Communication and Dissemination Strategy on Comprehensive School Safety in Ne...DPNet
This document outlines a communication and outreach strategy for school safety in Nepal. The key points are:
1) The strategy aims to increase awareness of minimum school safety standards and create a culture of safety in schools.
2) It identifies target audiences such as students, teachers, school management committees, parents, local governments, and media.
3) The strategy will disseminate key messages about the importance of school safety and assistance for implementing minimum safety standards through various media and materials tailored to each audience.
4) Successful implementation of the strategy is expected to boost knowledge and motivation for all stakeholders to create safer school environments according to the minimum standards.
Dr.Govinda KC का समर्थक हरु लाइ म यति भन्न चाहन्छु एक पटक राम्ररी चिकित्सा शिक्षा बिधेयक पढियोस...के स्वास्थ्य क्षेत्र भनेको केवल डाक्टरहरु मात्र हुन ?? डा.के.सी अरु माँगहरु प्रति म पनि समर्थनमा गर्दाछु र धेरै पहिले देखी गर्दै आएको पनि छु तर चिकित्सा बिधेयक भनेर डाक्टरहरुलाइ मात्र ल्याउन लागिएकोमा बिरोध हो। स्वास्थ्य क्षेत्र भनेको केवल डाक्टरहरु मात्र हुन ?? नाम स्वास्थ्य क्षेत्रको बेथिति र माफियातन्त्रको गर्ने अनि अरु क्षेत्रलाइ बेवास्ता गरेर अपहेलित गर्ने ??बाँदरले त आफ्नो धर नी बनाउदैन र अरुको नि बन्न दिदैन तर अरुको धर भत्काएर आफ्नै मात्र धर बनाउने लाइ के भन्ने ?? चिकित्सा बिधेयक भनेको स्वास्थ्य क्षेत्रमा लागु गरिने नियम मात्र होइन, त्यो नियम भित्र कस्ले कसरी आफ्नो भुमिका निर्वाह गर्ने भनि शक्ति बाँडफाँड पनि हो,अनि के सम्पुर्ण system balance नगरी एउटा क्षेत्रले आफुलाइ मात्र सोचेर कुन प्रजातान्त्रिक अभ्यास गरिएको ?? अरु क्षेत्रको आफ्नो प्रजातान्त्रिक अधिकार पनि नदेखेर हुन्छ ?
#Jay_Pharmacy
#IamWithPharmacy
This document provides an introduction and structure of the Grade 11-12 curriculum of Nepal for 2077 BS. It discusses the national goals of education in Nepal and outlines the overall structure of the secondary level curriculum. The curriculum is developed based on the National Curriculum Framework of Nepal 2076 BS. It aims to develop competent and competitive citizens who can contribute to the development of an inclusive and just Nepali society. The curriculum structure and subject curricula are developed keeping in mind the learning outcomes, subject content, teaching-learning methods and assessment aspects as guided by the national framework.
Implementation Guideline for Comprehensive School Safety in Nepal. (Nepali)DPNet
This document provides guidelines for implementing minimum safety standards in schools in Nepal. It is intended to be used by schools and local governments. The guidelines outline the roles and responsibilities of different levels of government and other stakeholders in ensuring school safety. It describes the activities that should be carried out at each level to implement disaster risk reduction and management programs in schools. The overall goal is to protect students and teachers from harm and ensure continuity of education even after disasters.
This document provides an introduction and structure of the curriculum for grades 11 and 12 (secondary education) in Nepal for 2077 BS. It outlines the national goals of education and expected competencies and skills at the secondary level. The curriculum structure and subject curricula have been developed in line with the National Curriculum Framework 2076 approved by the government of Nepal. The curriculum is aimed at developing responsible, ethical, competitive and innovative citizens who can contribute to social development and national unity while respecting national heritage and environment. It focuses on developing skills like use of science, research, entrepreneurship, use of technology and lifelong learning.
This document provides an introduction and structure of the secondary education curriculum for classes 11-12 in Nepal. It discusses the national goals of education in Nepal and outlines the overall curriculum structure for secondary level. The curriculum is designed to develop competent and competitive citizens who can contribute to the social and economic development of the country. It aims to foster skills like critical thinking, scientific temper, and prepare students for higher education and the job market. The curriculum stresses the development of moral values, national identity, and an entrepreneurial mindset in students.
The document summarizes the key points about the International Day of Persons with Disabilities. It notes that the day is observed annually on December 3rd to promote the rights and well-being of persons with disabilities. The day originated from a United Nations resolution in 1981 and aims to raise awareness, celebrate achievements, and continue advocacy efforts for disability rights and inclusion. Recent themes of the day focus on issues like accessibility, technology, employment, independent living, and empowerment. The summary highlights the global recognition of the day and its role in furthering the rights and inclusion of persons with disabilities worldwide.
Communication and Dissemination Strategy on Comprehensive School Safety in Ne...DPNet
This document outlines a communication and outreach strategy for school safety in Nepal. The key points are:
1) The strategy aims to increase awareness of minimum school safety standards and create a culture of safety in schools.
2) It identifies target audiences such as students, teachers, school management committees, parents, local governments, and media.
3) The strategy will disseminate key messages about the importance of school safety and assistance for implementing minimum safety standards through various media and materials tailored to each audience.
4) Successful implementation of the strategy is expected to boost knowledge and motivation for all stakeholders to create safer school environments according to the minimum standards.
Dr.Govinda KC का समर्थक हरु लाइ म यति भन्न चाहन्छु एक पटक राम्ररी चिकित्सा शिक्षा बिधेयक पढियोस...के स्वास्थ्य क्षेत्र भनेको केवल डाक्टरहरु मात्र हुन ?? डा.के.सी अरु माँगहरु प्रति म पनि समर्थनमा गर्दाछु र धेरै पहिले देखी गर्दै आएको पनि छु तर चिकित्सा बिधेयक भनेर डाक्टरहरुलाइ मात्र ल्याउन लागिएकोमा बिरोध हो। स्वास्थ्य क्षेत्र भनेको केवल डाक्टरहरु मात्र हुन ?? नाम स्वास्थ्य क्षेत्रको बेथिति र माफियातन्त्रको गर्ने अनि अरु क्षेत्रलाइ बेवास्ता गरेर अपहेलित गर्ने ??बाँदरले त आफ्नो धर नी बनाउदैन र अरुको नि बन्न दिदैन तर अरुको धर भत्काएर आफ्नै मात्र धर बनाउने लाइ के भन्ने ?? चिकित्सा बिधेयक भनेको स्वास्थ्य क्षेत्रमा लागु गरिने नियम मात्र होइन, त्यो नियम भित्र कस्ले कसरी आफ्नो भुमिका निर्वाह गर्ने भनि शक्ति बाँडफाँड पनि हो,अनि के सम्पुर्ण system balance नगरी एउटा क्षेत्रले आफुलाइ मात्र सोचेर कुन प्रजातान्त्रिक अभ्यास गरिएको ?? अरु क्षेत्रको आफ्नो प्रजातान्त्रिक अधिकार पनि नदेखेर हुन्छ ?
