Juvenile systems in India and other countries
Keywords:
Juvenile Justice System, Juvenile Justice Act, Child Rights, Indian ConstitutionAbstract
The Juvenile Justice System in India is the primary resource for helping children who are either without a family or who have been removed from their family because of criminal behaviour. The primary legislation governing the juvenile justice system at present is the Juvenile Justice (Care and Protection of Children) Act of 2000. Child-related clauses from the Indian Constitution, United Nations standards, and Child Rights concepts have been included into the Juvenile Justice Act. There are two types of juveniles who fall within the jurisdiction of the Juvenile Justice Act: Juveniles in Conflict with the Law. Different legal systems and procedures have been established to accommodate the needs of these two types of children. A primary focus is on rehabilitating criminals and caring for at-risk kids. If at all possible, a kid should be rehabilitated and reunited with his or her family. “This article provided an analysis of India's juvenile justice system in the context of ethical justification and global standards. Many modern people may trace their philosophical orientation back to Aristotle, even if they haven't read much of his work. Their perspective on their personal connections to other teenagers is enriched by this reading. Parents see the commitment they have to their children as the responsibility to provide the sort of stable environment that children require to develop into typical people with the social and cognitive frameworks expected to play out the limitations we accept that typical adults can achieve. John Locke maintains, via distancing, that the human personality is blank and indifferent from its outset, like a sheet of blank paper. All knowledge and rational thought, according to this perspective, has its origins in the world as it really is. Certainly, Locke's refusal to teach intrinsic concerns was directed primarily against Descartes and the Cartesian school. It also suggests abandoning the Platonic belief that knowledge is a repository of fixed, immutable Forms.
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