The document announces two vacant positions for Regional Officer of Aviation Security and Facilitation based in Cairo. Key responsibilities include assisting Middle Eastern states to implement aviation security and facilitation standards, conducting needs assessments, coordinating training programs, and supporting regional initiatives like the Cooperative Aviation Security Program for the Middle East. Applicants should have at least 10 years of experience in civil aviation security and proficiency in English.
DIGITAL MARKETING
Digital marketing, which first emerged in the early 21st century, is a sales promotion strategy that makes use of computer technology and the Internet. The two primary types of digital marketing are known as "pull" and "push," and each has its own set of benefits and drawbacks. Digital marketing is advertising for people who use and benefit from electronic devices like personal computers, smart phones; mobile
DWM DIGITAL MARKETING SOFTWARE HUSE IN DAHRANWALA
CONTACT NO
DIGITAL MARKETING
Digital marketing, which first emerged in the early 21st century, is a sales promotion strategy that makes use of computer technology and the Internet. The two primary types of digital marketing are known as "pull" and "push," and each has its own set of benefits and drawbacks. Digital marketing is advertising for people who use and benefit from electronic devices like personal computers, smart phones; mobile
DWM DIGITAL MARKETING SOFTWARE HUSE IN DAHRANWALA
CONTACT NO
The sample NAP process based on the UNFCCC NAP technical guidelinesNAP Events
As an integral part of the session day’s activities on accessing funding from the GCF, the LEG will present the sample NAP process that has been developed from the NAP technical guidelines.
The sample NAP process based on the UNFCCC NAP technical guidelinesNAP Events
Presentation by: Sonam Lhaden Khandu
7. The process to formulate and implement NAPs: The sample NAP process based on the UNFCCC NAP technical guidelines (LEG)
As an integral part of the session day’s activities on accessing funding from the GCF, the LEG will present the sample NAP process that has been developed from the NAP technical guidelines. The sample NAP process represents a minimum set of steps and building blocks for an effective process at the national level, and can be found on NAP Central <http: />.
The sample NAP process based on the UNFCCC NAP technical guidelinesTariq A. Deen
As an integral part of the session day’s activities on accessing funding from the GCF, the LEG will present the sample NAP process that has been developed from the NAP technical guidelines. The sample NAP process represents a minimum set of steps and building blocks for an effective process at the national level, and can be found on NAP Central <http: />.
This cooperation program built around a win-win partnership will make it possible to deal with all the issues related to this problem: forecasting, prevention of stranding, collection, treatment, recycling, impact prevention, etc.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
What does the Paris Agreement’s transparency framework mean for LDCs?IIED
A presentation by Xuehong Wang on LDC's experiences of reporting on their experiences implementing the Paris Agreement.
Xuehong Wang is the team lead of the International Consultation and Analysis Support Unit at the Transparency Division of the UNFCCC Secretariat. She has 10 years’ work experience on reporting and review under the UNFCCC process, including coordinating technical reviews of various national reports submitted by Parties.
The presentation was delivered on Tuesday, 4 August 2020 during the webinar hosted by IIED `What does the Paris Agreement’s transparency framework mean for LDCs?´.
More details: https://www.iied.org/what-does-paris-agreements-transparency-framework-mean-for-ldcs
Day 1 UNCCD GSP: NAP formulation and implementation and national reporting elodieperrat
Workshop on Alignment & implementation of National Action programmes with the UNCCD 10-year Strategy in the Arab Region
League of Arab States (18- 20 June 2014), Dubai - UAE
UNCCD, Mr. Fady Asmar
1000 words, 2 referencesBegin conducting research now on your .docxvrickens
1000 words, 2 references
Begin conducting research now on your company/client. After brainstorming on your company’s industry and after your preliminary research information-gathering techniques, create a research profile proposal to deliver to your company’s management that includes the following:
State the specific research goal for the proposal.
What is the company’s current business problem?
Who is the company’s competition?
Establish your population sample for researching customer attitudes and behaviors about the company and product.
Identify the steps in the research process.
.
1000 words only due by 5314 at 1200 estthis is a second part to.docxvrickens
1000 words only due by 5/3/14 at 12:00 est
this is a second part to this assignment due at a different time
Part 1
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
.
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Day 1 UNCCD GSP: NAP formulation and implementation and national reporting elodieperrat
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State the specific research goal for the proposal.
What is the company’s current business problem?
Who is the company’s competition?
Establish your population sample for researching customer attitudes and behaviors about the company and product.
Identify the steps in the research process.
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1000 words only due by 5314 at 1200 estthis is a second part to.docxvrickens
1000 words only due by 5/3/14 at 12:00 est
this is a second part to this assignment due at a different time
Part 1
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
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10.1. In a
t
test for a single sample
,
the sample
'
s mean is
c
o
m
par
ed to the
population
.
10.2. When we use a paired-samples
t
test to compare the pret
es
t and
p
ostt
est
scores for a group of 45 people, the degrees of freedom
(
df
)
ar
e _____.
10.3. If we conduct a
t
test for independent samples
,
and
n1
=
32 and
n2
=
35,
the degrees of freedom
(df)
are
_____.
10.4
.
A researcher wants to study the effect of college education on p
eo
p
le's
earning by comparing the annual salaries of a randomly
-
selecte
d g
ro
up
of 100 college graduates to the annual salaries of 100 randoml
y-selected
group of people whose highest level of education is high
schoo
l.
To
compare the mean annual salaries of the two groups
,
th
e resea
r
cher
should use a
t
test for
______.
10.5. A training coordinator wants to determine the effectiveness
of a program
that makes extensive use of educational technology when t
raining new
employees. She compares the scores of her new emplo
yees who
completed the training on a nationally-normed test to th
e
me
a
n
s
c
ore of
all
those in the country who took the same test.
The a
p
pro
p
riate
statistical test the training coordinator should use for h
er analysis
i
s the
t
test for ______.
