issue 2, 2012 N.Kravchuk. Children in post-communist Russia: some aspects of the right to protection.// International journal on Children’s rights, 2009, Volume 17, No.4 Topic 9. Child’s right to express his/her views freely in all matters affecting the child Respect for the views of the child as inherent component of the child’s right to express views. Child’s right to express views and right to participate in all the matters affecting him/her. The twin criteria of age and maturity. Lectures: 4 hours. Independent student’s work: 8 hours During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible. Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour) Assigned readings: N.Kravchuk. Culture, Democracy and the Child’s Right to Express his/her Views (Russian perspective)// The Irish Review of Community Economic Development Law and Policy. Volume 1 Issue 2, 2012 Комментарий к Семейному кодексу Российской Федерации, отв. Ред. А.М.Нечаева. – 3-е изд., перераб и доп. – М.: Юрайт, 2011 Участие детей в деятельности по защите своих прав: Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010 Additional readings: Canadian International Development Agency (CIDA). RBM and Children’s Participation: A Guide to Incorporating Child Participation Results into CIDA Programs. CIDA. 2006. Michael Freeman. The sociology of childhood and children’s rights. The International Journal of Children’s Rights, 1998, 6, p.433 – 444. Gerison Lansdown, Ravi Karkara. Children’s rights to express views and have them taken seriously. The Lancet, 2006, Feb 25-Mar 3, p.690-692 Daniel O’Donnell. “The Right of Children to be Heard: Children’s right to have their views taken into account and to participate in legal and administrative proceedings”, Innocenti Working Paper No. 2009-04, UNICEF Innocenti Research Centre, Florence. Topic 10. Situation of persons with HIV/AIDS in Russia. HIV/AIDS epidemic in Russia: facts and myths. The main measures for HIV/AIDS epidemic prevention. Discrimination of HIV-positive persons, antidiscrimination policy. The role of non-commercial organization in prevention and antidiscrimination policy. Lectures: 2 hours. Seminars: 2 hours. Independent student’s work: 12 hours During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible. Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) (1 hour). And are to finalise the text of their homework and the presentation to it(4 hours) . Assigned readings: Materials (Brochures and Policy Briefs) from Transatlantic Partners Against AIDS http://www.gbchealth.ru/ Materials (Brochures and Programmes) from http://www.hivrussia.org/about/index.shtml Additional readings: Демография ВИЧ / под. Ред Б.П. Денисова – М.: Макс-Пресс, 2004 http://dmo.econ.msu.ru/Biblio/Docs/dem-issled-hiv.pdf Topic 11. State support of children with disabilities and their families. Social inclusion of persons with disabilities. International standards in the filed of protection of children with disabilities. Situation of children/persons with disabilities in Russia. Measures of social protection. Access to the education. Inclusive education. Integration v inclusion. Lectures: 2 hours. Seminars: 2 hours. Independent student’s work: 18 hours During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible. Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour). Additional time is allocated for the preparation for the exam (10 hourse). Assigned readings: Raymond Lang, Maria Kett, Nora Groce, Jean-Francois Trani. Implementing the United Nations Convention on the rights of persons with disabilities: principles, implications, practice and limitations.// ALTER, European Journal of Disability Research 5 (2011) 206–220 Anne Waldschmidt. Disability policy of the European Union: The supranational level.// ALTER, European Journal of Disability Research 3 (2009) 8–23 Elizabeth Lightfoot, Katharine Hill, Traci LaLiberte. The inclusion of disability as a condition for termination of parental rights.// Child Abuse & Neglect 34 (2010) 927–934 Обеспечение права детей с инвалидностью на образование: Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010 Дети в трудной жизненной ситуации: новые подходы к решению проблем. - Доклад Фонда поддержки детей, находящихся в трудной жизненной ситуации. Москва, 2010. С. 40-58 Additional readings: A. Reis Monteiro. The right of the child to education: what right to what education?// Procedia Social and Behavioral Sciences 9 (2010) 1988–1992 «О соблюдении прав детей-инвалидов в Российской Федерации».- Доклад Уполномоченного по правам человека в РФ, 2006 |
