Article no 1 .

Importance Save Girl Child in Indian Society

I have always believed that child
is the father of man and have
always
wanted
to
do
something for the children of
our country specially the girl
child who still faces the brunt.
Our country may seem to
conquer various heights but
sadly we see a lot of issues
like
female
foeticide,
infanticide that a girl child
faces.
Being
a
woman
contributing towards helping to stop these issues is a great
opportunity for me. Though, Ive been very dedicated and
proactive on my front to participate in various campaigns acting
against the atrocities of women and children, it was my
experience during the shooting of Shabri that got me even more
inclined towards the cause. It was when I interacted with the
women of the slums; being in my character I had to spend most of
the time there and with them. In a span of time I realized the
hardship they faced with no one to hear them and yet managed to
get a smile on their face. More to the way a female child was
treated in comparison to a male child. Education would be a
priority for the male kid but a female could be neglected for the
same. These small little things made me realize that despite us
talking about men and women being equal there is yet
discrimination. I then decided to take a stand and do my bit to
support females in the best way I can and would like appeal to all
to join me and help if not get rid then minimize the discrimination
by supporting the cause.

Article no 2

Stop Violence of mother and child

Domestic violence in India includes any
form of violence suffered by a person from a
biological relative, but typically is the violence
suffered by a woman by male members of her
family or relatives. According to a National
Family and Health Survey in 2005, total
lifetime prevalence of domestic violence was
33.5% and 8.5% for sexual violence among
women aged 1549. The instance of violence
was reported to be lowest among Buddhist and Jain women, and highest among Muslim
women in India., A 2014 study in The Lancet reports that the reported sexual violence rate in
India is among the lowest in the world, the large population of India means that the violence
affects 275 million over women their lifetime. The 2012 National Crime Records
Bureau report of India states a reported crime rate of 46 per 100,000, rape rate of 2 per
100,000, dowry homicide rate of 0.7 per 100,000 and the rate of domestic cruelty by
husband or his relatives as 5.9 per 100,000. These reported rates are significantly smaller
than the reported intimate partner domestic violence rates in many countries, such as the
United States (590 per 100,000) and reported homicide (6.2 per 100,000 globally), crime and
rape incidence rates per 100,000 women for most nations tracked by the United Nations.
Domestic violence is currently defined in India by the Protection of Women from Domestic
Violence Act of 2005. According to Section 3 of the Act, any act, omission or commission or
conduct of the respondent shall constitute domestic violence in case it:
1. harms or injures or endangers the health, safety, life, limb or well-being, whether
mental or physical, of the aggrieved person or tends to do so and includes causing
physical abuse, sexual abuse, verbal and emotional abuse and economic abuse; or
2. harasses, harms, injures or endangers the aggrieved person with a view to coerce
her or any other person related to her to meet any unlawful demand for any dowry or
other property or valuable security; or
3. has the effect of threatening the aggrieved person or any person related to her by
any conduct mentioned in clause (a) or clause (b); or

4. otherwise injures or causes harm, whether physical or mental, to the aggrieved

person.

ARTICLE NO:- 3
The Importance of Early Childhood Activity
Meeting a childs right
to
education
involves recognising
that learning begins
early
and
is
inextricably
linked
to
health
and
nutrition ,IT work to
define a right to
integrated
early
childhood
development
in
India, identify weak spots in existing provision, and
suggest ways to make services more effective by
taking a multi-sectoral approach and involving
communities.
There is now a lively debate in Indian civil society about how
this act should be augmented to reflect the rights of under6s, which is a provision under the Indian constitution. While
the Government of India has set up a subcommittee to
explore the feasibility of extending the Right to Education
Act to include children under 6 years of age, there is a strong
civil society movement that advocates making this a right to
integrated early childhood development for children from
birth onwards. The argument is that we should look also at
younger age groups who are under preschool age, and we
should think of the interdependence of education with health
and nutrition. Effective learning in older children is
inextricably linked to good health, nutrition, care and early
learning opportunities in the early years.

While in principle this argument is sound, it is important to

consider that the right to education is relatively more unisectoral or one-dimensional in nature and therefore it was
relatively straightforward to identify entitlements. In
comparison, it is harder to answer the questions What would
such a right to ECD look like in terms of legal entitlements
for children, and how close do existing policy and
programmatic interventions in India come to meeting it?
What residual gaps would there be which the Government
may still need to support?

In the research for Reaching Out to the Child we took as

our starting point the aspiration of ensuring that every child
completes primary school successfully around the age of 11
years. We worked backwards from that goal, given the
cumulative process of child development and learning, and
identified sub-stages in a childs holistic development. The
sub-stages we identified were: prenatal to 1 month; 1 month
to 3 years; 3 years to 6 years; 6 years to 8 years; and 8
years to 11 years. This departed in two main ways from the
age ranges more often discussed at a global level our
separating out of under 1 month, as this is when many
neonatal deaths occur among vulnerable babies in India, and
of 68 years, as this is the transition stage from preschool to
school, when most primary dropouts occur.
We then defined a conceptual framework to identify for
each sub-stage what outcomes should be expected, what
determinants go into achieving those outcomes, and by what
indicators they can be measured. These are shown in Figure
1. We used this framework to review all the provisions that
were then in place in different states and sectors in India,
and we computed a Child Development Index from four
important indicators infant survival rates, immunization
rates (later changed to malnutrition rates), and primary
enrolment and primary completion rates through which we

could compare the different Indian states and track their

progress over time.