Sentences with phrase «education in the right order»

A chronological format is assumed to be the best as it lists your skills, experience, and education in the right order.

Not exact matches

Among them are the rights to: bullet joint parenting; bullet joint adoption; bullet joint foster care, custody, and visitation (including non-biological parents); bullet status as next - of - kin for hospital visits and medical decisions where one partner is too ill to be competent; bullet joint insurance policies for home, auto and health; bullet dissolution and divorce protections such as community property and child support; bullet immigration and residency for partners from other countries; bullet inheritance automatically in the absence of a will; bullet joint leases with automatic renewal rights in the event one partner dies or leaves the house or apartment; bullet inheritance of jointly - owned real and personal property through the right of survivorship (which avoids the time and expense and taxes in probate); bullet benefits such as annuities, pension plans, Social Security, and Medicare; bullet spousal exemptions to property tax increases upon the death of one partner who is a co-owner of the home; bullet veterans» discounts on medical care, education, and home loans; joint filing of tax returns; bullet joint filing of customs claims when traveling; bullet wrongful death benefits for a surviving partner and children; bullet bereavement or sick leave to care for a partner or child; bullet decision - making power with respect to whether a deceased partner will be cremated or not and where to bury him or her; bullet crime victims» recovery benefits; bullet loss of consortium tort benefits; bullet domestic violence protection orders; bullet judicial protections and evidentiary immunity; bullet and more...

If theological education is about merely the ordered learning of cognitive ideas, then finding the right curriculum will solve all the current problems in theological education.

On a number of specific policies, notably parental choice in education, and, more important, on principles regarding the right ordering of religion and public life, JCS is usually and sometimes harshly opposed to the position of the Catholic Church.

While I am not aware of significant discussions of this issue among process thinkers, Matthew Fox and Brian Swimme, who though not directly influenced by process thought nonetheless share the relational vision, have incorporated elements of this, particularly through the use of art, in their own education process in order to stimulate the «right» brain, the intuitive and imaginative capacities of the human mind.

Reverend Barber cites New York's high court order that said billions more dollars need to be spent each year in order to guarantee each schools child's constitutional right to an adequate education.

Barber cites New York's high court order that said billions more dollars need to be spent each year in order to guarantee each schools child's constitutional right to an adequate education.

The American Council on Exercise reserves the right to discontinue the sale and / or support of any continuing education course at any time, in order to cancel, correct, or update content based on current industry standards, guidelines, and / or technological advances.

Establishing alliances with the Ministry of Education in order to incorporate, through the curriculum and / or training teaching staff in sexual and reproductive rights; furthermore, incorporating the Information, Education and Communication component into projects.

In another timely feature, Shep Melnick gives us an assessment of the October 2014 «Dear Colleague Letter» from the Education Department's Office for Civil Rights, which demanded that each school district provide a detailed accounting of resources available to each school in order to avoid allegations of racially disparate impacts on childreIn another timely feature, Shep Melnick gives us an assessment of the October 2014 «Dear Colleague Letter» from the Education Department's Office for Civil Rights, which demanded that each school district provide a detailed accounting of resources available to each school in order to avoid allegations of racially disparate impacts on childrein order to avoid allegations of racially disparate impacts on children.

According to the principles of the Earth Charter Initiative and the UN's Human Rights Declaration in order to integrate into formal education and life - long learning the knowledge, values, and skills needed for a sustainable way of life education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freRights Declaration in order to integrate into formal education and life - long learning the knowledge, values, and skills needed for a sustainable way of life education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental frerights and fundamental freedoms.

Taking into account the very sensitive and culturally various historical consciousness and respect of state sovereignty, what could be constituted as the minimal level of truth which a state has to provide in order not to infringe individual's right to self - determination and education — what are the limits for «secrets and lies» in history education as a part of state's informational self - determination?

