BIND bindDependent Signature: The class and identity of a participant in the parent role; the class and identity of the proposed participant to be created in the dependent role. (...) UNBIND unbindDependent Signature: The class and identity of a participant in the parent role; the class and identity of the participant in a dependent role. (...) BIND bindComponent Signature: The class and identity of a proposed participant in the component role; the identity of a generalCompositionRelationship.
Language:English
Score: 1166470.5
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https://www.itu.int/wftp3/Publ.../fl/itu-t/x/x725/1995/x725.gdm
Data Source: un
BIND bindDependent Signature: The class and identity of a participant in the parent role; the class and identity of the proposed participant to be created in the dependent role. (...) UNBIND unbindDependent Signature: The class and identity of a participant in the parent role; the class and identity of the participant in a dependent role. (...) BIND bindComponent Signature: The class and identity of a proposed participant in the component role; the identity of a generalCompositionRelationship.
Language:English
Score: 1158322.3
-
https://www.itu.int/wftp3/Publ...fl/itu-t/x/x725/1995/x725.html
Data Source: un
The varying quality of static digital identities over time is illustrated in Figure 3. Static digital identities are, of course, an important element in a national digital identity infrastructure, as a foundational identity forming an official document for access to government services, border control, etc. However, it is increasingly the case that more dynamic approaches need to be considered, easing the onboarding process and reflecting day to day usage, as outlined in the next section. 2.5.2 Online / dynamic The second broad class of digital identities, online or dynamic identities, originate in the Internet corporations’ need to build a profile of individuals, which can be extended by creating identities that can be linked to and used by other services. (...) Figure 4: Lifecycle of a dynamic digital identity These identities are self-asserted, meaning that the individual states their identity, and therefore they offer – initially at least – a low level of assurance (LoA 1).
Language:English
Score: 1086643.1
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https://www.itu.int/en/publica...n/files/basic-html/page50.html
Data Source: un
Violence based on sexual orientation and gender identity/expression, also referred to as homophobic and transphobic violence, is a form of school-related gender-based violence. It includes physical, sexual and psychological violence and bullying and, like other forms of school-related violence, can occur in classes, playgrounds, toilets and changing rooms, on the way to and from school and online.
(...) Students targeted are more likely to feel unsafe in school, miss classes or drop out. Homophobic and transphobic violence also has adverse effects on mental health including increased risk of anxiety, fear, stress, loneliness, loss of confidence, low self-esteem, self-harm, depression and suicide, which also adversely affect learning.
Language:English
Score: 1074399.1
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https://violenceagainstchildre...gender-identity-and-expression
Data Source: un
Violence based on sexual orientation and gender identity/expression, also referred to as homophobic and transphobic violence, is a form of school-related gender-based violence. It includes physical, sexual and psychological violence and bullying and, like other forms of school-related violence, can occur in classes, playgrounds, toilets and changing rooms, on the way to and from school and online.
(...) Students targeted are more likely to feel unsafe in school, miss classes or drop out. Homophobic and transphobic violence also has adverse effects on mental health including increased risk of anxiety, fear, stress, loneliness, loss of confidence, low self-esteem, self-harm, depression and suicide, which also adversely affect learning.
Language:English
Score: 1074399.1
-
https://violenceagainstchildre...ntent/most-vulnerable-children
Data Source: un
Violence based on sexual orientation and gender identity/expression, also referred to as homophobic and transphobic violence, is a form of school-related gender-based violence. It includes physical, sexual and psychological violence and bullying and, like other forms of school-related violence, can occur in classes, playgrounds, toilets and changing rooms, on the way to and from school and online.
(...) Students targeted are more likely to feel unsafe in school, miss classes or drop out. Homophobic and transphobic violence also has adverse effects on mental health including increased risk of anxiety, fear, stress, loneliness, loss of confidence, low self-esteem, self-harm, depression and suicide, which also adversely affect learning.
Language:English
Score: 1074399.1
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https://violenceagainstchildren.un.org/node/1617
Data Source: un
Tips for educators
Awareness
Teach students how to recognize behaviour that may reinforce racism
See UNESCO 's Master Class Series against Racism and Discriminations , a global "training for trainers" initiative. Using a human rights-based approach, the classes serve as dialogue spaces and peer learning forums among the participants, experts, resource persons, and invited personalities, to openly discuss the taboos that corrode the social and moral fiber in societies.
(...) Don’t forget to include minorities based on class, ability, sexual identity and orientation and other non-racial factors.
Language:English
Score: 1073417.4
-
https://www.un.org/en/fight-racism/get-involved/teach
Data Source: un
Tips for educators
Awareness
Teach students how to recognize behaviour that may reinforce racism
See UNESCO 's Master Class Series against Racism and Discriminations , a global "training for trainers" initiative. Using a human rights-based approach, the classes serve as dialogue spaces and peer learning forums among the participants, experts, resource persons, and invited personalities, to openly discuss the taboos that corrode the social and moral fiber in societies.
(...) Don’t forget to include minorities based on class, ability, sexual identity and orientation and other non-racial factors.
Language:English
Score: 1073417.4
-
https://www.un.org/en/node/140328
Data Source: un
Precondition common to all of the several use cases : This scenario envisages an educational TV programme, "In a drug store", being played to a school class. The instructor, Kim, prepares the class using an educational broadcasting system (EBS) studio while some pupils prepare for the class in the same classroom as Kim or at home. Students that are going to follow the class from home are subscribed to Korea Satellite Broadcasting (KSB), which is a multichannel pay-TV company that provides digital broadcasting services over satellite. (...) In order to be allowed to follow the class, they have to identify themselves to the EBS.
Language:English
Score: 1071771.3
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https://www.itu.int/ITU-T/spec...s/ip-policy/final/Attach17.doc
Data Source: un
Article 7:
One application may be filed to register a group of trademarks if they are identical as to
their essential elements and differ only in ways that do not affect their character such as color or
the details of the products or services related thereto provided that these products or services
belong to the same class.
(...) Application for a temporary protection of a trademark for one class.
w. Registration of a trademark for one class.
x. Registration of a jointly-owned trademark for one class.
y. Renewal of registration of a trademark for one class.
z.
Language:English
Score: 1061591.9
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https://www.wto.org/english/th...c_e/sau_e/WTACCSAU56_LEG_1.pdf
Data Source: un
