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"IMPLEMENTATION MATTERS Policy Briefing on the \nThird National Action Plan \nof the German government 08 June 2020 PREFACE 20 years ago, after continuous pressure by international civil society, the UN Security Council unanimously adopted ground-breaking Resolution 1325, “Women, Peace and Security”. Nine follow-up resolutions expanded the pillars of the Women Peace and Security Agenda: participation of women in peace- building, protection of women and girls in armed conflict, prevention of armed conflicts as well as gender-equitable help, reconstruction, and reintegration. The German government is currently implementing Reso- lution 1325 in the context of the Second National Action Plan. The Women, Peace and Security Agenda is also a focal point of its current non-permanent membership in the UN Security Council. The German government has made some significant progress especially during the current legislative term un- der the leadership of Foreign Minister, Heiko Maas. And yet, Germany still has fundamental issues with its national and in- ternational implementation. The political will to implement the Agenda as consistently as, for example, demonstrated by Sweden’s feminist foreign policy, is still lacking. What remains problematic is that the Agenda is still be- ing treated as a tool for the promotion of women and not as a guideline for a transformative policy in Germany and abroad. As long as the German government does not regard gen- der as a concept that describes gender-inequitable power 1 SIPRI (2019): Yearbook. Armaments, Disarmament and International Security, \nat: https://www.sipri.org/sites/default/files/2019-11/yb19_summary_de.pdf \n2 Deutscher Bundestag (2018): Information provided by the German government. \nReport of the German government on German humanitarian aid abroad for the time \nperiod 2014 - 2017, at: http://dip21.bundestag.de/dip21/btd/19/057/1905720.pdf \n[18.04.2020] relations that need to be overcome, such transformative policy will not be possible. How indispensable it is, however, has been demonstrated by the big challenges of our time; be it the Corona pandemic, the climate crisis or globally shrinking democratic spaces that correlate with the fight against sexual self-determination and reproductive justice. They all have gender-based implications and constitute a danger for peace and security. This situation is aggravated by the fact that the German government still does not consistently pursue the concept of Human Security. This is one of the reasons why there are hardly any gender-sensitive conflict analyses and impact assessments of political decisions. In 2018, Germany was again the fourth biggest weapons exporter in the world.1 Even the considerable financial in- crease in humanitarian aid (Germany has become the second biggest donor2) cannot obscure this. In order to do justice to the Women, Peace and Security Agenda, there is a need for a coherent policy across all ministries. 3 OECD-Study (2020): Women at the core of the fight against Covid 19-Crises, \nat https://read.oecd-ilibrary.org/view/?ref=127_127000-awfnqj80me&title= \nWomen-at-the-core-of-the-fight-against-COVID-19-crisis [18.04.2020] Overall, the German government is not using enough of its economic and political leverage to protect human rights within and outside the EU. The suspension of European sea rescue activities, as well as the insufficient commitment to a dignified engagement with people in refugee camps within the European Union and at the EU’s external borders, illustrate that the German government does not adequately prioritise human rights. One will also find examples within Germany. These in- clude substantial restrictions of the right to asylum; violence of men against women still not being systematically tackled at all levels; and not least, the gender-inequitable distribu- tion of care work and precariously underpaid / unpaid work as well as the subsequently higher risks for women and other marginalized groups which have been exposed by the Corona pandemic.3 It has repeatedly become obvious that the label “essential” follows patriarchal and oftentimes racist patterns. The objective of the Women, Peace and Security Agenda is to overcome these deficits through a gender-equitable domestic and foreign policy. For decades, civil society has played a significant role in the advancement and implementation of the Women, Peace and Security Agenda. The German government acknowledges this in its Second National Action Plan. Hence, it is pivotal that the development of the Third National Action Plan will also be closely, constructively, and critically monitored by civil society. This implies that the Third National Action Plan recognizes women as a heterogeneous group and that persons with non-binary gender identities, plural affiliations, and multiple discriminations (intersectionality) are given consideration. German civil society has compiled this policy paper as a contribution to the development of the Third National Action Plan. Based on the four pillars of the Women, Peace and Security Agenda, it illustrates the obligations of the German government and the current state of implementation. Further- more, it contains recommendations for action. STRUCTURAL INTEGRATION OF THE WOMEN, \nMINISTRIES What are the goals of the Women, Peace and Security Agenda? The Agenda should be integrated