In addition to the obvious need for increased teacher resources and teacher support in order to implement new programs, Reimers cited three additional factors: the lack of political will on the part of national and state governments; the resulting insufficient knowledge base to support effective citizenship and human rights education; and the limited ability of international institutions to implement educational changIn addition to the obvious need for increased teacher resources and teacher support in order to implement new programs, Reimers cited three additional factors: the lack of political will on the part of national and state governments; the resulting insufficient knowledge base to support effective citizenship and human rights education; and the limited ability of international institutions to implement educational changin order to implement new programs, Reimers cited three additional factors: the lack of political will on the part of national and state governments; the resulting insufficient knowledge base to support effective citizenship and human rights education; and the limited ability of international institutions to implement educational change.

The creative subjects have a firm place in the well - established International Baccalaureate (iBacc) curriculum [link]; and the government's own website states clearly in its English Baccalaureate (EBacc) FAQs: «Other qualifications remain valuable in their own right and we encourage all pupils to study non-English Baccalaureate subjects and qualifications, alongside the core English Baccalaureate in order to benefit from a well - rounded education.»

However, the amendments will continue to allow parents a right to withdraw children from sex education and schools will be required to publish a clear statement of their policy and what will be taught in order for parents to make informed decisions.

That means moving the Senate bill to the left (the civil - rights left, that is) in order to satisfy both the administration and Bobby Scott, ranking member on the House Education Committee.

''... [B] ut nothing in this Constitution shall be construed as creating or recognizing any right to education or training at public expense, nor as limiting the authority and duty of the legislature, in furthering or providing for education, to require or impose conditions or procedures deemed necessary to the preservation of peace and order.»

The Education Practices Commission may suspend the educator certificate of any person as defined in s. 1012.01 (2) or (3) for up to 5 years, thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students for that period of time, after which the holder may return to teaching as provided in subsection (4); may revoke the educator certificate of any person, thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students for up to 10 years, with reinstatement subject to the provisions of subsection (4); may revoke permanently the educator certificate of any person thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students; may suspend the educator certificate, upon an order of the court or notice by the Department of Revenue relating to the payment of child support; or may impose any other penalty provided by law, if the person:

Previous administrations have adjusted the pace of enforcement based on their ideology and political will.32 For example, then - President Richard Nixon ordered the OCR to not issue clarification to guidance around school integration in hopes of slowing desegregation.33 Then - OCR Director Leon Panetta was forced to resign after he contradicted the president and agreed to issue clarification.34 At any given time, the OCR must evaluate violations of federal civil rights laws; it will now be up to Education Secretary DeVos to decide if violations are addressed or swept under the rug.

Other problematic requirements, from the perspective of the officials interviewed, related to civil rights data collection, (Education Week reported extensively on that data) the Federal Funding and Transparency Act, and federal time distribution reports (the report noted that «in order for state and local federal grant recipients to use federal funds to pay salaries for their employees, they must document the employees» time spent on federally funded activities.)

Similarly, the Civil Rights Project at the University of California, Los Angeles concluded that around 1991, all U.S. regions that had been ordered to desegregate under Brown v. Board of Education experienced an increase in black student population in schools where enrollment was 90 to 100 percent students of color.

Dept. Critiques ESSA Plans From Arizona, North Dakota, and Vermont blogs.edweek.org/edweek/campaig Under new marching orders from Trump admin, the Education Department closed 1,533 civil rights complaints in 7 -LSB-...]

NAACP Volunteers to Push for Biggest Education Overhaul Since Brown v. Board of Education The NAACP is going on the offensive on education, deploying volunteers across the country in its biggest push for a public education overhaul since the nation's classrooms were ordered desegregated in 1954, the civil rights group said Education Overhaul Since Brown v. Board of Education The NAACP is going on the offensive on education, deploying volunteers across the country in its biggest push for a public education overhaul since the nation's classrooms were ordered desegregated in 1954, the civil rights group said Education The NAACP is going on the offensive on education, deploying volunteers across the country in its biggest push for a public education overhaul since the nation's classrooms were ordered desegregated in 1954, the civil rights group said education, deploying volunteers across the country in its biggest push for a public education overhaul since the nation's classrooms were ordered desegregated in 1954, the civil rights group said education overhaul since the nation's classrooms were ordered desegregated in 1954, the civil rights group said Thursday.

The Summer Born Campaign is adamant that simply adjusting children's scores in order to «pass» them through to the next stage of their education / life is not the right answer to this problem; it doesn't help colleges, universities or employers, and it certainly doesn't help the child who may have had a negative experience of education for years.

