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Visit the Mechanism's website . “Young people have great responsibility to preserve the memories of the crimes committed” Kalesija | 22 September 2015 The guest lecture given by ICTY Registry Liaison Officer  Almir Alić, at Combined High School in Kalesija generated great interest among fourth year students of economics, mechanical engineering and agriculture studies, as well as the local gymnasium students. (...) The students discussed the judicial dimension of the facing the past, and the importance of calling those responsible to account. (...) Therefore, a great responsibility rests with us, the young people.” High School students from Kalesija agreed that more such educational programmes should be included in the curriculum in order for young people to learn more about war crimes and how are they processed.
Language:English
Score: 899068.4 - https://www.icty.org/en/outrea...ries-crimes-committed%E2%80%9D
Data Source: un
Nature, modalities and trends of girls’ and young women’s activism Bringing about the development of a culture that listens to and involves children and young people, with the contributions and engagement of young people actively sought, is one of the key aims of the National Policy Framework for Children and Young People, 2014-2020, “ Better Outcomes, Brighter Futures ” . (...) The Irish Second-level Students' Union, ISSU , was founded in 2008 and is the national representative body for school students in Ireland. ISSU is led by students, for students. Its aims include empowering student councils to act as democratic and effective representative bodies within their school communities, providing a collective voice for second-level students and representing second-level students as stakeholders in their education and in society, locally, regionally, nationally and internationally to continually develop a transparent, fair and modern education system.
Language:English
Score: 898768.8 - https://www.ohchr.org/sites/de...ault/files/2022-06/Ireland.doc
Data Source: un
International Day of People with Disability International Day of People with Disability (IDPwD), is a United Nations observed day celebrated internationally. (...) The Standards seek to ensure that students with disability can access and participate in education on the same basis as other students. (...) It is the responsibility of individual teachers to personalise the curriculum in Health and Physical Education so that it meets the needs of people with disability. The initial curriculum-writing process, along with the current review of the Australian Curriculum, includes consultation with key disability stakeholders via ACARA’s Students with Disability Advisory Group.
Language:English
Score: 898729.1 - https://www.ohchr.org/sites/de...sicalActivities/Australia.docx
Data Source: un
Due to a high volume of questions at the end of the presentation, Asrit extended his visit in order to accommodate the student’s queries. Astrit started the presentation by providing the students with a brief overview of the history of the ICTY, including how and why it was established, what its mandate is, and how many people have been indicted and convicted by the Tribunal. (...) After the presentation the students had numerous questions. Intrigued by the videos of witnesses testifying before the ICTY, students wanted to know the difference between the ‘victim-witness’, ‘fact-witness’ and ‘expert witness’. Astrit explained that the first group of witnesses are the people who were the victims of the war crimes; that second group are people who witnessed to a violent acts being committed.
Language:English
Score: 898209.5 - https://www.icty.org/en/node/8013
Data Source: un
Due to a high volume of questions at the end of the presentation, Asrit extended his visit in order to accommodate the student’s queries. Astrit started the presentation by providing the students with a brief overview of the history of the ICTY, including how and why it was established, what its mandate is, and how many people have been indicted and convicted by the Tribunal. (...) After the presentation the students had numerous questions. Intrigued by the videos of witnesses testifying before the ICTY, students wanted to know the difference between the ‘victim-witness’, ‘fact-witness’ and ‘expert witness’. Astrit explained that the first group of witnesses are the people who were the victims of the war crimes; that second group are people who witnessed to a violent acts being committed.
Language:English
Score: 898209.5 - https://www.icty.org/en/outrea...vel-students%E2%80%99-interest
Data Source: un
However, it is important for her to speak up and represent not only herself, but all students with disabilities. Emma says her university has provided her with academic support and accommodations as a student with a disability, including a campus mapping project it undertook last year as part of its efforts to make the campus more accessible for students with disabilities. (...) Such student-staff consultation is valuable as it “helps students advocate for access that is going to benefit them.” Making the physical environment more accessible to students with physical disabilities will “allow the university to have a wider range of students contributing to academic discourse and conducting research projects, which will in turn benefit the university by providing knowledge and expertise to all academic fields, because people with disabilities are present everywhere, in all fields.”
Language:English
Score: 897778.5 - https://www.un.org/en/node/120135
Data Source: un
However, it is important for her to speak up and represent not only herself, but all students with disabilities. Emma says her university has provided her with academic support and accommodations as a student with a disability, including a campus mapping project it undertook last year as part of its efforts to make the campus more accessible for students with disabilities. (...) Such student-staff consultation is valuable as it “helps students advocate for access that is going to benefit them.” Making the physical environment more accessible to students with physical disabilities will “allow the university to have a wider range of students contributing to academic discourse and conducting research projects, which will in turn benefit the university by providing knowledge and expertise to all academic fields, because people with disabilities are present everywhere, in all fields.”
Language:English
Score: 897778.5 - https://www.un.org/en/academic...ral-choices-inclusive-campuses
Data Source: un
Hundreds of students gathered in the classroom for team presentations looking at different angles of people with disabilities. (...) She was glad that the students’ perspectives about people with disabilities and their rights completely changed after the course. (...) ‘I will surely advise junior students to take it,’ she said. In Viet Nam, only a few people with disabilities have a stable job and regular incomes.
Language:English
Score: 896648.5 - www.ilo.org/hanoi/Infor...WCMS_241249/lang--en/index.htm
Data Source: un
Hundreds of students gathered in the classroom for team presentations looking at different angles of people with disabilities. (...) She was glad that the students’ perspectives about people with disabilities and their rights completely changed after the course. (...) ‘I will surely advise junior students to take it,’ she said. In Viet Nam, only a few people with disabilities have a stable job and regular incomes.
Language:English
Score: 896648.5 - https://www.ilo.org/hanoi/Info...WCMS_241249/lang--en/index.htm
Data Source: un
Ladies and Gentlemen, The Oromo people represent the largest national group in the country accounting about 35 million people out of the total 75 million people of the total population of Ethiopia. They are considered as one of the indigenous peoples inhabiting the Horn of Africa. Despite their numeric majority, the Oromo people are in a minority-like situation in the country. (...) Attacks and harassment against the Oromo people continue allegedly by the security forces perpetuating the fears of the people in Oromia and other southern parts of Ethiopia.
Language:English
Score: 896091.5 - https://www.ohchr.org/sites/de...kegn_chimdi_oromo_ethiopia.doc
Data Source: un