#Jay_Pharmacy
#IamWithPharmacy
This document provides an introduction and structure of the Grade 11-12 curriculum of Nepal for 2077 BS. It discusses the national goals of education in Nepal and outlines the overall structure of the secondary level curriculum. The curriculum is developed based on the National Curriculum Framework of Nepal 2076 BS. It aims to develop competent and competitive citizens who can contribute to the development of an inclusive and just Nepali society. The curriculum structure and subject curricula are developed keeping in mind the learning outcomes, subject content, teaching-learning methods and assessment aspects as guided by the national framework.
Implementation Guideline for Comprehensive School Safety in Nepal. (Nepali)DPNet
This document provides guidelines for implementing minimum safety standards in schools in Nepal. It is intended to be used by schools and local governments. The guidelines outline the roles and responsibilities of different levels of government and other stakeholders in ensuring school safety. It describes the activities that should be carried out at each level to implement disaster risk reduction and management programs in schools. The overall goal is to protect students and teachers from harm and ensure continuity of education even after disasters.
This document provides an introduction and structure of the curriculum for grades 11 and 12 (secondary education) in Nepal for 2077 BS. It outlines the national goals of education and expected competencies and skills at the secondary level. The curriculum structure and subject curricula have been developed in line with the National Curriculum Framework 2076 approved by the government of Nepal. The curriculum is aimed at developing responsible, ethical, competitive and innovative citizens who can contribute to social development and national unity while respecting national heritage and environment. It focuses on developing skills like use of science, research, entrepreneurship, use of technology and lifelong learning.
This document provides an introduction and structure of the secondary education curriculum for classes 11-12 in Nepal. It discusses the national goals of education in Nepal and outlines the overall curriculum structure for secondary level. The curriculum is designed to develop competent and competitive citizens who can contribute to the social and economic development of the country. It aims to foster skills like critical thinking, scientific temper, and prepare students for higher education and the job market. The curriculum stresses the development of moral values, national identity, and an entrepreneurial mindset in students.
The document summarizes the key points about the International Day of Persons with Disabilities. It notes that the day is observed annually on December 3rd to promote the rights and well-being of persons with disabilities. The day originated from a United Nations resolution in 1981 and aims to raise awareness, celebrate achievements, and continue advocacy efforts for disability rights and inclusion. Recent themes of the day focus on issues like accessibility, technology, employment, independent living, and empowerment. The summary highlights the global recognition of the day and its role in furthering the rights and inclusion of persons with disabilities worldwide.
Disability Rights in Nepal: NAPD MagazineScott Rains
The National Association of Physically Disabled People of Nepal held its 5th annual general meeting where various reports were presented and a new executive committee was elected. The meeting emphasized the need for full implementation of the Convention on the Rights of Persons with Disabilities and ensuring the rights of persons with disabilities in the new constitution. A new 7-member executive committee under the leadership of Laxmi Prasad Shrestha was elected for the fiscal year 2071/72. The meeting concluded with the formal handover of responsibilities from the outgoing to the newly elected committee.
This document outlines the curriculum framework for grades 11-12 in Nepal. It discusses the national goals of education which include developing individual potential, fostering patriotism and ethics, and preparing students to contribute to national development and global citizenship.
The curriculum structure has two levels - secondary and higher secondary. Grade 11-12 fall under the higher secondary level which aims to develop skills like independent learning, connecting theory and practice, and lifelong learning. The curriculum is designed to help students according to the national curriculum framework and feedback from stakeholders. It covers expected learning outcomes, subject content, teaching methods, and assessment for various subjects.
Local communities in Nepal are developing community-based disaster management plans. District development committees have identified and classified the most disaster-prone municipalities and villages. Technical and financial support from organizations helped facilitate community consultations and the development of tailored disaster management plans. This process of developing plans through local stakeholder involvement is expected to effectively reduce disaster impacts and losses in the long run. The plans are developed in a participatory manner through various steps like hazard profiling, capacity assessment, and designing appropriate interventions. This emphasizes community-based disaster risk reduction at the local level through integrated planning.
This document provides an introduction and structure of the Grade 11-12 curriculum for the academic year 2076 BS in Nepal. It discusses the national goals of education in Nepal and outlines the overall structure of the curriculum for secondary level (Grades 11-12). The curriculum is competency-based and aims to develop skilled, competitive and responsible citizens who can contribute to national development. It emphasizes the development of critical thinking, scientific temper, and skills required for higher education and the job market.
This document discusses climate change and its effects. It states that climate change is a global concern but knowledge about its causes and impacts is still limited in many countries including Nepal. The increasing emissions of greenhouse gases like carbon dioxide, methane and nitrous oxide from industrialization are trapping more heat from the sun in the atmosphere and warming the planet. This is leading to changes in local weather patterns, disruptions to ecological systems, rising sea levels and effects on agriculture, forests and wildlife. The impacts of climate change could be devastating and pose serious risks, so urgent action is needed to address it.
This document discusses floods in Nepal. It provides background on floods, noting that Nepal is ranked 31st most at risk globally to flood and landslide hazards due to its geography. Floods cause significant loss of life and property damage in Nepal each year. The document outlines causes of floods such as heavy monsoon rains and deforestation. It discusses impacts of floods such as loss of life, environmental damage, and health impacts. It also discusses flood management strategies including preparedness, emergency response during floods, and post-flood recovery work.
This document discusses natural disasters like floods and food insecurity in Nepal. It provides background on Nepal's geography and challenges in agriculture that contribute to these issues. It then analyzes the impacts of disasters and food insecurity, including vulnerability assessments and community preparedness. It discusses strategies like disaster monitoring, awareness raising, education and training to strengthen resilience. Food insecurity has natural and human causes, and affects development. The document outlines Nepal's food security situation and concludes with a call for collaborative efforts to address these challenges.