In light of the findings, the GAO recommends that the Department of Education conduct a one - time study of state civil rights laws and procedures that relate to bullying in order to use the information to advise individuals who file complaints of discrimination about the legal options available to theIn light of the findings, the GAO recommends that the Department of Education conduct a one - time study of state civil rights laws and procedures that relate to bullying in order to use the information to advise individuals who file complaints of discrimination about the legal options available to thein order to use the information to advise individuals who file complaints of discrimination about the legal options available to them.

LEGO Education reserves the right to require payment in advance of despatch of orders.

In testimony before the General Assembly's Appropriations Committee last week, the Connecticut Coalition for Justice in Education Funding [CCJEF] presented the rationale behind Connecticut conducting an Education Adequacy Cost Study in order to determine the level of resources that are really needed to ensure that every child has access to their constitutionally guaranteed right to a quality educatioIn testimony before the General Assembly's Appropriations Committee last week, the Connecticut Coalition for Justice in Education Funding [CCJEF] presented the rationale behind Connecticut conducting an Education Adequacy Cost Study in order to determine the level of resources that are really needed to ensure that every child has access to their constitutionally guaranteed right to a quality educatioin Education Funding [CCJEF] presented the rationale behind Connecticut conducting an Education Adequacy Cost Study in order to determine the level of resources that are really needed to ensure that every child has access to their constitutionally guaranteed right to a quality eEducation Funding [CCJEF] presented the rationale behind Connecticut conducting an Education Adequacy Cost Study in order to determine the level of resources that are really needed to ensure that every child has access to their constitutionally guaranteed right to a quality eEducation Adequacy Cost Study in order to determine the level of resources that are really needed to ensure that every child has access to their constitutionally guaranteed right to a quality educatioin order to determine the level of resources that are really needed to ensure that every child has access to their constitutionally guaranteed right to a quality educationeducation.

For Item 7, in order to give an opportunity for everyone who has signed up to speak and provide their input to the board, rather than allotting a certain amount of time to a specific side or to official proponents and opponents, the board will move right into the one minute public comment, pursuant to Title 5 Code of Regulations, Section 9522 and 18463, following a presentation by staff of the California Department of Education.

For such students to be recruited in large numbers to schools like LASA — and to gain access to the future success that such an education often makes possible — the education system would need to identify these gifted children in early elementary grades in order to counsel them and push them onto the right path.

Boutrous and Lipshutz cite several historic U.S. Supreme Court cases in their argument that public education meets the fundamental - right test, including Washington v. Glucksberg, in which the Court found that public education is «deeply rooted in this Nation's history and tradition» and «implicit in the concept of ordered liberty.»

Following orders delivered by Malloy's Interim Commissioner of Education Dianna Wentzell, school superintendents are misleading parents into believing they do not have the right to opt their children out of the Common Core SBAC tests and harassing those who are stepping up and demanding that their children not participate in the testing.

But the volume of such cases — at least as reported by school districts — appears to have fluctuated dramatically in recent years: The number of districts reporting they were party to such orders or plans nearly doubled from the 2013 - 14 Civil Rights Data Collection to the 2015 - 16 collection that was released by the Education Department last month.

Education is a big part of the answer, but unless there are equal opportunities for everyone there will always be people who feel it is their right to «put down» someone else in order to build up their own self - worth.

With further education and an easier and cost - effective way of testing doggy DNA, shelters will be better able to find out exactly what kind of dog they're rescuing, in order to help families make the right adoption decision.

Merchandising That Moves In order to help customers make the right choices, retailers should undertake extensive education about pet health and wellness, says Melton.

Mantay works for the rights of young women and their children, in order to help them enjoy a safe and dignified life, with a guarantee of the vital necessities: a place to live, health, and education.

Mencap aims to improve access to social care and is therefore attempting to i) gather powerful data in order to influence local and national decision makers; ii) provide early advice with the help of solicitors and barristers working pro bono; and iii) improve legal education by training care managers to spot legal problems and developing a chat bot — an «automated legal brain» which is interactive and can provide information and rights and redress.

