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External sources (not reviewed)

[...] [...] States to gain an understanding of existing national [...] [...]

In terms of audit/oversight committee composition, experience shows that a limited number of members is highly advisable, and that the group should reflect a mix of skills and competences including good management experience, knowledge of accounting and financial reporting, internal controls, risk management, audit, governance issues and some knowledge of the organization and of United Nations administration systems.

[...] to some extent we understood the development [...] [...]

The State party should further develop and strengthen ongoing educational programmes to ensure that all officials, including judges and prosecutors, public inspectors of places of detention, law enforcement personnel, security officers, members of the Village Guards and prison and immigration officials, are fully aware of the provisions of the Convention, [...] [...]

[...] investment, recurring costs, risk and mitigation factors and implementation plans detailing the phases and milestones of process to be transferred, the following four initial projects have been identified for transfer of functions and related [...] [...]

The Organic Law on Education defines the aims of education as follows: (a) to develop each human being’s creative potential for the full exercise of his or her personality and citizenship; (b) to develop a new political culture grounded in proactive participation and action to strengthen the power of the people; (c) to develop individuals on the basis of a geohistorical approach aimed at instilling awareness of their nationality and sovereignty; (d) to promote respect for human dignity and training informed by the ethical values of tolerance, justice, solidarity, peace, respect for human rights and non-discrimination; (e) to encourage the growth of ecological awareness with a view to preserving biodiversity and social diversity; and (f) to educate pupils in, by and through liberating social work from an integral standpoint.

[...] [...] better scientific understanding of the oceans and seas and their interaction with the world climate system, and encouraged, at the national, regional and global levels, the steps necessary for an effective and coordinated implementation of the provisions of the Convention [...]

The introductory report addressed a number of questions including: terminological issues; the general significance of subsequent agreements and practice in treaty interpretation; the question of inter-temporal law; the relationship between evolutionary interpretation and subsequent [...] [...]

[...] [...] halakic work, both as a source for decisions of questions of religious law, and, even more especially, as a subject of study in the academies, the Talmud interpretation of the mishnaic text, both in [...] [...]

The 2001 report of the Secretary-General on the prevention of armed conflict (S/2001/574 and Corr.1) went a step further in recognizing the critical importance of prevention by acknowledging that “the primary responsibility for conflict prevention rests with national Governments and other local actors” and “The role of the United Nations is principally to assist national Governments and their local counterparts in finding solutions to their problems by offering support for the development of national and regional capacities for early warning, conflict prevention and long-term peacebuilding.

[...] [...] progress in addressing the special needs of women and girls in all mine action programmes through the development and implementation of gender guidelines for mine action programmes, which were distributed through United Nations-managed and supported programmes to Special Representatives of the Secretary-General in mine/explosive remnants of war-affected countries, and the conduct of a series of gender training [...]

The implementation of a broad programme to educate people about human rights and their importance, including (a) the active promotion of the traditional values, practices and mechanisms of all the communities in order to foster coexistence and mutual respect; (b) the promotion, throughout the educational system, of a culture of peace, diversity and pluralism; and (c) the delivery of human rights education to all members of the security forces.

[...] cooperate fully to enhance understanding of economic and social consequences of response measures, taking into account the need for information from those affected, evidence of actual impacts, including both positive and negative effects, and further decides to consider how [...] [...]

[...] [...] but should look at the overall cumulative effect, to see i) how effective the cumulative achievements of the sectoral/national plans have addressed the overall goals of the MYA, ii) what are the lessons/experience gained that may be applied to avoid [...] [...]

Improving public services and social support will be an important factor in reducing this negative dynamic, and some specific poverty alleviation interventions, such as improved maternal and child health care, or school feeding programmes, can have very positive effects relatively quickly.31 However, for lasting changes and more stable human–resource relationships, this has to be done as part of an integrated approach, one that also includes a fuller understanding of the role of fishing as a “last resort”, the causes and dynamics of people leaving and entering fishing, evolving links between rural and urban populations, markets and economies, and the political weight related to these.

The plan outlines a framework for integrating gender within all divisions and units of the secretariat, providing strategies with reachable targets and instruments to address gender concerns in the above-mentioned programme of work.

Reiterating its call upon States to review urgently the scope of the existing international legal provisions on the prevention, repression and elimination of terrorism in all its forms and manifestations, with the aim of ensuring that there is a comprehensive legal framework covering all aspects of the matter

[...] [...] any further interpretation of the Basic Law from the NPCSC, the Administration reiterated that the Government would not seek an NPCSC interpretation save in wholly exceptional circumstances; that the NPCSC had rarely exercised its power to interpret national laws; and that the NPCSC would not lightly decide to interpret the Basic Law.

[...] [...] the Executive Committee on the understanding that, in case any additional methyl [...] [...]

A range of capacity-building needs was identified in connection with these objectives, including building capacity for national stock assessment and analysis; increasing the knowledge of status and management of stocks [...] [...]

[...] [...] already at hand in a definitely revised form; they likewise show that in the compilation of the Talmud one portion was explained by another, as [...] [...]

The Advisory Committee recalls that the management and administration of the Development Account have been improved and strengthened over the years, including the institution of a four-year project implementation cycle, mandatory submission of detailed project documents based on comprehensive logical frameworks and final evaluation reports, the establishment of the Steering Committee and the Capacity Development Office, and the redesign of the website for improved Internet-based coordination and greater accessibility to project information and impact (A/64/7, paras. XIII.6-XIII.7).

The publication will serve as a means of helping to raise the profile of the programme, as well as being a powerful advocacy tool for community-based development in very isolated and poor areas of these countries, and as a showcase for the cultural and natural heritage of the region.

[...] [...] victims hamper the full understanding of the extent of the [...]

Five major themes of convergence between these three authors were identified during that first informal reflection process: (i) the place of pedagogy in their work, especially through education, experimentation and learning; (ii) nature, in the form of the desire for the search for a new covenant of solidarity between humanity and its environment; (iii) scientific and technological progress, enriched by dialogue with all forms of knowledge; (iv) human rights and democracy in response to colonialism, discrimination and political, economic, social and cultural exclusion; and, lastly (v) art and, in particular, poetry as a form of unique mediation between people [...] [...]

[...] [...] the world and set a new global agenda to promote social sciences as an invaluable [...] [...]