HRDC Child Protection & Safeguarding Policy Field Modality 2018Bikash Singh
1. This document provides guidance for community-based staff, volunteers and others to identify and prevent child abuse, especially for children with disabilities.
2. Children with physical disabilities are at higher risk of abuse. Identifying abuse can not only stop it but also minimize its impacts on the child's life.
3. The guide explains different types of child abuse and their signs, to help identify abuse and find appropriate solutions to prevent and address it. It also discusses raising awareness on child protection in relief camps.
1) Flooding occurs frequently in Nepal during the monsoon season from July to September due to heavy rains. The mountainous terrain and widespread deforestation makes the soil unstable and prone to landslides.
2) Areas in the Terai region are more affected by floods compared to hilly regions. Floods can damage property and infrastructure and displace local communities.
3) It is important to conduct awareness programs and discussions about flood risks before the monsoon season. Potential flood zones should have early warning systems and soil stabilization methods used to reduce impacts. During floods, emergency response plans should be implemented.
1. Quarantine or self-isolation refers to staying at home and separating oneself from others as much as possible to prevent the spread of COVID-19 infection. It involves staying in a well-ventilated room away from other family members and not sharing personal items or spaces.
2. Those with suspected exposure to COVID-19 or mild symptoms should self-isolate at home for 14 days. Proper hand hygiene, use of masks, cleaning and disinfecting surfaces, separate bathroom use and waste disposal are important during home quarantine.
3. Close contacts of the quarantined person should also limit interaction and monitor for any symptoms for 14 days.
This document provides guidelines for developing local disaster risk management plans in Nepal. It was published by the Ministry of Federal Affairs and General Administration in 2068 BS (2011 AD) with financial and technical support from CARE Nepal. The guideline has five sections that outline the process for establishing coordination mechanisms, conducting vulnerability and capacity assessments, developing the local disaster risk management plan, approving and implementing the plan, and monitoring/evaluating the plan.
The guide pages cover simple technologies that farmers can start for sage after harvest practices so that more than 80 percent of the post harvest losses could be reduced by interventions from farmers side.
1. Gravitation is the force of attraction between any two masses or bodies in the universe. Isaac Newton discovered that all objects in the universe attract each other through gravitation.
2. Newton's Universal Law of Gravitation states that the gravitational force between any two masses is directly proportional to the product of their masses and inversely proportional to the square of the distance between their centers.
3. According to this law, all objects with mass in the universe attract each other. Larger masses have a greater gravitational pull than smaller masses. Gravitation causes planets, moons, and objects in space to orbit other massive bodies like stars and planets.
बृहत्तर विद्यालय सुरक्षा सन्दर्भ सामग्रीः
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विद्यालय साना बालबालिकाका लागि दोस्रो घर हो । यद्यपि, जबसम्म बालबालिकाले भयरहित वातावरणमा शिक्षा प्राप्त गर्न पाउने आफ्नो अधिकारको उपभोग गर्न पाउँदैनन् तबसम्म विद्यालयले दोस्रो घरको भूमिका निर्वाह गर्न सक्दैन । प्राकृतिक कारणबाट हुने प्रकोपद्वारा उत्पन्न विपद् होस् वा मानवीय कारणबाट हुने घटनाबाट, विपद्को सर्वाधिक जोखिममा बालबालिका नै रहेका हुन्छन् । अझ अल्पविकसित मुलुकहरूमा सुरक्षित विद्यालय तथा गुणस्तरीय शिक्षालाई सुनिश्चित गर्ने कार्य नै चुनौतीपूर्ण रहेको छ । यस समस्याबाट नेपाल पनि अलग रहेको छैन । यही दृष्किोणका आधारमा विद्यालय सुरक्षित र न्यूनतम सुविधायुक्त हुनुपर्ने यथार्थलाई दृष्टिगत गरी बृहत्तर विद्यालय सुरक्षा ढाँचाको विश्वव्यापी अवधारणाअनुरुप यो सन्दर्भ सामग्री तयार गरिएको छ ।
थप .....
1. Zilmari is a seasonal wind that blows from March to May in the Terai region of Nepal, causing high temperatures and humidity.
2. It enters Nepal from India through the western regions and can extend its effects into Bangladesh.
3. Zilmari has devastating effects, resulting in many deaths each year due to heatstroke as well as damage to crops. Estimates suggest annual economic losses of millions of Nepali rupees.
Implementation Guideline for Comprehensive School Safety in Nepal. (Nepali) ...Ndrc Nepal
This document provides guidelines for implementing minimum safety standards in schools in Nepal. It is intended to be used by schools and local governments. The guidelines outline the roles and responsibilities of different levels of government and other stakeholders in ensuring school safety. It describes the activities that should be carried out at each level to implement disaster risk reduction and management programs in schools. The overall goal is to protect students and teachers from harm and ensure continuity of education even after disasters.
Comprehensive School Safety Implementation Guideline March 2019 NepaliNdrc Nepal
This document provides guidelines for implementing minimum safety standards in schools in Nepal. It is intended to be used by schools and local governments. The guidelines outline the roles and responsibilities of different levels of government and other stakeholders in ensuring school safety. It describes the key activities that should be carried out at each level to establish safe learning facilities, implement school disaster management, and incorporate disaster risk reduction and resilience education. The overall goal is to protect students and teachers from harm and help schools continue functioning after disasters by strengthening safety, preparedness, and resilience.
1. The story introduces Chotu, a boy from a small village who struggles in his studies due to coming from a poor family with uneducated parents.
2. One day on his way to school, Chotu witnesses a chicken repeatedly trying to fly over a canal with food in its beak but failing and falling into the water.
3. This incident makes Chotu reflect on his own situation and whether he should give up on his studies like the chicken did not persist in its efforts.
This document presents Nepal's National Health Policy 2071. It discusses the background and history of health initiatives in Nepal. Some key achievements over the past decades include controlling many infectious diseases and reducing maternal and child mortality rates. However, challenges remain in ensuring quality health services reach all citizens, especially vulnerable groups. The policy aims to build on past gains, address current and emerging issues, and fulfill Nepal's constitutional commitment to health as a fundamental right. It outlines visions, goals and strategies to guide the health sector over the coming years through efficient use of resources and responsive management.
