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Power  R anking  — experiential exercise that allows the group and individuals to see and discuss how people are influential in the hierarchy of a group and its impact. 2.  (...) Conflict  S tyle  — this exercise generates insights on how different conflict-handling styles affect interpersonal and group dynamics and empowers participants to select the appropriate conflict-handling style for any situation. 3.       Paired  W alk  — this exercise involves walking and talking with someone as a way to practice listening, generate understanding and foster collaboration.
Language:English
Score: 1239357.8 - https://www.undp.org/facs/essential-practices
Data Source: un
It can, for example, be used to present content; guide learners through drill and practice exercises; engage them in discussion; or develop more advanced skills through simulation or case studies. (...) Games: Any activity or exercise during which students compete against each other or a machine under set rules to complete a task and achieve the best result possible. (...) This can be achieved by ensuring relevance, using an appropriate writing style, using media to complement and enrich instruction, including relevant exercises or activities, or through collaboration.
Language:English
Score: 1222838.4 - https://www.icao.int/training/...Training%20Taxonomy%202016.pdf
Data Source: un
X.420 : Information technology - Message Handling Systems (MHS): Interpersonal Messaging System   Français   Español     Home : ITU-T : Publications : Recommendations : X Series : X.420 Recently posted  -  Search Recommendations     X.420 : Information technology - Message Handling Systems (MHS): Interpersonal Messaging System Recommendation X.420 In force components Number Title Status X.420 (06/99)   Information technology - Message Handling Systems (MHS): Interpersonal Messaging System   In force     Superseded and Withdrawn components Number Title Status X.420 (11/88)   Message handling systems: Interpersonal messaging system   Superseded X.420 (09/92)   Information technology - Message handling systems: Interpersonal messaging system   Superseded X.420 (10/96)   Information technology - Message handling systems: Interpersonal messaging system   Superseded X.420 (1996) Technical Cor. 1 (08/97)     Superseded X.420 (1995) Amendment 1 (08/97)   Security error diagnostic codes   Superseded X.420 (1996) Technical Cor. 2 (12/97)     Published as a consolidated file with X.420 Corr. 3 (09/1998) Superseded X.420 (1996) Amendment 2 (12/97)     Never published, consolidated in X.420 (1999) Superseded X.420 (1996) Technical Cor. 3 (09/98)     Published in English and electronic format only as a consolidated file with X.420 Cor. 2 (12/1997) Superseded X.420 (1996) Amendment 3 (09/98)     Never published, consolidated in X.420 (1999) Superseded   Top  -  Feedback  -  Contact us  -  Copyright © ITU  2008 All Rights Reserved Contact for this page :  ITU-T Publications Updated : 2014-05-06  
Language:English
Score: 1218972.7 - https://www.itu.int/rec/T-REC-X.420
Data Source: un
F.420 : Message handling services: The public interpersonal messaging service   Français   Español     Home : ITU-T : Publications : Recommendations : F Series : F.420 Recently posted  -  Search Recommendations     F.420 : Message handling services: The public interpersonal messaging service Recommendation F.420 In force components Number Title Status F.420 (08/92)   Message handling services: The public interpersonal messaging service   In force     Superseded and Withdrawn components Number Title Status F.420 (11/88)   Message handling services: The public interpersonal messaging service   Superseded   Top  -  Feedback  -  Contact us  -  Copyright © ITU  2008 All Rights Reserved Contact for this page :  ITU-T Publications Updated : 2007/08/31  
Language:English
Score: 1202487.3 - https://www.itu.int/rec/T-REC-F.420
Data Source: un
Search Close Search UNICEF Fulltext search Max Document Guyana Media Guidelines for Reporting Interpersonal Violence UNICEF/UNI168840/Milton About The World Health Organization defines interpersonal violence as "intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, which either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment or deprivation.' Interpersonal violence therefore included; threatening or abusive language, various forms of stalking and threats including use of technology, physical violence, psychological and emotional abuse, murder. economic and other privations. (...) Media Guidelines are therefore needed to encourage accurate, sensitive and responsible coverage of Interpersonal Violence ( which is also referred to as Domestic Violence).
Language:English
Score: 1195084.4 - https://www.unicef.org/guyanas...porting-interpersonal-violence
Data Source: un
FOUNDATIONS OF HEALTH: GOAL FOR EVERY CHILD • Sound, appropriate nutrition – Health‐promoting food intake, eating habits  beginning with mother’s pre‐conception  nutritional status  • Stable, responsive environment of  relationships – Consistent, nurturing, protective interactions  with adults that enhance  learning, help  develop adaptive capacities that promote well‐ regulated stress response systems • Safe, supportive physical, chemical and  built environments – Provide places for children that are free from  toxins, allow active, safe exploration without  fear, offer families opportunities to exercise,  make social connections developingchild.harvard.edu/files/5012/8706/2947/inbrief‐health.gif 4 HEALTH CONSEQUENCES OF CHILDHOOD OBESITY • Obesity‐related co morbidities  – Type 2 diabetes – Hypertension – Nonalcoholic fatty liver  disease  – Dyslipidemia – Upper Airway Obstruction  – Sleep Apnea Syndrome – Blount’s Disease – Polycystic ovary syndrome  – Obesity related emergencies  – Depression/anxiety  Child Health and Food Insecurity Parent‐reported poorer health and  developmental risk   More frequent stomach aches, headaches,  colds, hospitalizations, anemia and chronic  conditions   More anxiety, depression, school  difficulties  • Nord M, Food insecurity in  households with children:  Prevalence, severity, and  household  characteristics.2009  USDA,  Economic Research Service  www.ers.usda.gov/Pulbicati ons/EIB56/  More difficulty with interpersonal  skills, self control, attentiveness,  flexibility and persistence  • Howard LL, Does food  insecurity at home affect  non cognitive performance  at school? 