10
.
6. As part of the process to develop two parallel forms o
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u
es
t
io
nn
aire
,
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i
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e
r b
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th
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or
ms to a
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mpl
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t
o com
p
are
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.
Circle the
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10.7. A difference
o
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is lik
e
ly to
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s
ame
d
i
ffe
r
e
n
ce (of 4
points) between two
heterogeneous
groups
,
when all fou
r g
r
o
up
s are
taking completing the same survey and have appro
x
im
a
tel
y t
h
e same
number of subjects.
10.8. A difference of 3 points on a 100-item test taken b
y t
w
o g
rou
ps is likely to be
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statistically significant than a difference of 3 po
i
nt
s on a 30-item test taken by the sa
m
e
t
w
o g
r
oups.
10.9 When
a
t
test for paired samples is u
s
ed to
c
ompare th
e
p
re
t
est an
d
the posttest
means
,
the number of pretest scores i
s
the
same as/different than
the number of
po
s
t-t
e
st scor
e
s.
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w
e
w
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G
MAT are
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10
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s
w
h
e
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A
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100 WORDS OR MOREConsider your past experiences either as a studen.docxvrickens
100 WORDS OR MORE
Consider your past experiences either as a student, early child care professional, or teacher. Describe a creative episode similar to the two boys who found a frog in the text (Creativity and the Arts with Young Children, p.309), when the teacher (maybe you) seized the opportunity (the teachable moment) to inspire the children to branch out using their imagination, creativity, and interests. Why do you think this was such a memorable moment?
WHAT WAS OBSERVED?
Two boys were exploring the outdoors and found a small frog. The teacher recognized their high interest and determined that this was an appropriate topic for a study. Their experience in nature provided the interest and stimulus for a long-term project on frogs. The teacher demonstrated her belief that this study could not only include informational learning but also be enriched by the use of the arts. She didn't know a lot about frogs, so she joined the children in looking for information about them. Stories provided the content for the drama about frogs, and the music selection encouraged listening and moving to the “frog music.” A group mural was created through the collaboration of several children, who created visual representations of the frog's environment. Another group of children investigated building a habitat for the frog in their classroom aquarium. All of the children were involved in active learning and used methods that matched their interests. At the conclusion of the study, the children shared their learning by making a giant book about frogs, creating a song about frogs, and demonstrating the development of the frog aquarium that emulated its outdoor environment. Finally, they returned the frog to its home, which led to their understanding that it needed to live in its natural habitat.
.
1000 to 2000 words Research Title VII of the Civil Rights Act of.docxvrickens
1000 to 2000 words
Research Title VII of the Civil Rights Act of 1964 and discuss why it is so significant.
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What is the purpose of this law?
What groups does it protect? What groups does it not protect?
How were the Jim Crow laws tested during this time period?
What is the U.S. Supreme Court case
Plessy v. Ferguson
about? Is the rule established in the Plessy case still the rule today?
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“May’s Lion” (Le Guin)
“Deer Among Cattle” (Dickey)
“Meditation at Oyster River” (Roethke)
“The Call of the Wild” (Snyder)
“Eco-Defense” (Abbey)
“The Present” (Dillard)
“Time and the Machine” (Huxley)
Mending wall(Frost)
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100 wordsGoods and services that are not sold in markets.docxvrickens
100 words
Goods and services that are not sold in markets, such as food produced and consumed at home and some household articles, are generally not included in GDP.
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100 word responseChicago style citingLink to textbook httpbo.docxvrickens
100 word response
Chicago style citing
Link to textbook: http://books.google.com/books?id=zutRiJJMBQYC&printsec=frontcover#v=onepage&q&f=false
Article is attached
The overwhelming similarities between the articles are perception of identity through self-focus or self-identity through culture. Mulvaney tells us “truth is socially constructed through language and other symbol systems” (Mulvaney, 222). And as an example, it was just such self-focus that landed Galileo in jail by asserting that the universe was sun-centered as opposed to earth centered. The people of that time had socially constructed their own truths based on their perceptions of that time, although we now know that both were incorrect. It was from this perception of correctness that power was assumed and asserted by the majority, which in this case led to Galileo’s arrest (Mulvaney 2004).
Jandt touches on an interesting fact regarding existentialism, the idea of the “other” and the idea that both the observer and the observed are changed in the process. He states, “that the observer is not independent of the observed; the observed is in some sense “created” or changed or both by the act of observation” (Jandt, 212). It is from this dynamic that Jandt speaks of that we can see the formation of societal roles, i.e. the roles of those in positions of power and those in a subservient roles.
The interesting culmination of the information from all three articles is that the process is not a stagnant one, but rather one that can, and often times does change. Through introspective analysis, asking ourselves the question “Who am I?” we can embrace our cultural differences and through the acceptance of our individual qualities can take back some of the power that was perhaps lost (Jandt, 210). For example, take the labels “Feminist” and “Gay” along with “queer” and “Chicano,” which were certainly negative when created, have been transformed into positive labels embraced by those within each perspective community (Jandt 2004).
Works Cited
Jandt, Fred E., Dolores V. Tanno. "Decoding Domination, Encoding Self-Determination - Intercultural Comminication Research Process." In Intercultural Communication: A Global Reader, by Fred E. Jandt, 205 - 221. Thousand Oaks, CA: Sage Publications, Inc., 2004.
Mulvaney, Becky Michelle. "Gender Differences in Communication - An Intercultural Experience." In Intercultural Communication - A Global Reader, by Fred E. Jandt, 221 - 229. Thousand Oaks, CA: Sage Publications, Inc., 2004.
.
