Ресурсы
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Climate Equality: 기후 평등: 99%를 위한 지구; 요약본 Год публикации: 2023 Автор: Ashfaq Khalfan | Astrid Nilsson Lewis | Carlos Aguilar | Max Lawson | Safa Jayoussi | Jacqueline Persson | Nafkote Dabi | Sunil Acharya Организация-автор: Oxfam International 세계는 기후 붕괴와 불평등이라는 두 개의 위기를 직면하고 있다최상위 부유층과 기업, 부유국은 막대한 양의 탄소를 배출하며 세계를 파괴하는 주범이 되고 있다. 그러나 가장 크게 타격을 받는 이들은 빈곤층, 소외계층, 그리고 남반구 국가이다. 특히 여성과 소녀, 선주민, 빈곤과 차별을 겪는 이들이 겪는 피해 규모는 훨씬 더 크다. 전 세계 대부분이 기후 붕괴의 결과를 체감하고 있으나, 최상위 부유층과 부유국만이 스스로를 보호하기 위한 부와 권력, 그리고 영향력을 보유하고 있다. 그러한 힘에는 막대한 책임감이 따라야 한다. 아무런 조치도 취하지 않는다면 1.5°C 이하라는 안전한 지구 온난화 한도를 유지하면서 배출가능한 남은 탄소량을 부유층이 전부 소진하고, 빈곤 퇴치와 평등 확보를 위한 길은 끊어질 것이다. 지금 세계는 평등한 변혁을 필요로 한다. 불평등 대폭 축소, 기후 관련 대대적 조치, 그리고 공동의 사회로서 경제적 목표를 근본적으로 탈바꿈 할 수 있는 행동만이 모두를 위한 복지를 보장하면서도 지구를 구할 수 있는 유일한 방법이다. 
Human Rights and Conflict Resolution: Palestinian Universities as a Case Study (Conceptual Paper) Год публикации: 2023 Автор: Rashad Twam Организация-автор: Palestinian Jurists Association Palestinian universities have consistently witnessed occasional conflicts, many of which have resulted in disrupting the educational process. While some of these conflicts originated outside the university walls, as an extension of societal violence, others stemmed from within the university itself, posing a threat to civil peace. This conceptual paper addresses this issue by examining the various forms of these conflicts over the past five years (2018-2022) and the stakeholders involved in resolving them. It adopts a differentiated approach between the perspectives and methodologies of human rights advocates and conflict resolution practitioners, with a focus on the case study of Birzeit University. حقوق الإنسان وحل النزاعات من منظور عملي: الجامعات الفلسطينية نموذجا (ورقة مفاهيمية) Год публикации: 2023 Автор: Rashad Twam Организация-автор: Palestinian Jurists Association ما انفكت الجامعات الفلسطينية تشهد بين الحين والآخر، حالات نزاع، كثيرا منها ما تسببت بتعطيل العملية التعليمية. وفيما بعض تلك النزاعات نفذت من خارج أسوار الجامعة، كامتداد لحالات عنف مجتمعية، فبعضها الآخر بالعكس، مصدرها داخل الجامعة، وكادت أن تمتد إلى خارج حرمها، مهددة السلم الأهلي. تعرض هذه الورقة المفاهيمية لهذا الإشكال، فتتناول أشكال تلك النزاعات خلال السنوات الخمسة الماضية (2018-2022)، والمتدخلين في حل هذا النزاعات، ضمن مقاربة التمييز بين منطلقات وأساليب عمل كل من فئة المدافعين عن حقوق الإنسان وفئة ممارسي حل النزاعات، وذلك بالتركيز على تجربة جامعة بيرزيت كحالة دراسية. 