Language:English
Score: 1191274.8 - https://www.wto.org/english/tratop_e/tbt_e/2.0_US_e.pdf
Data Source: un
This has been a painful intellectual and psychological exercise but one that shall guide us along the route towards changes. (...) Social and sexual inequalities, racisms, have a common denominator: the hegemonic anti-ethical practices exercised without references or criteria of respect for economic, social, cultural and existential rights. Such manner of exercising interpersonal hegemonies, regional hegemonies, are roads to destruction, oppression, political, social, economic and psychological disarticulation of nations, peoples, social groups.
Language:English
Score: 1191150.2 - https://www.un.org/WCAR/statements/portug_commE.htm
Data Source: un
Rana Barazi Introduction 01 First: Interpersonal Communication A- Definition B- Elements of Interpersonal Communication 02 Second: Using Interpersonal Communication Skills in Communication for Behavior Change Programs A- The Position of the Fieldworker with Respect to their Audience B- Strategy of Interpersonal Communication Used During Interactions with Individuals and Groups 1. (...) First: Interpersonal Communication A- Definition Interpersonal communication is a process of exchanging information, ideas, and feelings through verbal and non-verbal messages between two or more people who are aware of each other’s presence. The process results in a specific outcome, which is based on each party’s understanding of the meanings of the messages conveyed by the other party. Chapter Three: Interpersonal Communication 25 Interpersonal Communication Skills for Behavior Change B- Elements of interpersonal communication Interpersonal communication is characterized by seven important elements: 1- Two speakers (sender and receiver) 2- Message (verbal and non-verbal) 3- Communication Channel 4- Feedback 5- Noise 6- Context 7- Effect Message Feedback Context SenderReceiver Noise Communication Channel 26 1.
Language:English
Score: 1175839.1 - https://www.unicef.org/lebanon/media/4436/file
Data Source: un
. • Development of lectures, group work, panel discussions and simulation exercises/scenarios on gender mainstreaming tools, methods and processes, undertaken in close collaboration with the UNSSC Portfolio manager and partners, • Conduct one-on-one coaching sessions on function-specific gender mainstreaming and gender equality tasks in line with organizational work plans, • Generate a checklist on gender mainstreaming activities relevant to administrative support functions, • Generate a report to document current gender-friendly measures, challenges, and recommendations highlighted by training programme participants, • Work collaboratively with the UNSSC Portfolio manager throughout the design and delivery of the training programme. (...) Communication: Excellent written and spoken communication skills. Teamwork: Strong interpersonal skills; ability to establish and maintain effective working relations with colleagues within and outside the organization Submission of applications The application (in English) should include the following: • a duly completed, updated and signed P11 form (http://www.unssc.org/sites/unssc.org/files/p11un.doc) • a motivation letter elaborating in a concise style why you consider yourself qualified for this position http://www.unssc.org/sites/unssc.org/files/p11un.doc
Language:English
Score: 1171392 - https://www.unssc.org/sites/de..._2021_gender_mainstreaming.pdf
Data Source: un
. • Development of lectures, group work, panel discussions and simulation exercises/scenarios on gender mainstreaming tools, methods and processes, undertaken in close collaboration with the UNSSC Portfolio manager and partners, • Conduct one-on-one coaching sessions on function-specific gender mainstreaming and gender equality tasks in line with organizational work plans, • Generate a checklist on gender mainstreaming activities relevant to administrative support functions, • Generate a report to document current gender-friendly measures, challenges, and recommendations highlighted by training programme participants, • Work collaboratively with the UNSSC Portfolio manager throughout the design and delivery of the training programme. (...) Communication: Excellent written and spoken communication skills. Teamwork: Strong interpersonal skills; ability to establish and maintain effective working relations with colleagues within and outside the organization Submission of applications The application (in English) should include the following: • a duly completed, updated and signed P11 form (http://www.unssc.org/sites/unssc.org/files/p11un.doc) • a motivation letter elaborating in a concise style why you consider yourself qualified for this position http://www.unssc.org/sites/unssc.org/files/p11un.doc
Language:English
Score: 1171392 - https://www.unssc.org/sites/un..._2021_gender_mainstreaming.pdf
Data Source: un