100 word response to the followingBoth perspectives that we rea.docxvrickens
100 word response to the following:
Both perspectives that we read referenced Hofstede’s work. Merrit and Helmreich focused closely on Hofstede’s principles of individualism and power distance. They studied how American flight crews differed in these areas from Asian flight crews. The American flight crews proved to have much more individualism than the Asian, although power distance perceptions were mixed between pilots and flight attendants, with the flight attendants perceiving more power distance than the pilots (in Jandt, 2004). Aldridge also focused on individualism and power distance, with regards to the American culture. It is Aldridge’s thesis that it is the idea of the “natural rights of man” that underpins American culture (in Jandt, 2004, p.94). The natural rights of man are a value that is espoused by a culture with high individuality and low power distance. If man has natural rights, then he is an independent being, and in order to value all men, we must have a lower perception of the distance between those of high status and those with lower status.
I enjoyed both perspectives. I felt that the aviation study was very strong, as they were careful to make sure that they accounted for cultural differences in their measurements. I agree with the authors that although they confirmed some sociological theories and demonstrated that flight crews tend to follow their cultural norms, the study is likely skewed. In order to understand how different flight crews behave from standard Asian social norms, the surveys would have to be done from an Asian perspective and even then, there is not just one Asian culture, so that should be taken into account. We likely miss many of the subtle differences between Asian flight crews and their home culture, by not having a sensitive test to that culture.
My main complaint about Aldridge’s perspective is a lack of strong comparison to other cultures. I felt that the argument that American culture is strong based on our belief in natural human rights would have been better served by showing more comparison to other cultures that also espouse this value and/or to cultures that clearly do not. The comparison to Nazi culture was a start, but one that gets kind of old after a while, and is not a culture that is as current as I would prefer in a comparison.
Readings:
Texbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004
“Human Factors on the Flight Deck: The Influence of National Culture,” Merritt and Helmreich, Jandt pages 13-27
“What is the Basis of American Culture,” Aldridge, Jandt pages 84-98
100 word response to the following
The perspectives learned this week relate to the evolution of human beings and their ability to evolve and survive. As it was state in Aldridge’s readings human beings have the capability to communicate and this ability makes them superior, than animals. All human beings came from the same land and eventually with th.
100 word response to the followingThe point that Penetito is tr.docxvrickens
100 word response to the following:
The point that Penetito is trying to make is that it is important for indigenous cultures to survive. He uses the case of the education of the Maori in New Zealand as an example to exhibit the declining influence of the culture because of the influence of the more dominant British culture. Penetito strengthens his argument by referencing problems that come with colonization and the negative on natives, most notably, the educational system. By attacking this one issue and using facts about the culture to enrich the discussion helps to focus his message that cultures being dominated is a bad thing. The Maori educational system has been moulded to fit the mainstream framework rather than a Maori one (Jandt, 2004, p. 173) and this creates many of the problems and contributes to the extinction of culture. He could use other examples of how colonizing countries leads to the destruction of less important areas of indigiounous cultures such as dress, language, or food in order to strengthen his arguments about the educational systems. The lack of attention in the educational field is having lasting effects on Maoris living in New Zealand and any more information he could use to support this would be important to know. Also examples of educational systems in other colonized countries, to compare and contrast them to New Zealand's would also help to influence readers. He references a report done by the Ministry of Maori Development which states that, "disparities between Maori and non-Maori in a variety of economic sectors such as employment and income" (Jandt, 2004, p. 181). The Maori are just an example of one culture that is fighting for survival out of many. The problem is that through colonization, diversity dwindles. Penetito's writing is valid for all endangered languages because all cultures can use it as a template and useful knowledge for preserving their cultures before they are completely gone.
Textbook: Jandt, F. (2004). Intercultural Communication:A Global Reader. Thousand Oaks, CA: Sage Publications Inc.
---------------------------------------------------------------------------------------------------------------------------
100 word response to the following:
I would like to ask a provocative question, or two.
Given that all of the indigenous languages in the USA are on the brink of extinction, should there be federal funding to protect these languages and these cultures?
Along the same lines, what do you think of English-only initiatives? Do these aid or hurt American culture?
http://www.endangeredlanguages.com/
.
100 word response to the folowingMust use Chicago style citing an.docxvrickens
100 word response to the folowing:
Must use Chicago style citing and the textbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004. Part I Cultural Values
Culture has many different meanings anywhere from historical perspectives to behavioral perspectives to different traditions that have been passed down from generations to generations.
Levi Strauss was interested in structuralism which he defined as “the search for unusual harmonies” (pg 1 Jandt). “There are many more human cultures than human races”, human cultures are counted by the thousands and human races are divided up by units.
The collaboration between cultures is trying to compare the old world with the new world. “No society is intrinsically cumulative. Cumulative history is the way of life of cultures and how they get a long together. All cultural contributions are divided into two groups; isolated acquisitions or features, the features are important but at the same time they are limited. The second group is systemized contributions which is how each society has chosen to express human aspirations. According to Strauss the true contribution of a culture is its difference from others.
Geert Hostede looks at business cultures and states that culture may be divided into four categories symbols, heroes, rituals and values. “Understanding people means understanding their background from which their present and future behavior can be predicted”. There are also four national cultural differences: 1.power distance-the population from equal to extremely unequal 2. Individualism -people have learned to act as individuals rather than in a group 3.masculinity- assertiveness or masculine values prevail over the feminine ones 4.uncertainty avoidance- people in a country prefer structured over unstructured situations.
References:
Jandt, E. Fred. Intercultural Communications. Thousand Oaks; Sage Publications. 2004. Print.
100 word response to the folowing:
Must use Chicago style citing and the textbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004 Part I Cultural Values
Our culture is something that has been ingrained in us from an early age, and is largely unconscious. Levi-Strauss says that while certain biological traits were selected for us in the beginning of evolution, as soon as culture came into being, those biological traits were influenced by the dynamics of culture (Jandt, p. 6). Essentially, we are not able to separate ourselves from culture, and to do so would be to ruin what is wonderful and unique about each culture. According to Hofstede, all cultures have their processes, and their values. While things like symbols and rituals in a culture vary greatly, he says; “Values represent the deepest level of culture. (Jandt, p. 9)”
Because culture is deeply ingrained in us, all of the variants that Levi-Strauss and Hofstede discussed must be taken in account when dealing wit.