This document presents Nepal's National Health Policy 2071. It discusses the background and history of health initiatives in Nepal. Some key achievements in health over the past decades include controlling many infectious diseases and reducing maternal and child mortality rates. However, challenges remain around ensuring quality health services reach all citizens, especially vulnerable groups. The policy aims to build on past successes, address current and emerging issues, and fulfill Nepal's constitutional commitment to health as a fundamental right. It outlines visions, goals and strategies for improving health promotion, protection and access across the country in the coming years.
Disability Rights in Nepal: NAPD MagazineScott Rains
The National Association of Physically Disabled People of Nepal held its 5th annual general meeting where various reports were presented and a new executive committee was elected. The meeting emphasized the need for full implementation of the Convention on the Rights of Persons with Disabilities and ensuring the rights of persons with disabilities in the new constitution. A new 7-member executive committee under the leadership of Laxmi Prasad Shrestha was elected for the fiscal year 2071/72. The meeting concluded with the formal handover of responsibilities from the outgoing to the newly elected committee.
This document outlines the curriculum framework for grades 11-12 in Nepal. It discusses the national goals of education which include developing individual potential, fostering patriotism and ethics, and preparing students to contribute to national development and global citizenship.
The curriculum structure has two levels - secondary and higher secondary. Grade 11-12 fall under the higher secondary level which aims to develop skills like independent learning, connecting theory and practice, and lifelong learning. The curriculum is designed to help students according to the national curriculum framework and feedback from stakeholders. It covers expected learning outcomes, subject content, teaching methods, and assessment for various subjects.
Local communities in Nepal are developing community-based disaster management plans. District development committees have identified and classified the most disaster-prone municipalities and villages. Technical and financial support from organizations helped facilitate community consultations and the development of tailored disaster management plans. This process of developing plans through local stakeholder involvement is expected to effectively reduce disaster impacts and losses in the long run. The plans are developed in a participatory manner through various steps like hazard profiling, capacity assessment, and designing appropriate interventions. This emphasizes community-based disaster risk reduction at the local level through integrated planning.
This document provides an introduction and structure of the Grade 11-12 curriculum for the academic year 2076 BS in Nepal. It discusses the national goals of education in Nepal and outlines the overall structure of the curriculum for secondary level (Grades 11-12). The curriculum is competency-based and aims to develop skilled, competitive and responsible citizens who can contribute to national development. It emphasizes the development of critical thinking, scientific temper, and skills required for higher education and the job market.
This document discusses climate change and its effects. It states that climate change is a global concern but knowledge about its causes and impacts is still limited in many countries including Nepal. The increasing emissions of greenhouse gases like carbon dioxide, methane and nitrous oxide from industrialization are trapping more heat from the sun in the atmosphere and warming the planet. This is leading to changes in local weather patterns, disruptions to ecological systems, rising sea levels and effects on agriculture, forests and wildlife. The impacts of climate change could be devastating and pose serious risks, so urgent action is needed to address it.
This document discusses floods in Nepal. It provides background on floods, noting that Nepal is ranked 31st most at risk globally to flood and landslide hazards due to its geography. Floods cause significant loss of life and property damage in Nepal each year. The document outlines causes of floods such as heavy monsoon rains and deforestation. It discusses impacts of floods such as loss of life, environmental damage, and health impacts. It also discusses flood management strategies including preparedness, emergency response during floods, and post-flood recovery work.
This document discusses natural disasters like floods and food insecurity in Nepal. It provides background on Nepal's geography and challenges in agriculture that contribute to these issues. It then analyzes the impacts of disasters and food insecurity, including vulnerability assessments and community preparedness. It discusses strategies like disaster monitoring, awareness raising, education and training to strengthen resilience. Food insecurity has natural and human causes, and affects development. The document outlines Nepal's food security situation and concludes with a call for collaborative efforts to address these challenges.
HRDC Child Protection & Safeguarding Policy Field Modality 2018Bikash Singh
1. This document provides guidance for community-based staff, volunteers and others to identify and prevent child abuse, especially for children with disabilities.
2. Children with physical disabilities are at higher risk of abuse. Identifying abuse can not only stop it but also minimize its impacts on the child's life.
3. The guide explains different types of child abuse and their signs, to help identify abuse and find appropriate solutions to prevent and address it. It also discusses raising awareness on child protection in relief camps.
1) Flooding occurs frequently in Nepal during the monsoon season from July to September due to heavy rains. The mountainous terrain and widespread deforestation makes the soil unstable and prone to landslides.
2) Areas in the Terai region are more affected by floods compared to hilly regions. Floods can damage property and infrastructure and displace local communities.
3) It is important to conduct awareness programs and discussions about flood risks before the monsoon season. Potential flood zones should have early warning systems and soil stabilization methods used to reduce impacts. During floods, emergency response plans should be implemented.
1. Quarantine or self-isolation refers to staying at home and separating oneself from others as much as possible to prevent the spread of COVID-19 infection. It involves staying in a well-ventilated room away from other family members and not sharing personal items or spaces.
2. Those with suspected exposure to COVID-19 or mild symptoms should self-isolate at home for 14 days. Proper hand hygiene, use of masks, cleaning and disinfecting surfaces, separate bathroom use and waste disposal are important during home quarantine.
3. Close contacts of the quarantined person should also limit interaction and monitor for any symptoms for 14 days.
This document provides guidelines for developing local disaster risk management plans in Nepal. It was published by the Ministry of Federal Affairs and General Administration in 2068 BS (2011 AD) with financial and technical support from CARE Nepal. The guideline has five sections that outline the process for establishing coordination mechanisms, conducting vulnerability and capacity assessments, developing the local disaster risk management plan, approving and implementing the plan, and monitoring/evaluating the plan.
The guide pages cover simple technologies that farmers can start for sage after harvest practices so that more than 80 percent of the post harvest losses could be reduced by interventions from farmers side.
1. Gravitation is the force of attraction between any two masses or bodies in the universe. Isaac Newton discovered that all objects in the universe attract each other through gravitation.
2. Newton's Universal Law of Gravitation states that the gravitational force between any two masses is directly proportional to the product of their masses and inversely proportional to the square of the distance between their centers.
