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
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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Superseded and Withdrawn components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Superseded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Superseded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Superseded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Superseded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Superseded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Superseded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
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Home : ITU-T : Publications : Recommendations : F Series : F.420
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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
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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