100 word response using textbook Getlein, Mark. Living with Art, 9t.docxvrickens
100 word response using textbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Citing in MLA Format:
Between the Baroque and Rococo era, according to Getlein in Living with Art 2010, Rococo is a development and extension of the baroque style. Rococo is not only a play on the word baroque, but also French for rocks and shells. Rococo is known for its ornate style and several points of contrast. Baroque on the other hand was an art of cathedrals and palaces (Getlein p. 397). The Mirror Room of the Amailienburg in Nymphenburg is a great example of the Rococo style of art with its gentle pastels, overall intimacy, multiple mirrors and its illusion of the sky and with that baroque is large in scale and rococo is lighter. According to Getlein p. 398, Rococo architecture first originated in France but was soon exported, some examples of this type of art are found in Germany. Hall of mirrors on page 392 by Charles Le Brun is an example of baroque art, it is a more intense piece of work that is more vibrant and energetic vice the lighter decoration s used in The Mirror Room.
100 word response using textbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Citing in MLA Format:
The Renaissance covered the period from 1400 to 1600, which brought numerous changes that included new techniques in art, the way art was viewed, and how people viewed themselves. The term renaissance means "rebirth" and it refers to the renewal of interest in Roman and Greek cultures. During the period scholars who called themselves humanists believed in the pursuit of knowledge and striving to reach their full creative and intellectual potential. This new way of thinking had many impacts for art during this period. Artists became interested in observing the natural world and studied new techniques on how to accurately depict it. Various techniques were developed such as the effect of light known as chiaroscuro; noting that distant objects appeared smaller than nearer ones they developed linear perspective; seeing how detail and colored blurred with distance, they developed atmospheric perspective. (Getlein page 361) The nude also reappeared in art, for the body was one of God's most noble creations; an example of this can be seen in figure 16.8 the statue of David, by the artist Michelangelo. (Getlein page 368) The primary difference between the Renaissance and the prior period of time was that artists were no longer viewed craftsmen, they were now recognized as intellectuals. (Getlein page 362)
The Northern Renaissance developed more gradually than in Italy. Northern artists did not live among the ruins of Rome nor did they share the Italians’ sense of a personal link to the creators of the Classical past; thus affecting the focus and characteristics between the two cultures. (Getlein page 374) Renaissance artists in northern Europe focused more on small details of the visible world, such as decoration or the outer appearanc.
100 word response to the following. Must cite properly in MLA.Un.docxvrickens
100 word response to the following. Must cite properly in MLA.
Unlike the Egyptian culture that created statues of themselves as gods and pharaohs. Muslims did not worship false idols or statues so no pictures or statues or gods are present in their mosques. According to Geitlein (2010), “The Qur’an contains a stern warning against the worship of idols, and in time this led to a doctrine forbidding images of animate beings in religious contexts” (p. 410). Instead the Muslims of the Islam culture used geometry and plants to design buildings, like the Egyptian pyramids, Muslims built beautiful mosques with grand designs. Islam became a world religion, like Christians, they needed a place of worship and prayer. They also used fine textiles, sun dried brick, and ceramics to create their designs. An example would be the popular Cordoba mosque of Spain. A lot of mosques use the arch and dome technique like that of the Romans and Byzantine architecture. Arabic script also became popular and appeared inside the mosque temples. Islam used calligraphy as art and to illustrate writing. Egyptians were also big on scripting but theirs was called hieroglyphics, which not only had letters, but pictures were a big part of their writing system as well. The Egyptians didn’t technically worship false idols at all times, at some times they had statues created of themselves but there wasn’t really a religion in Egypt until the one god religion began there. Egypt gave you a visual of the life and world of Egypt, Islam leaves it more up to the imagination with no pictures of what any of the past history looked like.
References
Getlein, Mark. Living With Art. 9th ed. New York: McGraw-Hill, 2010. Print.
100 word response to the following. Must cite properly in MLA:
Realism was a mid to late 19th century movement in which artist should represent the world at it is regardless of artistic and social understandings. Realist were seeking to free art from social regulation and depicting how society shapes the lives of people (Little, page 80).
In his Fur Traders Descending the Missouri, American-born George Caleb Bingham a self taught artist and the first major painter to live and work west of the Mississippi River illustrates the realism of life for a French trapper and his son on the Missouri River hunting from a dugout canoe. The painting is simple to understand, it represents the calmness of a time to me when life was simple.
Abstract Expressionism was a movement that got its start following World War TWO. Developed in New York and often referred to as the New York School or Action Painting it is characterized to depict universal emotions. Additionally this was the first American movement to gain international recognition (Little, page 122).
Jackson Pollock’s perfected Abstract Expressionism through his “drip technique”, a technique in which you apply paint to a canvas on the floor indirectly from a brush. Pollock the youngest of five boys in a family that moved a.
100 original, rubric, word count and required readings must be incl.docxvrickens
100% original, rubric, word count and required readings must be included
This is 3 assignments in one. The final is all the assignments from M1A2- M5A2
The assignments are highlighted in yellow and the rubics are in red and attached for M3A2 and M5A2
Assignment 2: LASA 1—Preliminary Strategy Audit
The end result of this course is developing a strategy audit. In this module, you will outline and draft a preliminary framework for your final product. This provides you with the opportunity to get feedback before a final submission.
In
Module 1
, you reviewed the instructions for the capstone strategy audit assignment and grading rubric due in
Module 5
. By now, you have completed the following steps:
Identified the organization for your report
Interviewed at least one key mid-level or senior-level manager
Created a market position analysis
Conducted an external environmental scan in preparation of your final report and presentation
In this assignment, you will generate a preliminary strategy audit in preparation for your final course project.