3. According to this law, all objects with mass in the universe attract each other. Larger masses have a greater gravitational pull than smaller masses. Gravitation causes planets, moons, and objects in space to orbit other massive bodies like stars and planets.
बृहत्तर विद्यालय सुरक्षा सन्दर्भ सामग्रीः
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विद्यालय साना बालबालिकाका लागि दोस्रो घर हो । यद्यपि, जबसम्म बालबालिकाले भयरहित वातावरणमा शिक्षा प्राप्त गर्न पाउने आफ्नो अधिकारको उपभोग गर्न पाउँदैनन् तबसम्म विद्यालयले दोस्रो घरको भूमिका निर्वाह गर्न सक्दैन । प्राकृतिक कारणबाट हुने प्रकोपद्वारा उत्पन्न विपद् होस् वा मानवीय कारणबाट हुने घटनाबाट, विपद्को सर्वाधिक जोखिममा बालबालिका नै रहेका हुन्छन् । अझ अल्पविकसित मुलुकहरूमा सुरक्षित विद्यालय तथा गुणस्तरीय शिक्षालाई सुनिश्चित गर्ने कार्य नै चुनौतीपूर्ण रहेको छ । यस समस्याबाट नेपाल पनि अलग रहेको छैन । यही दृष्किोणका आधारमा विद्यालय सुरक्षित र न्यूनतम सुविधायुक्त हुनुपर्ने यथार्थलाई दृष्टिगत गरी बृहत्तर विद्यालय सुरक्षा ढाँचाको विश्वव्यापी अवधारणाअनुरुप यो सन्दर्भ सामग्री तयार गरिएको छ ।
थप .....
1. Zilmari is a seasonal wind that blows from March to May in the Terai region of Nepal, causing high temperatures and humidity.
2. It enters Nepal from India through the western regions and can extend its effects into Bangladesh.
3. Zilmari has devastating effects, resulting in many deaths each year due to heatstroke as well as damage to crops. Estimates suggest annual economic losses of millions of Nepali rupees.
Implementation Guideline for Comprehensive School Safety in Nepal. (Nepali) ...Ndrc Nepal
This document provides guidelines for implementing minimum safety standards in schools in Nepal. It is intended to be used by schools and local governments. The guidelines outline the roles and responsibilities of different levels of government and other stakeholders in ensuring school safety. It describes the activities that should be carried out at each level to implement disaster risk reduction and management programs in schools. The overall goal is to protect students and teachers from harm and ensure continuity of education even after disasters.
Comprehensive School Safety Implementation Guideline March 2019 NepaliNdrc Nepal
This document provides guidelines for implementing minimum safety standards in schools in Nepal. It is intended to be used by schools and local governments. The guidelines outline the roles and responsibilities of different levels of government and other stakeholders in ensuring school safety. It describes the key activities that should be carried out at each level to establish safe learning facilities, implement school disaster management, and incorporate disaster risk reduction and resilience education. The overall goal is to protect students and teachers from harm and help schools continue functioning after disasters by strengthening safety, preparedness, and resilience.
1. The story introduces Chotu, a boy from a small village who struggles in his studies due to coming from a poor family with uneducated parents.
2. One day on his way to school, Chotu witnesses a chicken repeatedly trying to fly over a canal with food in its beak but failing and falling into the water.
3. This incident makes Chotu reflect on his own situation and whether he should give up on his studies like the chicken did not persist in its efforts.
This document presents Nepal's National Health Policy 2071. It discusses the background and history of health initiatives in Nepal. Some key achievements over the past decades include controlling many infectious diseases and reducing maternal and child mortality rates. However, challenges remain in ensuring quality health services reach all citizens, especially vulnerable groups. The policy aims to build on past gains, address current and emerging issues, and fulfill Nepal's constitutional commitment to health as a fundamental right. It outlines visions, goals and strategies to guide the health sector over the coming years through efficient use of resources and responsive management.
This document presents Nepal's National Health Policy 2071. It discusses the background and history of health initiatives in Nepal. Some key achievements in health over the past decades include controlling many infectious diseases and reducing maternal and child mortality rates. However, challenges remain around ensuring quality health services reach all citizens, especially vulnerable groups. The policy aims to build on past successes, address current and emerging issues, and fulfill Nepal's constitutional commitment to health as a fundamental right. It outlines visions, goals and strategies for improving health promotion, protection and access across the country in the coming years.
This document presents Nepal's National Health Policy 2071. It discusses the background and history of health initiatives in Nepal. Some key achievements over the past decades include controlling many infectious diseases and reducing maternal and child mortality rates. However, challenges remain in ensuring quality health services reach all citizens, especially vulnerable groups. The policy aims to build on past gains, address current and emerging issues, and fulfill Nepal's constitutional commitment to health as a fundamental right. It focuses on strengthening health systems, management, resource mobilization, and addressing diseases and health issues facing the country.
विद्यालयमा बालअधिकार र हाम्रो भूमिका
यो पुस्तिका विद्यालयमा अध्ययनरत बालबालिकाका लागि लक्षित गरी तयार परिएको पुस्तिका हो । गुणस्तरीय शिक्षाका लागि बालमैत्री विद्यालय राष्ट्रिय प्रारुपमा उल्लेखित सूचक प्राप्त गर्न विद्यालय प्रशासन, विद्यालय व्यवस्थापन समिति, शिक्षक एवम् विभिन्न सरोकारवालाहरुको उत्तरदायित्व रहन्छ । त्यस दस्तावेजमा स्पष्ट रुपमा विद्यालय, शिक्षकहरुले निर्वाह गर्नुपर्ने भूमिका उल्लेख गरिएको छ । तर, विद्यालयलाई बालमैत्री बनाउने पक्षमा विद्यालय र शिक्षकहरु सँगसँगै बालबालिकाको पनि महत्वपूर्ण भूमिका रहन्छ । यस पुस्तिकामा विद्यालयलाई बालमैत्री बनाउन बालबालिकाले निर्वाह गर्नुपर्ने
भूमिकाका बारेमा उल्लेख गरिएको छ ।
विद्यालयमा बालमैत्री वातावरण भएमा बालबालिकाहरुले चाँडो सिक्न सक्ने, लेख्दा पढ्दा मानसिक तनाव कम हुने, विद्यालयमा मायालु वातावरण प्राप्त गर्ने जस्ता राम्रा कुरा हुने हुनाले विद्यालयलाई बालमैत्री बनाउनु आवश्यक हुन्छ । त्यसै गरी, बालबालिकाकै महत्वपूर्ण भूमिकामा विद्यालयलाई बालबालिकाले चाहेको जस्तो विद्यालयको रुपमा परिणत गर्न सकिन्छ ।
यस पुस्तिका तयार पार्नुअघि काठमाडौँका विभिन्न विद्यालयका बालबालिका र झापा जिल्लाका दुई ओटा विद्यालयका बालबालिकासँग प्रत्यक्ष छलफल गर्दा प्राप्त बुँदाहरुलाई यसमा समेटिएको छ । छलफलका क्रममा सहभागी बालबालिकाले विद्यालयलाई बाल सुलभ वा बालमैत्री बनाउन स्वयम् बालबालिकाले के–कस्तो भूमिका निर्वाह गर्नुपर्छ भन्ने बारेमा बताएका थिए ।
यस पुस्तिकाको उद्देश्य के हो ?
