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Sayantan Ghosal co-ordinates the interdisciplinary network “Behavior, Structure and Interventions”at the University of Glasgow and is an academic ambassador for the research beacon “Addressing Inequalities”. (...) His research has been cited and discussed in the World Development Report 2015, the New York Times, The Times, The Guardian, The Handbook of Behavioral Economics (in the Chapter on "Behavioral Development Economics" by Kremer, Michael, Gautam Rao, and Frank Schilbach) and the presidential address to the European Economic Association by Eliana le Ferrara. (...) His research has been cited and discussed in the World Development Report 2015, the New York Times, The Times, The Guardian, The Handbook of Behavioral Economics (in the Chapter on "Behavioral Development Economics" by Kremer, Michael, Gautam Rao, and Frank Schilbach) and the presidential address to the European Economic Association by Eliana le Ferrara.
Language:English
Score: 880048.9 - https://en.unesco.org/inclusivepolicylab/user/2776
Data Source: un
Sayantan Ghosal co-ordinates the interdisciplinary network “Behavior, Structure and Interventions”at the University of Glasgow and is an academic ambassador for the research beacon “Addressing Inequalities”. (...) His research has been cited and discussed in the World Development Report 2015, the New York Times, The Times, The Guardian, The Handbook of Behavioral Economics (in the Chapter on "Behavioral Development Economics" by Kremer, Michael, Gautam Rao, and Frank Schilbach) and the presidential address to the European Economic Association by Eliana le Ferrara. (...) His research has been cited and discussed in the World Development Report 2015, the New York Times, The Times, The Guardian, The Handbook of Behavioral Economics (in the Chapter on "Behavioral Development Economics" by Kremer, Michael, Gautam Rao, and Frank Schilbach) and the presidential address to the European Economic Association by Eliana le Ferrara.
Language:English
Score: 880048.9 - https://en.unesco.org/inclusiv...olicylab/users/sayantan-ghosal
Data Source: un
Since 2016, the State of Qatar has been introducing behaviorally inspired processes, tools and practices in its policy development and has built a favorable environment conducive to the creation and growth of enterprises exploring the potential of behavioral insights in informing policy; in 2016, the Supreme Committee for Delivery and Legacy – the entity tasked with the delivery of the 2022 FIFA World Cup infrastructure and with the enrichment of the ensuing legacy–established the MENA region’s first behavioral insights and nudge unit: the Qatar Behavioral Insights Unit (QBIU), now incorporated under the Qatar Financial Centre. (...) The UNOCT Programme Office will extend the application of Behavioral Insights in the counter- terrorism context by pooling expertise and knowledge to create a better understanding of the terrorist threat at a behavioral level. (...) By analyzing the data through a behavioral insights approach, the Office will develop a new generation of interventions for policymakers to effectively prevent violent extremism and will work with Member States and civil society partners to provide capacity-building assistance to develop and implement behaviorally-informed interventions in the counter-terrorism context.
Language:English
Score: 879408.4 - https://www.un.org/counterterr...doha_hub_soft_launch_ar_en.pdf
Data Source: un
Behavioural Insights | United Nations Development Programme Skip to main content Arab States Who we are What we do Our impact Get involved Global Nav toggle Search Who we are What we do Our impact Get involved English Locations Home Arab States Behavioural Insights Behavioural Insights Behavioural Insights Behavioural Insights draw on diverse disciplines such as psychology, behavioral economics, and neuroscience to understand and explain human behavior and decision-making. (...) A second objective was to design experiments for behaviorally-informed interventions, ready for prototyping and testing. (...) To realize that, a behavioral insights unit has been established with the aim to apply the latest findings on behavioral science and economics into public policies.
Language:English
Score: 878882.2 - https://www.undp.org/arab-states/behavioural-insights
Data Source: un
The risk degree of drug users behavior 4. Sexual behavior 4.1. The STI incidence rate 4.2. (...) The following determinants influencing the decision of a Kazakhstani to try a drug were determined: - stereotype of a "man's behavior" (a "real man" man must try everything); - use of alcohol and tobacco (hedonistic behavior style); - adverse climate in the family; - influence of the nearest environment – negative examples; - weak influence of cultural traditions and social norms of behavior (restrictors). (...) The behavior of the men and women in this case was identical.
Language:English
Score: 878154.3 - https://www.un.org/womenwatch/daw/csw/hivaids/Zhusupov.html
Data Source: un
Social & Behavior Change Officer | UNICEF Myanmar Skip to main content Myanmar Toggle navigation English Global Links Visit UNICEF Global High contrast Myanmar EXPLORE UNICEF About us Children in Myanmar Where we work Our Representative Our partners Work with us Contact us Press Centre Donate Main navigation What we do Research and reports Stories Take action Search area has closed. (...) Search Close Search UNICEF Fulltext search Max Vacancies_icon Vacancies Social & Behavior Change Officer Social & Behavior Change Section UNICEF Myanmar Title : Social & Behavior Change Officer Level : NO2     Section/Duty Station : Social & Behavior Change Section/Nay Pyi Taw Position : Fixed Term Appointment     Requisition No. : 554304     Closing Date : 30 Aug 2022              Please note applications must be made through UNICEF Talent Management system through the link provided below: http://jobs.unicef.org/cw/en-us/job/554304?