Prepare a report that includes the following:
In preparation for your course project, prepare the preliminary strategy audit using the tools and framework you have focused on so far including the following:
Analysis of the company value proposition, market position, and competitive advantage
External environmental scan/five forces analysis
Identify the most important (5–7) strategic issues facing the organization or business unit.
You may modify the strategic issues in your final report based on the additional analysis you will conduct in the next module as well as the feedback you receive on this paper from your instructor.
Keep in mind that it is important to look at the strategic issue(s) from more than just one perspective in the business unit or company—speak to or research the issue from more than one angle to offer a 360-degree approach that does not cause more problems or issues.
Strategic issues arise from a mismatch between internal capabilities and external trends such that important opportunities are not being pursued or significant external threats are not being addressed under the current strategy.
Include a preliminary set of recommended tactics for improving your company’s strategic alignment and operating performance.
You may modify these recommendations in your final report based on the additional analysis you will conduct in the next module as well as the feedback you receive on this paper from your instructor.
Keep in mind that recommendations can include, but are not limited to, tactics in marketing, branding, alliances, mergers and acquisitions, integration, product development, diversification or divestiture, and globalization. If you recommend your company to go global, you must include a supply chain analysis and an analysis of your firm’s global capabilities.
Write your report as though you are a consultant to your company and are addressing the executive officers of this comp.
100 or more wordsFor this Discussion imagine that you are speaki.docxvrickens
100 or more words
For this Discussion imagine that you are speaking to a group of parents or early childcare professionals. Identify the characteristics of the group so that your readers know who is being addressed. Explain to the group why play is so important to children, including:
How and what children learn through play
Give examples of how they can encourage and support play for children
.
10. (TCOs 1 and 10) Apple, Inc. a cash basis S corporation in Or.docxvrickens
10.
(TCOs 1 and 10) Apple, Inc. a cash basis S corporation in Orange, Texas, formerly was a C corporation. Apple has the following assets and liabilities on January 1, 2010, the date the S election is made:
Adjusted Basis
Fair Market Value
Cash
$200,000
$200,000
Accounts receivable
-0-
$105,000
Equipment
$110,000
$100,000
Land
$1,800,000
$2,500,000
Accounts payable
-0-
$110,000
During 2010, Apple collects the accounts receivable and pays the accounts payable. The land is sold for $3 million, and taxable income for the year is $590,000. What is Apple's built-in gains tax?
(Points : 5)
.
10-12 slides with Notes APA Style ReferecesThe prosecutor is getti.docxvrickens
10-12 slides with Notes APA Style Refereces
The prosecutor is getting feedback from local law enforcement officers explaining that they are discouraged from making arrests in cases of domestic violence and child abuse. They claim that they have been either not making arrests in domestic violence situations or arresting both parties when they go out on a call. It seems that abused women often go back to the abusers, and children who get removed from the homes where they have been abused often return after removal. These occurrences have been especially demoralizing to law enforcement.
One of your jobs in working as a victim witness assistant is to help educate law enforcement on the nature and behaviors involved in domestic violence and child abuse. The prosecutor’s office has decided that you should present each of these topics for the next training session:
Topic 1: Domestic violence:
Your goal is to educate law enforcement to use best practices in the investigation of domestic abuse cases. Include the following topics:
How to approach a domestic violence situation when responding to an emergency call
when the parties should be separated
how to interview parties
what information needs to be in the report and why
how best to help a victim
what laws protect victims, including the use of protection orders
why victims return to abusers
length of time it may take to stay away from their abusers
Arrests
the legal standard needed to make an arrest in a domestic violence case
What evidence should be collected at the arrest?
Are dual arrests effective law enforcement?
how to assist domestic violence victims
reluctant victims
help for victims
Topic 2: Child Abuse:
Your goal will be to educate law enforcement about the dynamics of abuse and neglect cases. Include the following topics:
signs of child abuse and categories (physical, sexual, emotional)
difference between abuse and neglect
legal description of neglect
use of guardian
ad litems
the legal standards that must be met in removal from the home
termination of parental rights
requirements of Indian Child Welfare Act (ICWA)
role of court-appointed special advocates (CASA) in child abuse and neglect cases
role of social services in abuse and neglect cases
For more information on creating PowerPoint Presentations, please visit the Microsoft Office Applications Lab.
.
10-12 page paer onDiscuss the advantages and problems with trailer.docxvrickens
10-12 page paer on
Discuss the advantages and problems with trailers for temporary housing, the issues for FEMA, and recommendations for improvements to the housing program. Discuss how Public Assistance was used in New York for Hurricane Sandy recovery, and why this was so different than previous housing policies.
.
10. Assume that you are responsible for decontaminating materials in.docxvrickens
10. Assume that you are responsible for decontaminating materials in a large hospital.
How would you sterilize each of the following? Briefly justify your answers.
a. A mattress used by a patient with bubonic plague
b. Intravenous glucose-saline solutions
c. Used disposable syringe
d. Tissues taken from patients
.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
International Civil Aviation Organization Vacancy Notice .docx
1. International Civil Aviation Organization
Vacancy Notice
P O S I T I O N I N F O R M A T I O N
Post Title:
Regional Officer, Aviation Security and
Facilitation (2 posts)
Vacancy Notice:
2020/05/P 110453;
101123
Level: P-4 Posting Period:
28 January 2020 –
1 March 2020
Duty Station: Cairo Date for entry on duty: As soon as possible
Special Notice:
The ICAO Assembly recently reaffirmed its commitment to
enhancing gender equality and the advancement of women by
supporting
UN Sustainable Development Goal 5 “Achieve gender equality
and empower all women and girls.”
Female candidates are strongly encouraged to apply for ICAO
positions, especially in the Professional and higher level
categories.