बालमैत्री विद्यालयले बालबालिकाको सिकाइ प्रक्रियालाई प्रभावकारी बनाउन मद्दत गर्दछ । यस्ता विद्यालयमा विद्यार्थीहरुले अध्ययन गर्ने क्रममा धेरै तनाव भोग
1) The document discusses children's rights and defines a child according to international standards as anyone under 18 years old. It explains that children's rights include the basic requirements for their physical, mental, social and moral development like nutritious food, medical care, affection, protection and education.
2) It outlines the four main types of children's rights - the right to life, development, protection and participation. It then discusses the principles of non-discrimination, best interests of the child, survival and development, respect for the child's views and international and national laws relating to children's rights.
3) It emphasizes that while children are rightsholders, adults like parents, community, schools and local
This document provides an introduction to a training manual on the role of children in making schools child-friendly. It discusses that children play an important role alongside teachers and parents in developing schools according to national guidelines. The training manual is based on indicators from the government's framework for quality education and child-friendly schools. It presents topics and activities to help participants understand concepts and develop skills related to ensuring children's participation rights in schools. The overall goal is to support efforts to implement child-centered practices in schools according to government policy.
Nepal draft directive for ddc-dt0 relation mechanism under mo fald-dolidar pr...Bhim Upadhyaya
जिल्ला प्राविधिक कार्यालयलाइ विशुद्ध इन्जिनियरिंङ जिम्मेवारी बहन गर्न आवश्यक पर्ने अधिकार श्रोत र संगठनका लागि यो निर्देशिकाको मस्यौदा म आफैले गरेर सम्बन्धित अधिकारीसमक्ष पठाएको छु ।
Women rights in constitution of Nepal (Nepali)WOREC Nepal
नेपालकाे संविधानमा महिला अधिकार
संविधान नेपालको मूल कानुन हो । संविधानले देशको राज्य तथा शासन सञ्चालन प्रकृया सुनिश्चित गर्दछ । संविधानको आधारमा देशमा अन्य सम्पूर्ण कानून, नीति, नियमहरु बन्दछन् । यसकै आधारमा कार्यपालिका, व्यवस्थापिका तथा न्यायपालिका गठन हुन्छ । सरकारका विभिन्न अङ्गहरुबीच काम कर्तव्य तथा शक्तिको विभाजनका साथै तीनीहरुबीचको सु–सम्बन्ध समेत सुनिश्चित गर्दछ । संविधानले नागरिकको मौलिक अधिकारको व्यवस्था गर्नका साथै ती अधिकारहरुको संरक्षणको व्यवस्था समेत गरेको हुन्छ । संविधानसँग बाझिने अन्य कानुन बाझिएको हदसम्म अमान्य हुन्छन् । नेपालको संविधान २०७२ नेपालको विद्यमान संविधान हो । यो संविधान जनाताका प्रतिनिधिले पारित गरेको पहिलो र नेपालको साताँै संविधान हो । यस संविधानमा ३५ भाग, ३०८ वटा धारा, ९ वटा अनुसूचिहरु रहेका छन् ।
राज्य सञ्चालन तथा अन्य क्षेत्रमा महिलाहरुको अधिकार सुनिश्चित गर्ने क्रममा देशमा विद्यमान वर्गीय, जातीय, क्षेत्रीय, भाषिक, धार्मिक, लैङ्गिक विभेद अन्त्य गरी आर्थिक समानता, समृद्धि र सामाजिक न्याय सुनिश्चित गर्न समानुुपातिक समावेशी र सहभागितामूलक सिद्धान्तका आधारमा समतामूलक समाजको निर्माण गर्ने संकल्पका साथ नेपालको संविधान (२०७२ साल असोज ३ गते) जारी भएको छ ।
राष्ट्रहित, लोकतन्त्र र राजनीतिक, आर्थिक र सामाजिक रुपान्तरणका लागि नेपाली महिलाहरुले पटक–पटक प्रत्यक्ष र अप्रत्यक्ष रुपमा गर्दै आएका ऐतिहासिक आन्दोलन, संघर्ष र योगदानलाई कदर गर्दै महिलाहरुको विशेष आवश्यकतालाई गम्भीर्यताका साथ आत्मसाथ गरी विशेष अधिकारको व्यवस्था सहित अस्तित्वमा आएको यो संविधानले परिवर्तनका मुद्दाहरु संस्थागत गराउन महत्वपूर्ण भूमिका निर्वाह गर्नेछ । संविधान राम्रो बनाउनु मात्र सबैथोक होइन, यसको कार्यान्वयनमा नै संविधानको सफलता निर्भर रहन्छ । तसर्थ संविधानलाई व्यवहारमा उतार्नु अपरिहार्य हुन्छ । जसले गर्दा महिलाको अधिकार सुनिश्चित हुन सकोस् र उनीहरुले आफ्नो अधिकार उपभोग गर्न पाउने वातावरण तयार होस् । यसका निम्ति नेपालको संविधान २०७२ ले महिलालाई प्रदान गरेको अधिकारका बारेमा सबै महिलाहरुले जान्नु तथा बुझ्नु जरुरी छ भन्ने मान्यतालाई मनन गरी यो जानकारी पत्र तयार गरिएको छ ।
Crc supplementary training manual on annual sip updating and references for d...DPNet
1. This document provides guidelines for updating school improvement plans and building capacity on disaster risk management at the school level.