Instructional Strategies for Learning Conflict Resolution Skills in School (Mustansiriyah Journal of Humanities; Vol. 1-1, Special Issue) Год публикации: 2023 Автор: Haider Kareem Sukar Организация-автор: Mustansiriyah University The school is a community tool that achieves its educational goals through all behavioral habits that provide students with sound and integrated growth, as well as preparation and adaptation for the future after obtaining success and involvement in government institutions and the economy. In the civilizational scale, so the school must achieve all means of education and an educational philosophy based on foundations with educational entertainment Adolescent children may seek more freedom, power, and complete liberation later on from the authority of parents and others represented by the school, as it is the broader environment after the family that embraces the person, so we see these children doing actions such as abuse of others, violation of order and law, harshness in dealing with others, or rudeness in their behavior with them They may make mistakes and misbehave on purpose even though they know what is right and are able to act well. Therefore, the increasing manifestations of violence, disagreement and conflict in schools have led to an increase in the interest of educators of all positions in the process of learning and teaching students the concepts of human rights and the attitudes of tolerance in general and the skills of resolving differences and conflicts in constructive and positive ways and means. الاستراتيجيات التعليمية لتعلم مهارات حل النزاعات في المدرسة (مجلة المستنصرية للعلوم الإنسانية؛ Vol. 1-1، العدد الخاص) Год публикации: 2023 Автор: Haider Kareem Sukar Организация-автор: Mustansiriyah University تعد المدرسة إحدى أدوات المجتمع التي تحقق أهدافه التربوية من خلال جميع العادات السلوكية التي تؤمن للتلاميذ النمو السليم والمتكامل الى جانب الإعداد والتكيف للمستقبل بعد الحصول على النجاح والانخراط في مؤسسات الدولة او مزاولة النشاط الاقتصادي ويتعدى الأمر الى أكثر من ذلك في كثير من الأحيان بحيث يتشكل من خلال التعليم ابرز ملامح المجتمع وتتحدد مكانته في السلم الحضاري، لذا على المدرسة تحقيق جميع ذلك من خلال وسائل وفلسفة تربوية قائمة على أسس معرفية تقوم الجهات التربوية المختصة بتحديدها. وقد يسعى الابناء المراهقون نحو مزيد من الحرية والسلطة والتحرر الكامل فيما بعد من سلطة الوالدين والاخرين الممثلة بالمدرسة كونها البيئة الاوسع بعد الاسرة التي تحتضن الشخص، لذا نرى هؤلاء الابناء يقومون باعمال مثل الاساءة للغير وخرق النظام والقانون والغلظة في التعامل مع غيرهم او الوقاحة في تصرفهم معهم، وقد يرتكبون اخطاء ويسيئون التصرف عن عمد على الرغم من انهم يعرفون الصواب وقادرون على التصرف الحسن. لهذا فقد ادى تزايد مظاهر العنف والخلاف والنزاع في المدارس الى ازدياد اهتمام المربين على اختلاف مراكزهم لعملية تعلم وتعليم التلاميذ لمفاهيم حقوق الانسان واتجاهات التسامح بعامة ومهارات حل الخلافات والنزاعات باساليب وطرائق بناءة وايجابية. 
Improving Mechanisms to Ensure the Achievement of Gender Equality in Uzbekistan Год публикации: 2024 Автор: Отеев Уразбай | Каражанова Роза Организация-автор: Наука и инновации This article examines the development of gender equality in Uzbekistan, highlights progress made to date, identifies current challenges, and outlines future paths toward building a more inclusive society. Совершенствование механизмов, обеспечивающих достижение гендерного равенства в Узбекистане Год публикации: 2024 Автор: Отеев Уразбай | Каражанова Роза Организация-автор: Наука и инновации В этой статье исследуется развитие гендерного равенства в Узбекистане, освещается достигнутый к настоящему времени прогресс, определяются текущие проблемы и обрисовываются дальнейшие пути построения более инклюзивного общества. 
Children with Disabilities in Europe and Central Asia: A Statistical Overview of Their Well-Being Год публикации: 2023 Организация-автор: United Nations (UN) This regional report provides critical evidence for decision-makers across countries to use in both policy and programming. In the context of the Global Disability Inclusion Strategy and Policy, UNICEF in Europe and Central Asia will use this valuable resource to embark on the next level of engagement to give all children with disabilities the opportunity to realize their rights on an equal basis with their peers. Дети с инвалидностью в Европе и Центральной Азии: статистический обзор их благополучия Год публикации: 2023 Организация-автор: United Nations (UN) Данный региональный доклад содержит важные фактические данные, которые лица, принимающие решения в разных странах, могут использовать при разработке политических документов и программ. ЮНИСЕФ в Европе и Центральной Азии в контексте Глобальной стратегии и политики по вовлечению людей с инвалидностью будет использовать этот ценный ресурс, чтобы перейти на следующий уровень взаимодействия, дающий всем детям с инвалидностью перспективы реализации своих прав наравне со сверстниками. 
How Are Vocational Institutions Innovating, Evolving and Changing as a Result of COVID-19?: A Study of Practice and Perspectives in Five Countries Год публикации: 2021 Организация-автор: British Council As an international problem, Covid-19 requires international cooperation. The social, economic and educational recovery from the pandemic can be enhanced by knowledge transfer and exchange. This research brought together 15 technical and vocational education and training (TVET) institutions from the five countries in the British Council’s I-WORK Programme (Improving Work Opportunities - Relaying Knowledge) to explore innovation, evolution and change stemming from the pandemic. TVET practitioners and leaders from Ghana, India, Malaysia, South Africa and the UK were asked to reflect on five key questions: How are institutional policy and structures likely to change to reflect the changing situation? Is this different for private institutions? What changes are proposed to the curriculum/ occupational areas to reflect the rapidly changing demand and how are they identifying this demand? How will learners get the practical and work-based experience they need and what changes to work- based learning and apprenticeships are needed? What changes are needed to the skills and type of staff in the teaching institution? How can new delivery models and ways of working promote more inclusive practice? The research took place as institutions approached almost a year of adapting their teaching, learning and support to localised lockdowns and the restrictions of the pandemic. The national policy context may have been different in each country, but the research findings pointed to a single conclusion: that across the board, the move to digital learning and teaching had brought benefits, opportunities and challenges that might not otherwise have been realised.