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External sources (not reviewed)

regarding women’s rights and gender equality in national school curricula, coupled with forced pregnancy testing in schools or other policies that reinforce gender norms; national legislation that directly discriminates against women and girls or has a disproportionate adverse impact on them; economic pressures that contribute to early marriage and pregnancy; or a combination of the above.

college students who adapt the dynamism of the General Assembly’s possibilities to a “Global Model United Nations” that is entirely their own; non-governmental organizations and individuals who breathe new life into long-debated topics with the vigour of a vaster geographical base and greater opportunities for participation; Governments, research institutions and the media, which seek, and can now find, the recorded positions of Member States on key issues in readily accessible form; and the creative community, which sees in matters vital to the Organization’s agenda the chance to reach its audiences in a fashion that informs as it entertains.

in the number of school inspectors; and ill-defined approaches to the provision of professional training and learning and literacy programmes.

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 seven hours per day or thirty-five hours per week.

the principal sum of their student loans for them.

dialogues on how to stop domestic violence, as well as to provide information on the law against domestic violence (see S/2010/522, para. 39).

particularly in developing countries.

other financial management systems; and other contributions to policy reform and sector development.

of HCFC import quotas, coordinate with Colon Free Zone re-exporters, carry out promotion activities with schools, universities and non-governmental organizations (NGOs), train customs brokers, develop a database for timely control of HCFCs, develop the first activities of the HPMP to maintain baseline consumption.

report of the discussions of the academies, a more complete view of the nature of the Talmud and a better conception of its form may be gained.

and implemented at all levels and modalities of education.

of children aged 0-6 years; (c) improving the enrolment, survival and transition rates of schoolaged children from disadvantaged communities; and (d) preparing adolescents for future work and enhancing their life skills through non-formal education.

views which: (a) foment, justify of glorify terrorist violence in furtherance of particular beliefs, (b) seek to provoke others to terrorist acts, (c) foment other serious criminal activity or seek to provoke others to serious criminal acts, or (d) foster hatred which might lead to inter-community violence in the United Kingdom.

in all locations of the global Secretariat.

politicians and upright activists all co-existing in soaring skyscrapers and sprawling slums in the cauldron that is Bombay.

keep my child’s information accurate so that I can be contacted in the event my child becomes ill or injured while attending preschool; d. I/We will abide by the program policies and adhere to the scheduled arrival and departure times.

language; 1,006 primary schools implemented the school feeding programme with support from the World Food Programme (WFP) and a child-friendly school model was adopted; the multi-antigen campaign benefited 40 per cent of the country’s population, including young women and children, through measles/tetanus vaccination and nutrition interventions.

the Talmud to represent even non-scholastic affairs with an abundance of minute details, and made it an important source for the history of civilization.