Language:English
Score: 877331.4 - https://www.unicef.org/myanmar...social-behavior-change-officer
Data Source: un
PROMOTION AND PROTECTION OF ALL HUMAN RIGHTS, CIVIL, POLITICAL, ECONOMIC, SOCIAL AND CULTURAL RIGHTS, INCLUDING THE RIGHT TO DEVELOPMENT :WRITTEN STATEMENT / SUBMITTED BY SOCIETY FOR PROTECTION OF STREET & WORKING CHILDREN
All values, beliefs, behaviors, fears, hatreds, ingenuity and personality of the individuals are formed during this period and if there are dark points and sufferings in childhood, it will affect all stages of the future life of the child. The environment is one of the most important factors affecting children's behavior. If the child's living environment is unhealthy, the child will be quickly attracted toward unhealthy behaviors, will have to tolerate the consequences and the damages to his or her mental and/or physical health will be difficult to cure.
Language:English
Score: 876721.2 - https://daccess-ods.un.org/acc...open&DS=A/HRC/43/NGO/82&Lang=E
Data Source: ods
WRITTEN REPLIES BY THE GOVERNMENT OF BOSNIA AND HERZEGOVINA TO THE LIST OF ISSUES (CRC/C/OPSC/BIH/Q/1) RELATED TO THE CONSIDERATION OF THE INITIAL REPORT OF BOSNIA AND HERZEGOVINA SUBMITTED UNDER ARTICLE 12, PARAGRAPH 1, OF THE OPTIONAL PROTOCOL TO THE CONVENTION ON THE RIGHTS OF THE CHILD ON THE SALE OF CHILDREN, CHILD PROSTITUTION AND CHILD PORNOGRAPHY (CRC/C/OPSC/BIH/1)
In paragraph 4 was added an explanation on child pornography “Under child pornography it is assumed material which visually presents: (a) Child or juvenile as an actor in sexual behavior and (b) Realistic photos which presents child or juvenile as an actor in sexual behavior. (...) Treatment of children that are victims of human trafficking is solved through rights prescribed for children with socially negative behavior. 11 CRC/C/OPSC/BIH/Q/1/Add.1 63. (...) Immediately after discovering violent behavior by a health care institution, social, child care, educational or other institutions, every individual has a right and obligation to send a report to a responsible police office.
Language:English
Score: 876599.9 - daccess-ods.un.org/acce...RC/C/OPSC/BIH/Q/1/ADD.1&Lang=E
Data Source: ods
Each competency has a general definition followed by a list of five (5) to six (6) effective behaviors. The effective behaviors represent indicators of how a competency may be demonstrated. (...) Demonstrates flexibility, both intellectually and behaviorally, to work effectively in a variety of situations. (...) In all attitudes and behaviors, serves as a role model that others would like to emulate.
Language:English
Score: 876112.6 - https://www.itu.int/en/careers...20Framework%20in%20English.pdf
Data Source: un
Shaping the values UNESCO IITE capacity building for teachers, students and others involved in education: proactive behavior in interaction with information and media Shaping new patterns of the behavior Complementarity MI- Proactivity Proactivity is the ability: • to choose the model of behavior, based primarily on your own will, interests, attitudes, beliefs and values (regardless of the situation or context) • to take responsibility for your own actions and decisions, rather than looking for causes in outside circumstances or other people • to be aware of the existence of choices and of consequences of actions and behavior • to achieve perceived goals while ignoring non- thematic media messages or procedures The more proactive we behave, the more we become a subject of relations, a plenipotentiary actor in the information and communication flow that surrounds us and increasingly permeates every aspects of our lives Proactivity vs Reactivity REACTIVITY vs PROACTIVITY Stimuli – response stimuli – conscious choice – response To be MI-proactive means: • to interact with and to be a part of the media flow on your own rules, and not on someone else's rules • to ensure that you can autonomously shape your life in a world of modern technology • to manage your attention – the most valuable treasure and commodity nowadays Reactive behavior: • immediate reaction to stimulus (no "mediator" between the external world, affecting you, and your behavior) • is run by the signals coming from outside and not by one's own deliberate reasons and motives Proactivity through and for MIL: why now? (...) • Media are increasingly ubiquitous • Personalization of digital services steadily expands • Technologies are for the benefit of its creators/owners • Attention is a scarce commodity (while we take it for granted) • Technologies impose on us new habits If this is not recognized, the effects that technology provokes threat our independence and force us to subservient to interests of others instead of performing our own tasks Promoting MIL for Teaching and Learning in Digital Environment Our approach “Standard” MIL competencies + Shaping proactive patterns of behavior Important themes • digital services’ algorithms and interfaces • attention management • internal locus of control (limits of responsibility) • thinking errors (cognitive errors, errors of emotion, perception, memory) • consequences of communication UNESCO Institute for Information Technologies in Education iite.unesco.org Tatiana Murovana t.murovana@unesco.org
Language:English
Score: 875582.7 - https://en.unesco.org/sites/de...week17_tatiana_murovana_3a.pdf
Data Source: un