2. It outlines the process for conducting an annual school workshop to collaboratively update the school improvement plan, including identifying issues, problems and solutions.
3. The workshop brings together teachers, management committee members, experts and other stakeholders to foster cooperation and jointly address challenges through problem identification and resolution.
1. A discussion event on the philosophy of religion and humanism was held in Kathmandu organized by Soch Nepal and Himalayan Kripa Foundation. Students from the science faculty of Tribhuvan University participated.
2. Participants expressed that religious doctrines have lost validity with the development of scientific theories of evolution, psychology etc. and that people have created God rather than God creating people.
3. It was discussed that both science and philosophy seek truth but are not the same. Until the 17th century, science was part of philosophy but later they started being studied separately.
This document provides a framework for realigning curriculum content to facilitate learning during the COVID-19 pandemic. It aims to ensure minimum learning outcomes for students while continuing their education despite school closures. The framework suggests prioritizing, grouping, and reducing curriculum content to focus on essential topics that can be taught through alternative means like online learning, radio broadcasts, or television. Teachers are advised to assess learning and provide support through local experts, parents, and older students. The framework is intended as a guide that can be adapted locally while ensuring students achieve minimum learning outcomes.
बालदुव्र्यवहार, खासगरी बालयौन दुव्र्यवहार विश्वकै एउटा डरलाग्दो र खतरापूर्ण समस्याको रुपमा अगाडि आइरहेको छ । तसर्थ यस विषयमा परिवार, स्थानीयस्तर, राष्ट्रियस्तरदेखि अन्तर्राष्ट्रियस्तरसम्म नै यस विषयमा सबैको ध्यान केन्द्रित गर्न, संरक्षणको सीपमा विकास गर्न र रोकथामको महत्वबारे चेतना अभिवृद्धि गर्नुपर्ने आवश्यकता छ ।
हामीहरूको परम्परा र साँस्कृतिक अवस्थाका कारण लामो समयसम्म दबिएर र लुकेर बसेका बालयौन दुव्र्यवहार जस्ता विषयहरुमा आजकल व्यापक छलफल गर्न थालिएको छ भने यो हाल आएर एउटा सामाजिक र राजनैतिक मुद्दा पनि बन्न पुगेको छ ।
राज्यपक्ष र नागरिक समाजले बालअधिकार महासन्धी (हेः धारा १९ र ३४) को प्रवद्र्धन र सम्मानमा थप सक्रिय भूमिका निर्वाह गर्न तथा बालयौन दुव्र्यवहारको रोकथाममा थप योगदान दिन WWSF ले सन् २००० बाट अन्तर्राष्ट्रिय बालअधिकार दिवस (नोभेम्बर २०) माथि थप बल पु¥याउन हरेक वर्षको नोभेम्बर महिनाको १९ तारिखमा बाल दुव्र्यवहार रोकथामको विश्व दिवस मनाउन सुरु गरेको हो । यसको मुख्य उद्देश्य भनेको नै बाल दुव्र्यवहार जस्तो जोखिमपूर्ण र जटिल मुद्दामा यसको रोकथामका निम्ति सम्बद्ध सबै निकायहरूले अत्यावश्यक र ठोस कार्यक्रम बनाउन्, ल्याउन् तथा कार्यान्वयनका निम्ति हामी सबैले दबाब सिर्जना गर्नु भन्ने रहेको छ ।
यस दिनला
Child Centered DRR and School safety booklet Nepali Ndrc Nepal
This document provides a 3-sentence summary of a Nepali language document about creating safe schools and communities in Nepal:
The document discusses creating safe schools and communities in Nepal during disaster preparedness. It notes that Nepal faces high risks from natural disasters like earthquakes, floods, landslides and more. The document emphasizes the importance of following earthquake resistant construction techniques and building schools in locations safe from floods, landslides and other hazards to protect students.
Policy response to youth participation in Nepal Brabim Kumar
This document discusses youth policy and participation in Nepal. It defines youth as ages 16-29 based on international and national conventions. Nepal established its first National Youth Policy in 2066 BS (2009 AD) to define the role of youth in society and ensure their rights and responsibilities. The policy identifies 17 strategic areas for youth development. While youth have historically played a leading role in Nepal's political transformations, their participation is not yet fully institutionalized. The document compares youth definitions and policies in various countries.
Similar to Role of Local Government for Comprehensive School Safety in Nepal. (Nepali) 2019 (20)
7. ndrc covid notebook final december 20Ndrc Nepal
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
8. ndrc covid calendar2021 final december 20Ndrc Nepal
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document provides information and guidelines about COVID-19 prevention and safety measures. It discusses what COVID-19 is, its symptoms, and ways to prevent spread such as maintaining social distance of 2 meters in public, frequent handwashing with soap, and proper wearing of masks. It also covers safety protocols for work and travel, including maintaining distance, disinfecting surfaces, and wearing masks. Quarantining is important for those exposed to infected individuals. Proper handwashing technique is also described. Contact health services if experiencing COVID-19 symptoms.
1. Maintaining social distance of at least 2 meters and proper hand hygiene are effective ways to prevent the spread of COVID-19.
2. People who have been in contact with infected individuals should undergo mandatory 14-day quarantine.
3. When conducting business, travel, or work, safety measures like wearing masks, maintaining distance, and disinfecting surfaces should be followed.
This document provides information and guidelines on COVID-19. It defines COVID-19 and its symptoms. It recommends maintaining a distance of at least 2 meters between individuals in public places. It emphasizes the importance of regularly washing hands with soap and water for 20 seconds as an effective way to prevent infection. It also provides instructions on proper mask usage and guidelines for businesses, travel, and quarantine. The key message is that following basic hygiene practices and social distancing can help reduce the risk of COVID-19 transmission.
The covid 19 crisis in nepal coping crackdown challengesNdrc Nepal
NDRC Nepal brings "The COVID-19 Crisis in Nepal: Coping Crackdown Challenges" issue 3, an occasional papers series on COOVID19 response in Nepal.