This article discusses the role of the intervention of the Women's Legal Education and Action Fund (LEAF) in the case of Vriend v Alberta, [1998] 1 SCR 493, a case which resulted in the SCC ordering the ground of «sexual orientation» to be read into Alberta's human rights legislation (then the Individual's Rights Protectionrights legislation (then the Individual's Rights ProtectionRights Protection Act).

In 2003, West Coast LEAF undertook this transformative public legal education project entitled «Civil Legal Rights of Abused Women» in order to assist women's advocates to serve women who are leaving abusive situations without legal assistance or with inadequate legal assistancIn 2003, West Coast LEAF undertook this transformative public legal education project entitled «Civil Legal Rights of Abused Women» in order to assist women's advocates to serve women who are leaving abusive situations without legal assistance or with inadequate legal assistancin order to assist women's advocates to serve women who are leaving abusive situations without legal assistance or with inadequate legal assistance.

Since education is one of our core values, we work hard to make sure that you have all the information you need in order to make the right decisions about your Bowling Brook Apartments renters insurance.

In order to find a happy, loving relationship that lasts, you need relationship education that provides the right tools for communicating and connecting.

Joint legal custody is a court order that ensures each parent has an equal right in making decisions regarding routine medical issues, education, and any other area that affects the welfare of the child.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concrights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concrights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concrights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concrights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concrights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concrights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concRights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concRights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concrights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concrights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concrights, in consultation and cooperation with the peoples concerned,

[5] Human rights education encourages us to critically examine our own attitudes and behaviours and, ultimately, to transform them in order to advance respect for the rights of all.

Letters are from: (1) Dr. Adrienne Barnett, Lecturer in Law, Director of Undergraduate Admissions, Brunel Law School; (2) Pamela Brown, Esq., Director, Bi-National Project on Family Violence, Legal Services Corporation and Joan Meier, Esq., Founder and Legal Director, Domestic Violence Legal Empowerment and Appeals Project (DV LEAP); (3) Carol S. Bruch, Distinguished Professor Emerita, University of California Davis School of Law» (4) Jacquelyn Graham (Abbott), the taking (protective) parent in Abbott v. Abbott, in which the United States Supreme Court held that a ne exeat order establishes rights of custody; (5) Paula Lucas, Founder and Executive Director, Americans Overseas Domestic Violence Crisis Center; (6) Lynn Hecht Schafran, Esq., Director, National Judicial Education Program, Legal Momentum; (7) Sudha Shetty, Esq., Assistant Dean for International Partnerships, Director, Hague DV Project, Goldman School of Public Policy, University of California Berkeley and Jeffrey L. Edleson, Ph.D., Dean and Harry & Riva Specht Chair in Publicly Supported Social Services, School of Social Welfare, University of California Berkeley; and (8) Merle H. Weiner, Esq., Philip H. Knight Professor of Law, University of Oregon School of Law.

