Traduction de «paix pour l'apprentissage » (Français → Anglais) :

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

learning complications | learning delays | learning difficulties | learning difficulty

provide training on e-learning | train the e-trainer

establishment of peace [ achievement of peace | peace process | re-establishment of peace ]

Children of Peace | Children of Peace initiative | EU Children of Peace initiative

detective constable | detective superintendent | detective inspector | police detective

peacekeeping [ keeping the peace | preserving peace | safeguarding peace ]

community-based learning | CBL [Abbr.]

action learning | active learning

13. Expresses its grave concern at the number of victims and cases of serious human rights violations reported since the beginning of the crisis; urges the competent authorities to undertake a rigorous and prompt investigation into the circumstances and motives behind these crimes and to ensure that those responsible are brought to justice; reiterates that there can be no impunity for those responsible for violations or serious abuses of human rights; calls on the authorities to ensure that schools remain a safe haven for learning; calls on the ICC Prosecutor to closely monitor the situation in Burundi and supports her declaration of ...[+++] 6 November 2015;

13. Expresses its grave concern at the number of victims and cases of serious human rights violations reported since the beginning of the crisis; urges the competent authorities to undertake a rigorous and prompt investigation into the circumstances and motives behind these crimes and to ensure that those responsible are brought to justice; reiterates that there can be no impunity for those responsible for violations or serious abuses of human rights; calls on the authorities to ensure that schools remain a safe haven for learning; calls on the ICC Prosecutor to closely monitor the situation in Burundi and supports her declaration of ...[+++] 6 November 2015;

A third initiative, LEAP, which is the learning for equality, access, and peace project, is managed by the World Bank.

15. Emphasises that people should have easy access to information on the success stories of projects funded by PEACE I and PEACE II as well as the IFI; believes that the experience gained from such projects should be shared with those engaged in other international peace-building work; calls, in this connection, for the establishment of a database as a learning tool for peace and reconciliation work at home and abroad; calls, in addition, for every level of participation to be included in the creation of regional and metropolitan networks;