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External sources (not reviewed)

A. All of our luxury MSC liners are spacious and pleasantly designed.

The Government did so based on the desire to please the Bedouin population and in consideration of their special needs, including their desire to settle according to a tribal format.

Nor is there any such implication in the text of the Explanatory Note. The scope of the resolution is indeed to state that even if “virtual access” can represent a new useful instrument provided by modern technology, it cannot supplant enjoyment of cultural property in its original and authentic setting.

The majority of recommendations had been identified as constructive and target-oriented, and many of the recommended measures had already been incorporated in plans of action and were at different stages of implementation.

But the expectation and hope of the Koreans of seeing the disputed waters in the West Sea of Korea which brought disgrace and pain to the nation turn into waters of peace and prosperity adding to the pride and joy of the nation have not been translated into reality.

Subsequently, Albania, Angola, Argentina, Australia, Bangladesh, Belgium, Benin, Bulgaria, Burkina Faso, Burundi, China, Congo, the Democratic Republic of the Congo, Denmark, Djibouti, the Dominican Republic, El Salvador, Estonia, Guatemala, Iceland, India, Ireland, Israel, Italy, Japan, Kenya, Kyrgyzstan, Mali, Morocco, Poland, the Republic of Korea, the Republic of Moldova, Romania, Rwanda, Senegal, Spain, Thailand, the former Yugoslav Republic of Macedonia, Turkey, Ukraine, the United States of America and Zimbabwe joined the co-sponsors.

With that, we would move beyond social well-being, not merely reducing the distances between human groups but also bridging enormous economic, territorial, environmental and cultural chasms.

[...] [...] application of the Cartagena Action Plan [...]

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.

[...] [...] (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 [...] [...]