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External sources (not reviewed)

After hours of sharing the experience of “Masters of MLM”, the training period with professional training content: from products knowledge, customers advising skill, MLM’s theory and development vision, skill of products selling and customer retaining, Yoga practicing methods, skill of personal capacity identification and development, etc. to team games, educational games, have created unforgettable memories for those who have participated the special training course in Vung Tau.

[...] [...] Counsel Act, the Legal Practice and Lawyers’ Defence (Safeguards) Act, the Code of Criminal Procedure and the Code of Administrative Responsibility, the legal profession has been reformed to better balance [...] [...]

[...] [...] officials, RAC technicians and teachers and keep imports [...] [...]

Many aspects of education in emergency situations, such as specialized teacher training or secure schools, are overlooked and as a result are not prioritized.

[...] professional engineer experienced in [...]

The Operational Support Unit will be responsible for addressing any operational support issues that may arise for counsel.

[...] higher education schools (pedagogical academies).

Capacity building for Local Councils on matters of law and human rights especially in areas of para-legal training, community policing, complaints management; etc.

[...] [...] development of teachers in national policies [...] [...]

Such proposals must include at least a description of the audit approach, curricula vitae of auditors, professional experience, number and level of staff to be involved, work months and audit fees, including salaries and allowances, if any, and a confidentiality statement.

[...] [...] national judges, lawyers, practitioners, [...]

We also require advisors, agents, attorneys, business consultants, contractors, distributors, suppliers and other representatives to comply with the Guidelines when they are acting on Lubrizol’s behalf.

The following elements of quality education were highlighted: focus on assistance in curricula review and revision, particularly the introduction of values education and ethical approaches, in accordance with national priorities and Arab needs; “learner-centred” education; improvement of teaching including capacity-building and teacher training; improvement in the status of teachers; development of benchmarking and assessment; elaboration of national standards regarding quality education.

[...] [...] hours per week; teachers and educators working in schools and other child care institutions, and other persons working in the area of education, and psychologists and speech therapists working on the basis of employment contracts entered into with a provider of health care services — up to [...]

(h) Subject to the Ordinance, a Director may hold any other office or place of profit under the Company (other than the office of auditor) in conjunction with his office of Director for such period and on such terms (as to remuneration and otherwise) as the Directors may determine and no Director or intending Director shall be disqualified by his office from contracting with the Company either with regard to his tenure of any such other office or place of profit or as vendor, purchaser or otherwise, nor shall any such contract, or any contract or arrangement entered into by or on behalf of the Company in which any Director is in any way interested, be liable to be avoided, nor shall any Director so contracting or being so interested be liable to account to the Company for any profit realised by any such contract or arrangement by reason of such Director holding that office or of the fiduciary relation thereby established.

The five factors with the most potential to cause slippage in projected estimates for completion of judgements on appeal are the delays associated with or caused by: (a) the nature of multi-appellant cases; (b) the inordinate amount of pre-appeal motions; (c) the inordinate length of time for translation of trial judgements into Bosnian/Croatian/ Serbian, as well as for translation of written submissions into one of the Tribunal’s working languages and Bosnian/Croatian/Serbian, especially in cases of selfrepresented appellants; (d) amendments to grounds of appeal, especially following translation of the trial judgement (mainly for represented appellants); and (e) understaffing and/or lack of experience in appeals support.

[...] [...] support career development and upgrade [...]

During this session, the SHS and SC Commissions examined the resolution proposed in document 35 C/COM SC/DR.1 (submitted by: Austria, Belgium, Plurinational State of Bolivia, Burkina Faso, Congo, Democratic People’s Republic of Korea, Denmark, Djibouti, Dominican Republic, Finland, Iceland, Libya, Lithuania, Luxembourg, Madagascar, New Zealand, Netherlands, Norway, Palau, Papua New Guinea, Poland, Portugal, Samoa, Senegal, Slovenia, Sweden, Tuvalu, Uruguay; co-sponsored by: Barbados, Costa Rica, Germany, Kazakhstan, Latvia, Lebanon, Malaysia, Monaco, Pakistan, Solomon Islands, Suriname, and Zambia), requesting the Director-General to strengthen UNESCO’s specialized capacity on climate change, building upon UNESCO’s unique interdisciplinary profile.

Specific activities that assisted countries in relation to terrorism targeted at food products included: (a) capacity-building (training courses, projects) concerning food safety, animal and plant health, including promotion of risk analyses and developing base-level capacity to ensure national ability to monitor, diagnose, report and respond to pest and disease outbreaks; (b) the standard setting work of the Codex Alimentarius Commission and the International Plant Protection Convention; (c) the establishment of a Food Chain Crisis Management Framework for prevention, early warning, preparedness and response to food chain crises caused by transboundary animal and plant pests and diseases, food safety threats and emergencies, as well as nuclear and radiological threats and emergencies; and the organization of international forums to discuss biological risk management in relation to food and agriculture.

A host of concrete proposals were suggested to the coordinators of the Dialogue, such as: dialogue and networking among universities; dialogue among young scientists, involving UNESCO chairholders in dialogue activities; dialogue among student journalists and seasoned media practitioners from both regions; the holding of youth forums; reactivation of the Committee for the Translation of Literary Works and increase in the translation of Arabic works into European languages; a comparative study of school textbooks; dialogue involving professionals from cultural industries; the organization of an interregional conference on the image of Arab-Islamic culture in European history books.

[...] [...] services, employment, as well as discrimination [...] [...]