This study was carried out by Dr. Dhruba Gautam, Senior Research Fellow at National Disaster Risk Reduction Centre (NDRC) Nepal which had four interconnected objectives: (i) to assess existing policy provisions for relief management and distribution, (ii) to identify existing relief distribution mechanisms, (iii) to identify major gaps and challenges, and (iv) explore next steps and make recommendations. For secondary information, the study reviewed published documents, including government policies at the national and global levels, whereas primary information was gathered through virtual interviews and conferences with key informants in all provincial governments and in a few local governments. Among the mechanisms governments use to manage relief distribution are the management of relief funds, the selection of needy families, the development and distribution of relief packages, the adoption of a one-door policy, and the application of existing legal provisions. This study also explored gaps in these mechanisms and challenges faced during the relief management thoroughly. Some issues that raised questions included the criteria for selection and even the use of a targeted approach in principle and challenges included the procurement of relief materials and their quality and quantity as well as data management and monitoring. Once the data was on the table, this study made several key recommendations to each of the three tiers of Nepal’s government about how to systematize relief management now as well as how to carry over good practices into the future.
Nepal's readiness and response to pandemic covid 19Ndrc Nepal
This document discusses Nepal's readiness and response to the COVID-19 pandemic. It outlines key initiatives taken at the federal, provincial, and local levels in Nepal. At the federal level, initiatives included suspending international flights, closing borders, setting up testing centers, improving healthcare systems, and regularizing private hospital services. Provinces established funds and preparedness plans, including quarantine facilities and health checkpoints. The pandemic has posed major challenges for Nepal's health system and response efforts due to its rapid spread and impact on all aspects of society.
The document provides an introduction to the National Disaster Risk Reduction Centre Nepal (NDRC Nepal). It summarizes that NDRC Nepal was established in 2003 and registered in 2007 with a vision of a resilient society. It works in disaster risk reduction, climate change adaptation, and building resilient livelihoods across Nepal. The document outlines NDRC Nepal's geographical coverage, key engagement areas, projects, strengths in areas like capacity building and policy advocacy, publications, and development partners both within and outside of Nepal.
School safety-self-assessment-checklist-bookletNdrc Nepal
This booklet help school children to understand DRR in their community and school with respect to CBDRR and School Safety.
The booklet is a product of BURDAN Project convened by ADRA Nepal and implemented by partner NGOs Nangshal Nepal, RMD Nepal and Ndrc Nepal
The BURDAN project aims to build resilience in communities affected by disasters in Dhading and Kavrepalanchowk districts of Nepal. It will directly benefit 15,000 households, 4,500 children, and 1,200 individuals, and indirectly benefit 150,000 people. The project is being implemented from 2016 to 2018 by ADRA Nepal with funding from ADRA offices in Austria, Australia, Czech Republic, Germany, and internationally. It seeks to enhance disaster preparedness and emergency response capacity through activities like developing local disaster risk management plans, training community members and officials, and making schools safer.
Community school-based-disaster-risk-management-model-for-urban-resilienceNdrc Nepal
This document summarizes a study on developing community- and school-based disaster risk management models for urban resilience in Nepal. It analyzes existing CBDRM/SBDRM initiatives and identifies opportunities and gaps. Specifically:
1) Existing initiatives focus on disaster preparedness planning, capacity building of disaster committees, and risk mapping, but opportunities remain for comprehensive multi-hazard risk assessment, resilient urban development, and strengthening community resilience capacities.
2) Schools have made improvements like new earthquake-resistant buildings, but opportunities remain to upgrade old infrastructure, address non-structural risks, and fully incorporate DRR into school planning and management systems.
3) Recommendations include investing in disaster-resilient urban
This document discusses comprehensive school safety in the context of disaster risk reduction in the education sector. It outlines three levels of comprehensive school safety: 1) Safe school infrastructure and facilities, 2) Disaster management in schools, and 3) Disaster risk reduction education. The goals are to integrate disaster risk reduction into education policies and regulations, strengthen institutional arrangements for resilience to disasters, and build capacity for emergency preparedness, response and recovery at national, regional and local levels.
NDRC NICSS Safe School Learning Sharing 2019Ndrc Nepal
The National Disaster Risk Reduction Centre of Nepal presented on their efforts to promote Comprehensive School Safety. Their work includes:
1) Conducting studies, training teachers and students, school safety assessments and planning, and awareness campaigns.
2) Identifying gaps such as limited understanding of safety, lack of school safety mainstreaming and resources, and scattered capacity building.
3) Recommending raising awareness of policies and tools, mainstreaming school safety funding, maintaining standards, and strengthening monitoring.
This document provides a final program report on ensuring resilience in the education system in Nepal through disseminating the Comprehensive School Safety Master Plan and implementing the minimum package. Key achievements include endorsement of the revised CSS Implementation Guideline and the CSS Communication and Dissemination Strategy by the Ministry of Education. Awareness was raised on CSS through orientations for stakeholders and training of champions across 14 earthquake-affected districts. Various communication materials were developed and disseminated, and CSS action plans were prepared in 28 schools. Challenges included delays in endorsement that impacted the implementation schedule. Overall the program helped advance school safety in Nepal.
This document presents the findings of an end line assessment of knowledge, attitudes, and practices related to disaster risk reduction in Nepal. It surveyed students, school management committee representatives, and local government representatives. Some key findings include:
- Students demonstrated basic knowledge of hazards versus disasters but lacked knowledge of comprehensive school safety. They participated in some risk reduction activities but schools were not fully prepared for emergencies.
- School management committees had knowledge of disaster risk reduction but implementation of activities like hazard assessments and emergency planning needed improvement. Collaboration with communities and allocation of resources was also limited.
- Local government representatives' knowledge of comprehensive school safety was inadequate. While some supported school safety programs, activities were not systematically included in cur
This initiative between UNICEF Nepal and NDRC Nepal aims to promote comprehensive school safety in 7 provinces and 14 earthquake-affected districts. The key outputs include revising school safety guidelines, developing a communication strategy, and implementing awareness campaigns. Extracurricular activities have proven effective at increasing student and community awareness of school safety. For example, one school organized speech and debate competitions on school safety that engaged both students and the community. The school principal realized the importance of incorporating disaster management and climate change into the curriculum and spreading safety messages beyond the school to the broader society. Involving students in discussions of these issues helps protect them from risks and shows the value of integrating school safety into regular education.
Preliminary findings _OECD field visits to ten regions in the TSI EU mining r...OECDregions
Preliminary findings from OECD field visits for the project: Enhancing EU Mining Regional Ecosystems to Support the Green Transition and Secure Mineral Raw Materials Supply.
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
A Guide to AI for Smarter Nonprofits - Dr. Cori Faklaris, UNC CharlotteCori Faklaris
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos