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Snapshot from the previous session Ms Julia Hayes, Illustrator Introduction Ms Nidhi Singal, Professor of Disability and Inclusive Education, University of Cambridge Panel discussion • Ms Leila P. (...) Snapshot from the previous session Ms Julia Hayes, Illustrator Introduction Ms María Soledad Cisternas Reyes, United Nations Secretary General’s Special Envoy on Disability and Accessibility Testimonial video Ms Maria Njeri, Goodwill Ambassador for the Cerebral Palsy Society of Kenya Presentation: available evidence on school violence and bullying and children and young people with disabilities Ms Megan McCloskey, Senior Fellow, Disability Inclusive Development Initiative, International Policy Institute, University of Washington Testimonial video Ms Rao Lijun, Graduate of Harbin Normal University, China Q & A session Animation video: Together against school bullying, UNESCO Panel discussion on effective measures to prevent and address school violence and bullying involving children and young people with disabilities • Mr Mpho Tjope, Founder of the #ICanBe campaign • Mr James O’Higgins Norman, UNESCO Chair on Tackling Bullying in Schools and Cyberspace and Director of Irish National Anti-Bullying Research and Resource Centre of Dublin City University, Ireland • Ms Jackline Olanya Amaguru, Safeguarding Manager for Christian Blind Mission • Ms Katherine Chamblin, Fourth-year undergraduate student in Speech and Hearing Sciences and in Disability Studies, Undergraduate Research Fellow in the Disability Inclusive Development Initiative at the University of Washington’s International Policy Institute • Ms Susana Fonseca, Assistant Professor, Department of Psychology, ISCTE- Lisbon University Institute Concluding remarks Ms Ola Abu Alghaib, Manager of the Technical Secretariat of the UN Partnership of Persons with Disabilities at the UNDP 5 27 November 2020 14:00 – 15:30 (GMT+1) Concluding session: Rebuilding a Stronger Global Disability Inclusive Education System post COVID-19 Moderator: Ms Diane Richler, Co-Chair, Global Action on Disability Network working group on inclusive education and former Chair of the International Disability Alliance What lessons can we learn from Covid-19 in terms of ensuring equitable access and support for children with disabilities? Snapshot from symposium Ms Julia Hayes, Illustrator Introduction Mr Mel Ainscow, Emeritus Professor of Education, University of Manchester Panel discussion • Mr Joseph Murray, President of the World Federation of the Deaf and former President of International Disability Alliance (IDA) • Ms Julia McGeown, Co-Coordinator of the Inclusive Education Task group in the International Disability and Development Consortium • Ms Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank • Mr Robert Prouty, former Head of the Global Partnership for Education, former World Bank Lead Education specialist, former school teacher and principal Concluding remarks • H.E.
Language:English
Score: 791181.84 - https://en.unesco.org/sites/de...bilities-2020-programme-en.pdf
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The results of this work will be illustrated in Graph 1. It however remains a concern that there is a large percentage of AFI registered aircraft that are not RVSM compliant and approved either due to the age of the fleet or that there is currently no necessity. 2.8 The State RVSM Aircraft Databases, in most cases, have been extensively reviewed and amended, reflecting figures of growing integrity. (...) The percentage obtained should further improve when RVSM is implemented. 2.11 Graph 2 illustrates the RVSM approved aircraft in the proposed RVSM band to date: May-05, 87% Jul-05, 90% 86% 86% 87% 87% 88% 88% 89% 89% 90% 90% 91% May-05 Jul-05 Graph 2 APIRG/15 – WP/15 - 4 - 2.12 A verification audit of approved operators recorded in the two samples, in the First Assessment revealed that 73% of all airline operators were approved and in the Second Assessment 88% of all operators. A further breakdown into AFI airline operators firstly produced a result of 58% and then 79% of AFI airline operators. The poor initial results could be attributed to the integrity of the data that has subsequently improved. 2.13 Graph 3 illustrates the trend to date: 73% 58% 88% 79% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% May-05 May-05 Jul-05 Jul-05 All Operators All Operators AFI Operators AFI Operators Graph 3 3.
Language:English
Score: 791181.84 - https://www.icao.int/WACAF/Doc...nts/APIRG/APIRG15/wp15_eng.pdf
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It considers spatial error propagation caused by motion compensated prediction as well as the delay until the reception of the feedback message. The algorithm illustrates one possible approach to evaluate feedback messages for spatio-temporal error tracking. (...) To evaluate the feedback message, the encoder must continuously record information during the encoding of each frame. First, the initial error E0(mb,n) that would be introduced by the loss of macroblock mb in frame n needs to be stored. (...) The encoder may use this information to compensate transmission errors, as illustrated in appendix II of H.263. firstMB indicates the number of the first MB treated as not coded, and numberOfMBs indicates the number of MBs treated as not coded.
Language:English
Score: 791181.84 - https://www.itu.int/wftp3/av-a...h/video-site/h263/h263app1.doc
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Activities The consultant will undertake the following tasks with technical support and review from a technical officer of the ILO Social Finance Programme: • Lay out the ILO Financial Education trainer’s manual for MSMEs and informal business owners in the Philippines in English (around 400 pages) • Lay out the ILO Financial Education trainee’s booklet for MSMEs and informal business owners in the Philippines in English (around 200 pages), with the inclusion of the illustrations and images newly designed for the booklet. • Lay out the ILO Guidelines for Digital Adaptation in English (Around 150 pages), with the inclusion of relevant illustrations and images as provided by the ILO. • Adapt any illustrations or imagery as required by the ILO project team and the ILO Social Finance Programme. (...) Apart from the above-mentioned illustrations required to be adapted by the designer, the ILO will provide the training materials’ InDesign template, alongside all texts and illustrations to be needed in the layout. 4 5. (...) The laid-out version of the ILO Financial Education trainee’s booklet for MSMEs and informal business owners in the Philippines in English (around 200 pages), following the template provided by the ILO, and including all the illustrations produced by the illustrator and the ones directly adapted by the designer. • Output 3: January 10th 2022.
Language:English
Score: 786405.4 - https://www.ilo.org/wcmsp5/gro...enericdocument/wcms_827438.pdf
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Victora Name of Illustrator: JohnH. Date started: 11/11/2015 N Fast Track Text typed Image redrawn Illustrator check Proofreader check Y 0 Percentage of children who receive any breastmilk at 12 months of age (%) 10 20 30 40 50 60 70 80 90 100 No data 3 Breastfeeding and cognitive development Breastfeeding helps prepare children for a prosperous future. (...) Breastfeeding is influenced by a wide variety of factors, as demonstrated by the following conceptual model (Figure 2) from The Lancet Breastfeeding Series. Illustration: 15TL_2177_1 Editor: DM/Katherine Gourd Author: Nigel Rollins Name of Illustrator: JohnH. (...) In many traditional societies, colostrum is thought to be harmful and may be discarded, while pre-lacteal feeds may delay breastfeeding initiation for several days. Home- and family-based interventions were effective at improving early initiation, as well as exclusive, continued and any breastfeeding.
Language:English
Score: 786069.5 - https://www.who.int/pmnch/medi...s/2016/breastfeeding_brief.pdf
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Note that for double-scan, this variable is initialized at the beginning of each scan, i.e., twice per block. (...) *Average Bitrate difference is calculated using results from QP=28,24,20,16. Table 1 illustrates the results of the proposed scheme in terms of the bitrate reduction in % from TML-8 where MAX_LEVEL=5 and MAX_RUNL=4. (...) Similar to results illustrated in Table 1, Table 4 illustrates the results of the proposed context models but, additionally, adaptive scan scheme described earlier is employed.
Language:English
Score: 785573.63 - https://www.itu.int/wftp3/av-a...o-site/0109_San/VCEG-N41r1.doc
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Mr Figueiredo noted that at the next meeting, scheduled for 14 June, participants would continue to discuss these illustrative calculations as well as address the remaining topics listed aside from trade-distorting domestic support. (...) (so that) we can open great market opportunities for farmers," he said. World Cotton Day initiative The WTO Secretariat provided information about the Cotton-4 request that the UN General Assembly recognize 7 October as World Cotton Day . Members unanimously supported the Cotton-4 initiative and pledged participation at the launch event to be hosted at the WTO headquarters on 7 October 2019.
Language:English
Score: 783257.28 - https://www.wto.org/english/ne..._e/news19_e/cott_07jun19_e.htm
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The experiences and words of some of the girls in the project will be used to illustrate these points. Khanya’s story illustrates the obstacles she had to overcome to participate in a youth development initiative: Khanya is a 17 year old Zulu girl, completing her final year of secondary education in 2005. (...) However, instead of confronting the boys, the girls blame themselves for their impatience with the boys. Primrose’s story illustrates that this development initiative was also a new terrain where young women need to act appropriately as prescribed by the normative behaviour in a particular community. (...) The methodologies of each of these budget analysis perspectives have been applied to an example of the girl child’s right and access to education to illustrate how these perspectives can intersect. Child rights and gender budgeting have not yet been institutionalised within the budgeting process of the South African government and therefore continue as advocacy initiatives.
Language:English
Score: 782553.5 - https://www.un.org/womenwatch/...tPapers/EP.6%20%20%20Nomdo.pdf
Data Source: un
Search Close Search UNICEF Fulltext search Max Document Action to End Violence against Children in Schools Review of Programme Interventions Illustrating Actions to Address Violence against Children in and around Schools • 2018-2020 About This review of programme interventions illustrates UNICEF actions to address violence against children in and around schools in 28 countries in seven geographical regions. This report aims to complement the Safe to Learn Global Programmatic Framework and Benchmarking Tool: from Call to Action to Programme Responses, providing concrete examples on the range of interventions and programme strategies implemented by UNICEF and partners in different contexts to operationalize the Call to Action .The report also includes case studies, highlighting a series of innovative initiatives to prevent and respond to violence against children in and around schools.
Language:English
Score: 782517.5 - https://www.unicef.org/documen...lence-against-children-schools
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Event detail  16 October 2021 World Food Day Menu ENGLISH العربية 中文 FRANÇAIS РУССКИЙ ESPAÑOL ITALIANO Share × Close FAO World Food Day photo contest for Europe and Central Asia Virtual Event, 01/09/2021 - 25/10/2021 The FAO World Food Day photo contest for Europe and Central Asia calls on everyone living in this vast and diverse region to use the power of photography to document the current state of our food systems or showcase future-looking ideas and initiatives. Photos should be submitted to illustrate one of the 'four betters': *better production *better nutrition *better environment *http://www.fao.org/europe/resources/wfdphotocontest2021/en/better life in rural areas. (...) To enter the contest, just follow these three simple steps: 1. Take one photo illustrating how we can or are already changing the way our food is being produced, processed, transported and consumed for better production, nutrition, environment and life. 2.
Language:English
Score: 782517.5 - https://www.fao.org/world-food...aaa5-4a90-8fdb-4f448bb7ba76/en
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