2. T H E O R G A N I Z A T I O N A L SE T T I N G
The Regional Office is primarily responsible for maintaining
continuous liaison with States to which it is accredited and with
appropriate
organizations, regional civil aviation bodies and sub-regional
bodies and UN Agencies and Programmes. The Regional Office
ensures
interregional coordination and promotes the timely and
harmonized implementation of ICAO Strategic Objectives,
policies and decisions.
The Regional Office also provides technical guidance and
assists States with implementation of Standards and
Recommended Practices
(SARPs) and State National Civil Aviation Security and
Facilitation Programmes.
The incumbent reports to the Regional Director (RD) through
the Deputy Regional Director (DRD) with whom the incumbent
consults on
complex regional aviation security and facilitation issues in the
Middle East (MID) Region. The incumbent has the primary
function of
assisting MID States with the implementation of effective and
compliant aviation security and facilitation systems through the
conduct of
assistance needs assessments and follow-up activities (including
the implementation of Aviation Security Improvement Plans
(ASIPs)).
The incumbent, in coordination with the Air Transport Bureau,
Aviation Security and Facilitation (ASF), ICAO Headquarters
(HQ), is
responsible for maintaining liaison and coordination with
aviation security and other relevant authorities of the ICAO
Member States in
3. the MID Region and supporting them in their endeavours to
implement Annex 17 — Security Standards and Recommended
Practices
(SARPs), Annex 9 — Facilitation SARPs, and Corrective Action
Plans for the rectification of deficiencies, primarily identified
by the ICAO
Universal Security Audit Programme-Continuous Monitoring
Approach (USAP-CMA) audits, in order to assist them in
meeting their
aviation security and facilitation obligations.
The incumbent reviews, in light of the latest ICAO evaluation
or audit report made available and/or from visits to the States,
aviation
security and facilitation structures, laws, programmes and
procedures and determines their adequacy in accordance with
relevant ICAO
SARPs and guidance materials. The incumbent, in coordination
with HQ, ensures the effective delivery of the ICAO aviation
security and
facilitation programmes of work in the MID Region working
within the general instructions given by the Regional Director,
and in
accordance with the policy and technical direction established
by the Air Transport Bureau in respect of aviation security and
facilitation.
The incumbent is expected to perform duties with minimal
supervision, and limited direction is required for ensuring
effective
performance.
MA J O R D U T I E S A N D R E S P O N S I B I L I T I E S
F u n c t i o n 1 ( i n c l . E x p e c t e d r e su l t s )
Supports ICAO Member States in their endeavours to implement
4. Annex 17 (SARPs), achieving results such as:
• Provide continuous follow-up and close coordination with
States in the region with regard to actions required for
achieving
compliance.
• Provide continuous follow-up and close coordination with
States in the region with regard to actions required for
achieving effective
implementation of the critical elements of their aviation
security oversight systems.
https://www.icao.int/Meetings/a39/Documents/Resolutions/1007
5_en.pdf
• Conduct needs assessments, provide technical guidance and
advice to assist States, and follow-up with regard to State
letters
concerning Annex 17 amendments and related matters.
• Facilitate, support and arrange seminars/workshops aimed at
developing capacity or addressing specific challenges on
aviation
security and assistance on aviation security directly or in
partnership with other States and/or aviation security partners.
Maintain
on-going communication and interaction with States on ICAO
aviation security policy developments.
• Maintain on-going communication and interaction with, and
feedback to HQ on matters relating to ICAO aviation security
policy,
assistance and training programmes, and the USAP-CMA.
5. • Assist with coordination and /or participation in AVSEC
meetings, seminars, workshops and conferences.
• Establish relationships with a network of aviation security
officials in States, regional organizations and other groups.
• Provide continuous support to States prior to, during, and
following an event that may have implications for aviation
security.
• Ensure effective maintenance and utilization of the Aviation
Security Point of Contact (PoC) Network (AVSECNET).
• Identify the needs of States in relation to aviation security
assistance in coordination with HQ.
• Develop aviation security assistance projects based on State or
regional needs and characteristics in coordination with HQ.
F u n c t i o n 2 ( i n c l . E x p e c t e d r e su l t s )
Supports States in the implementation of ICAO policies,
provisions and guidance on facilitation in accordance with
Annex 9 (SARPs)
and other facilitation programmes, achieving results such as:
• Provide continuous follow-up, and foster and initiate actions
aimed at achieving compliance.
• Participate in needs assessments and provide technical
guidance and advice to States, and follow-up with regard to
State letters
concerning Annex 9 amendments and other facilitation
programmes.
• Facilitate, support and arrange seminars and workshops aimed
at building capacity or addressing specific challenges in the
implementation of facilitation programmes and assist in
facilitation directly or in partnership with other States and/or
facilitation
partners.
6. • Provide timely response to requests for information and
guidance from States and industries on matters related to
facilitation and
the ICAO Traveller Identification Programme (ICAO TRIP)
Strategy.
• Enhance coordination with States and partner agencies with
respect to facilitation and all aspects of the ICAO TRIP
Strategy,
including Machine Readable Travel Document (MRTD) and
ICAO Public Key Directory (PKD) matters.
• Coordinate assistance projects for States related to the ICAO
TRIP Strategy, including the mitigation of vulnerabilities
related to
breeder documents (birth certificates, national ID cards, etc.),
required to implement a secure traveller identification
management.
• Keep abreast of developments and trends related to travel
facilitation in States and international organizations.
• Maintain on-going communication and interaction with States
on ICAO facilitation policy developments.
• Give efficient secretariat support to facilitation working
groups (Facilitation Working Group, Sub-Group on
Immigration, Sub-Group
on persons with reduced mobility etc.).
• Promote the use of Automated Border Controls (ABCs).
• Organize meetings efficiently, including through their timely
convening, effective agendas, the drafting and circulation of
working
and information papers, the issuing of list of
decisions/summaries of discussions.