In making an equitable apportionment of marital property, the family court must give weight in such proportion as it finds appropriate to all of the following factors: (1) the duration of the marriage along with the ages of the parties at the time of the marriage and at the time of the divorce; (2) marital misconduct or fault of either or both parties, if the misconduct affects or has affected the economic circumstances of the parties or contributed to the breakup of the marriage; (3) the value of the marital property and the contribution of each spouse to the acquisition, preservation, depreciation, or appreciation in value of the marital property, including the contribution of the spouse as homemaker; (4) the income of each spouse, the earning potential of each spouse, and the opportunity for future acquisition of capital assets; (5) the health, both physical and emotional, of each spouse; (6) either spouse's need for additional training or education in order to achieve that spouse's income potential; (7) the non marital property of each spouse; (8) the existence or nonexistence of vested retirement benefits for each or either spouse; (9) whether separate maintenance or alimony has been awarded; (10) the desirability of awarding the family home as part of equitable distribution or the right to live therein for reasonable periods to the spouse having custody of any children; (11) the tax consequences to each or either party as a result of equitable apportionment; (12) the existence and extent of any prior support obligations; (13) liens and any other encumbrances upon the marital property and any other existing debts; (14) child custody arrangements and obligations at the time of the entry of the order; and (15) such other relevant factors as the trial court shall expressly enumerate in its ordeIn making an equitable apportionment of marital property, the family court must give weight in such proportion as it finds appropriate to all of the following factors: (1) the duration of the marriage along with the ages of the parties at the time of the marriage and at the time of the divorce; (2) marital misconduct or fault of either or both parties, if the misconduct affects or has affected the economic circumstances of the parties or contributed to the breakup of the marriage; (3) the value of the marital property and the contribution of each spouse to the acquisition, preservation, depreciation, or appreciation in value of the marital property, including the contribution of the spouse as homemaker; (4) the income of each spouse, the earning potential of each spouse, and the opportunity for future acquisition of capital assets; (5) the health, both physical and emotional, of each spouse; (6) either spouse's need for additional training or education in order to achieve that spouse's income potential; (7) the non marital property of each spouse; (8) the existence or nonexistence of vested retirement benefits for each or either spouse; (9) whether separate maintenance or alimony has been awarded; (10) the desirability of awarding the family home as part of equitable distribution or the right to live therein for reasonable periods to the spouse having custody of any children; (11) the tax consequences to each or either party as a result of equitable apportionment; (12) the existence and extent of any prior support obligations; (13) liens and any other encumbrances upon the marital property and any other existing debts; (14) child custody arrangements and obligations at the time of the entry of the order; and (15) such other relevant factors as the trial court shall expressly enumerate in its ordein such proportion as it finds appropriate to all of the following factors: (1) the duration of the marriage along with the ages of the parties at the time of the marriage and at the time of the divorce; (2) marital misconduct or fault of either or both parties, if the misconduct affects or has affected the economic circumstances of the parties or contributed to the breakup of the marriage; (3) the value of the marital property and the contribution of each spouse to the acquisition, preservation, depreciation, or appreciation in value of the marital property, including the contribution of the spouse as homemaker; (4) the income of each spouse, the earning potential of each spouse, and the opportunity for future acquisition of capital assets; (5) the health, both physical and emotional, of each spouse; (6) either spouse's need for additional training or education in order to achieve that spouse's income potential; (7) the non marital property of each spouse; (8) the existence or nonexistence of vested retirement benefits for each or either spouse; (9) whether separate maintenance or alimony has been awarded; (10) the desirability of awarding the family home as part of equitable distribution or the right to live therein for reasonable periods to the spouse having custody of any children; (11) the tax consequences to each or either party as a result of equitable apportionment; (12) the existence and extent of any prior support obligations; (13) liens and any other encumbrances upon the marital property and any other existing debts; (14) child custody arrangements and obligations at the time of the entry of the order; and (15) such other relevant factors as the trial court shall expressly enumerate in its ordein value of the marital property, including the contribution of the spouse as homemaker; (4) the income of each spouse, the earning potential of each spouse, and the opportunity for future acquisition of capital assets; (5) the health, both physical and emotional, of each spouse; (6) either spouse's need for additional training or education in order to achieve that spouse's income potential; (7) the non marital property of each spouse; (8) the existence or nonexistence of vested retirement benefits for each or either spouse; (9) whether separate maintenance or alimony has been awarded; (10) the desirability of awarding the family home as part of equitable distribution or the right to live therein for reasonable periods to the spouse having custody of any children; (11) the tax consequences to each or either party as a result of equitable apportionment; (12) the existence and extent of any prior support obligations; (13) liens and any other encumbrances upon the marital property and any other existing debts; (14) child custody arrangements and obligations at the time of the entry of the order; and (15) such other relevant factors as the trial court shall expressly enumerate in its ordein order to achieve that spouse's income potential; (7) the non marital property of each spouse; (8) the existence or nonexistence of vested retirement benefits for each or either spouse; (9) whether separate maintenance or alimony has been awarded; (10) the desirability of awarding the family home as part of equitable distribution or the right to live therein for reasonable periods to the spouse having custody of any children; (11) the tax consequences to each or either party as a result of equitable apportionment; (12) the existence and extent of any prior support obligations; (13) liens and any other encumbrances upon the marital property and any other existing debts; (14) child custody arrangements and obligations at the time of the entry of the order; and (15) such other relevant factors as the trial court shall expressly enumerate in its ordein its order.