• Identify the needs of States in relation to facilitation
7. assistance in coordination with HQ.
• Develop facilitation assistance projects based on State or
regional needs and characteristics in coordination with HQ.
F u n c t i o n 3 ( i n c l . E x p e c t e d r e su l t s )
Supports regional Aviation Security and Facilitation initiatives,
including the ICAO Cooperative Aviation Security Programme
for the
Middle East (CASP-MID), achieving results such as:
• In collaboration with the other ICAO regional offices, collate
information regarding capacity-building and partnership
activities in the
region for the purposes of broader regional awareness and
coordination.
• Identify the needs of MID States in relation to aviation
security and facilitation assistance and coordination with HQ
(ATB and TCB) for
assistance programmes and participation in the development of
assistance projects based on regional needs and characteristics.
• In collaboration with the CASP-MID Programme Coordinator,
assist with the planning and implementation of activities
relating to the
ICAO Cooperative Aviation Security Programme for the Middle
East (CASP-MID) to ensure effective coordination of activities
across
the MID region and optimum use of resources.
• Act as a focal point for coordination and conduct of regional
groups and/or forums addressing aviation security and
facilitation.
• Develop appropriate agendas and coordinate the development
of working papers and information papers appropriate to the
8. agenda
by participating States, and regional and international
organizations.
• Facilitate the conduct of the regional group and/or forum
meetings, including drafting appropriate reports.
• Support regional organizations, projects and programmes to
avoid duplication of efforts and maximize effective use of
resources.
• Promote the delivery of facilitation training courses.
• Assist with coordination and /or participation in facilitation
meetings, seminars, workshops and conferences.
F u n c t i o n 4 ( i n c l . E x p e c t e d r e su l t s )
Supports the effective implementation of the ICAO Universal
Security Audit Programme - Continuous Monitoring Approach
(USAP-
CMA) and the operation of the ICAO Aviation Security
Training Centres (ASTCs) in the MID region, achieving results
such as:
• Advise and assist States with pre-audit arrangements, acting as
a focal point for States and assisting in their audit preparations.
• Provide continuous support to States in the implementation of
the USAP-CMA.
• Keep abreast of developments and trends relating to aviation
security in States and international organizations.
• Promote ICAO USAP-CMA activities through the conduct of
seminars/workshops and participation in international fora.
• Ensure efficient facilitation and administration for ICAO-
sponsored training courses/workshops ensuring that nominations
received
from States to undergo training at ASTCs are assessed and
9. reviewed for suitability and that administrative and logistics
arrangement
are in place for the selected candidates.
• Coordinate the annual ASTC training schedule.
• Conduct endorsement evaluations for new ASTCs and re-
endorsement evaluations for existing ASTCs when required.
F u n c t i o n 5 ( i n c l . E x p e c t e d r e su l t s )
Initiates, develops and supports the implementation of the MID
SECFAL roadmap and targets, achieving results such as:
• Provide leadership and support in the management,
coordination and delivery of the MID SECFAL plan work
programme.
• Identify and prioritize the MID SECFAL plan assistance
projects based on the decisions of the Regional Aviation
Security and
Facilitation Group (RASFG) and in accordance with the ICAO
Global Aviation Security Plan (GASeP) and the No Country
Left Behind
(NCLB) initiative.
• Identify mechanisms of sustainable funding for the
implementation of the MID SECFAL plan.
• In cooperation with the regional and international
organizations such as ACAO, IATA, ACI, WCO, and other
industry partners,
harmonize the work programme of the Regional Aviation
Security and Facilitation Group (RASFG).
• Ensure the MID-RASFG work programme is implemented.
• Periodically review targets and timelines of the MID SECFAL
plan roadmap to meet the existing and emerging aviation
security and
10. facilitation requirements and challenges in the MID region.
F u n c t i o n 6 ( i n c l . E x p e c t e d r e su l t s )
Performs other related duties, as assigned.
Q U A L I F I C A T I O N S A N D E X P E R I E N C E
E d u c a t i o n
Essential
A first level University degree is required, preferably in
aviation, risk management, security studies, or a related field.
P r o f e s si o n a l e x p e r i e n c e
Essential
• Considerable experience (ten years or more) in an
international civil aviation security environment, including at
least five years
proficiency in the implementation of national civil aviation
security and/or facilitation programmes, an airport security
and/or
facilitation programme or an airline security and/or facilitation
programme.
• Experience in drafting and/or reviewing documents on
programme activities, preferably on aviation security and
facilitation subjects.
• Experience in performing aviation security audits or
assessments under the auspices of ICAO, a member State,
regional organizations
or other related aviation industry entities (e.g. airport or
11. airline), and relevant experience in the development of the
corrective
action plans to remedy findings of non-compliance and other
deficiencies in aviation security and security-related facilitation
programmes.
• Experience in the development and implementation of aviation
security procedures and measures designed to prevent acts of
unlawful interference with civil aviation, including the
management of responses to such acts, threat and risk
management,
development of contingency plans to respond to emergency
situations and national/regional oversight quality control
activities.
• Experience as an aviation security instructor under the
auspices of ICAO, a member State, regional organization or
other related
aviation industry entity (e.g. airport or airline), with knowledge
of the principles of learning and instruction.
• Experience in attending, and providing service to,
international meetings.
• Experience in the use of computers, including latest software,
business intelligence tools and contemporary networks.
Desirable
• Experience in developing and implementing aviation security
and facilitation policies, programmes, regulations and guidance
materials.
• Project management experience.
• Experience in the organization and implementation of ICAO
activities such as technical evaluations, capacity building,
12. training,
seminars and assistance missions.
• Experience with secretariat duties, including meeting,
conference and other event management arrangements and
processes.
• Experience in negotiating with government authorities.
• Experience working within a large aviation-related
international organization
• Experience in managing technical groups, symposia,
workshops and seminars.
• Experience in collecting and analysing data/information, and
conducting research on aviation security and facilitation related
issues.
L a n g u a g e s
Essential
• Fluent reading, writing and speaking abilities in English.
Desirable
• Working knowledge of Arabic.
• Working knowledge of another language of the Organization
(Chinese, French, Russian, or Spanish).
C o m p e t e n c i e s
Core Competencies:
Professionalism: Knowledge of international aviation policy and
Conventions, Annex 9 and Annex 17, the ICAO Aviation
Security Manual
and related guidance documents, the ICAO Facilitation
Programme including the ICAO TRIP Strategy, and ICAO/UNO
13. functions and
organization, as well as the role of other related international
organizations. Knowledge of ICAO functions and its structure,
particularly
of the activities related to the Strategic Objective of Security
and Facilitation, the Global Aviation Security Plan (GASeP),
the Assistance
and Capacity Building Strategy, the Regional Aviation Security
and Facilitation Plan for the Middle East (MID SECFAL) and
related groups
and priorities, the Universal Security Audit Programme (USAP)
and ICAO aviation security training packages and workshops.
Ability to
write clearly and concisely and to present verbal reports. Shows
pride in work and in achievements; demonstrates professional
competence and mastery of subject matter; is conscientious and
efficient in meeting commitments, observing deadlines and
achieving
results; is motivated by professional rather than personal
concerns; shows persistence when faced with difficult problems
or challenges;
remains calm in stressful situations.
Teamwork: Works collaboratively with colleagues to achieve
organizational goals; solicits input by genuinely valuing others’
ideas and
expertise; is willing to learn from others; places team agenda
before personal agenda; supports and acts in accordance with
final group
decision, even when such decisions may not entirely reflect own
position; shares credit for team accomplishments and accepts
joint
responsibility for team shortcomings.
Communication: Speaks and writes clearly and effectively;
listens to others, correctly interprets messages from others and
14. responds
appropriately; asks questions to clarify, and exhibits interest in
having two-way communication; tailors language, tone, style,
and format
to match the audience; demonstrates openness in sharing
information and keeping people informed.
Accountability: Takes ownership of all responsibilities and
honours commitments; delivers outputs for which one has
responsibility
within prescribed time, cost and quality standards; operates in
compliance with organizational regulations and rules; supports
subordinates, provides oversight and takes responsibility for
delegated assignments; takes personal responsibility for his/her
own
shortcomings and those of the work unit, where applicable.
Creativity: Actively seeks to improve programmes or services;
offers new and different options to solve problems or meet
client needs;
promotes and persuades others to consider new ideas; takes
calculated risks on new and unusual ideas; thinks "outside the
box"; takes
an interest in new ideas and new ways of doing things; is not
bound by current thinking or traditional approaches.
Managerial Competencies:
Leadership: Serves as a role model that other people want to
follow; empowers others to translate vision into results; is
proactive in
developing strategies to accomplish objectives; establishes and
maintains relationships with a broad range of people to
understand needs
15. and gain support; anticipates and resolves conflicts by pursuing
mutually agreeable solutions; drives for change and
improvement; does
not accept the status quo; shows the courage to take unpopular
stands. Provides leadership and takes responsibility for
incorporating
gender perspectives and ensuring the equal participation of
women and men in all areas of work; demonstrates knowledge
of strategies
and commitment to the goal of gender balance in staffing.
Managing Performance: Delegates the appropriate
responsibilities, accountability and decision-making authority;
makes sure that roles,
responsibilities and reporting lines are clear to each staff
member; accurately judges the amount of time and resources
needed to
accomplish a task and matches task to skills; monitors progress
against milestones and deadlines; regularly discusses
performance and
provides feedback and coaching to staff; encourages risk-taking
and supports creativity and initiative; actively supports the
development
and career aspirations of staff; appraises performance fairly.
C O N D I T I O N S O F E M P L O Y M E N T
It should be noted that this post is to be filled on a fixed-term
basis for an initial period of three years (first year is
probationary for an
external candidate).
ICAO staff members are international civil servants subject to
the authority of the Secretary General and may be assigned to
any activities
or offices of the Organization within the duty station.
16. ICAO staff members are expected to conduct themselves in a
manner befitting their status as international civil servants. The
Standards
of Conduct for the International Civil Service adopted by ICAO,
which are applicable to all staff members, are defined in the
ICAO Service
Code (Staff Regulations).
ICAO offers an attractive benefit package to its employees in
accordance with the policies of the International Civil Service
Commission
(ICSC).
The statutory retirement age for staff entering or re-entering
service after 1 January 2014 is 65. For external applicants, only
those who
are expected to complete a term of appointment will normally
be considered.
Remuneration: Level P-4 Rate Net Base Salary
per annum
+ Post Adjustment (net)
per annum(*)
USD $73,516 USD 19,114
(*) Post Adjustment is subject to change.
H O W T O A P P L Y
Interested candidates must complete an on-line application
form. To apply, please visit ICAO's e-Recruitment website.
.
17. N O T I C E T O C A N D I D A T E S
ICAO does NOT charge any fees or request money from
candidates at any stage of the selection process, nor does it
concern itself with
bank account details of applicants. Requests of this nature
allegedly made on behalf of ICAO are fraudulent and should be
disregarded.
http://icsc.un.org/compendium/default.asp
https://careers-new.icao.int/Position informationThe
Organizational SettingMajor duties and
ResponsibilitiesFunction 1 (incl. Expected results)Function 2
(incl. Expected results)Function 3 (incl. Expected
results)Function 4 (incl. Expected results)Function 5 (incl.
Expected results)Function 6 (incl. Expected
results)Qualifications and ExperienceEducationProfessional
experienceLanguagesCompetenciesConditions of
EmploymentHow to applyNotice to Candidates