into all relevant political areas in a consistent, cross-cutting, and structural manner. This requires that all institutions develop the necessary know- how and have sufficient human and financial resources avail- able. Furthermore, political support for the implementation is necessary. What is the current state of implementation in Germany? the increase in the share of women in institutions, it neglects the systematic development of prerequisites for gender- equitable structures. The Women, Peace and Security Agenda is often seen only as an “add-on” to foreign, development and security policy measures. Control mechanisms, specific deadlines as well as indi- cators to review the implementation progress towards the intended objectives are missing in the First and Second National Action Plans. The Plans also lack adequate funding that is crucial for strategic implementation. In its 2014 study, the OSCE also recommended to consider these criteria in National Action Plans to guarantee their sustainable effective- ness.4 What has proven valuable in the past four years is to struc- ture and intensify the dialogue between non-governmental organisations and the German government. These efforts are explicitly welcome by the participating civil society organisa- tions.5 In its Second National Action Plan the German government mainly embedded measures that are supposed to promote the implementation of the Women, Peace and Security Agenda in the context of German foreign, development and security pol- icies. However, it only marginally formulates activities which would structurally advance gender mainstreaming within the ministries. While the German government mainly focuses on 4 OSCE (2014): Study on National Action Plans on the Implementation of \nthe United Nations Security Council Resolution 1325, at: https://www.osce.org/ \nsecretariat/125727 [18.04.2020].\n5 Cf. Zivilgesellschaftliches Bündnis (Civil Society Alliance): For a humanrights-based and gender-equitable foreign policy. Needs for action to implement \nthe “Women, Peace and Security” Agenda, at: https://www.medicamondiale. \nGeschlechtergerechtigkeit-2018_CR-medica-mondiale_etaltri.pdf [18.04.2020]. Recommendations Flesh out all foreign and development policy funding in- struments in a gender-sensitive way and demand dedi- cated gender analyses for funded projects. For the imple- mentation of the Third National Action Plan there is also the need for a sufficient dedicated budget. Your own re- porting system must be transparent, so that the funding gap can be clearly identified and closed. Set up high-profile 1325 Focal Points in all German repre- sentations abroad. They need to be mandated to pro- mote the implementation of the Women, Peace and Security Agenda through embassies and consulates. This must be specifically supported by the management level and re- flected by 1325 focal points in the headquarters of the rel- evant ministries. This applies in practice to both the state and specialist departments such as Department S of the Federal Foreign Office or the unit dealing with crises, tran- sition aid, reconstruction and infrastructure in the context of a crisis at the BMZ. Internally and externally realize an intersectional quota of 50% participation of women. This applies both to the equitable filling of posts at all levels and to government negotiations, events, and panel discussions. The German government should adopt the following binding priorities in its Third National Action Plan: Create the position of a Special Commissioner of the German Government for Women, Peace and Security. This needs to correlate with the creation of 1325-units in all relevant ministries and the increase in human resources within the individual departments. Systematically establish and expand the respective knowl- edge management. The Women, Peace and Security Agenda should, for example, become an integral part in the train- ing of all staff at the Foreign Office. Furthermore, measures should be taken to overcome existing (multiple) discrimina- tions and to also reflect societal diversity institutionally. Align the Plan with the impact-oriented OSCE criteria. This requires the formulation of SMART goals and indicators as well as the establishment of an independent monitoring and evaluation procedure. The dialogue with national civil society in the shape of a technical-operative exchange as well as the Consultation Group should be continued and the dialogue with local civil society organisations strengthened. Fund civil society activities to accompany the Third National Action Plan and adequately reward civil society experts. PROTECTION OF WOMEN AND GIRLS AND \nSUPPORT FOR SURVIVORS Example of good practice The National Action Plan of Ukraine is presented in a tabular format. It contains a technical overview of the planned meas- ures and targets with parameters and indicators, e.g. the num- ber of implemented gender analyses, events or studies. The What are the obligations of the Women, Peace and Security Agenda? planned activities include clear-cut details on total costs as well as the subsequent annual costs. Furthermore, activities and costs are allocated to the implementing or competent ministries which results in a direct distribution of responsibility and greater accountability. With the Women, Peace and Security Agenda the UN Security Council set the normative framework to protect women and girls in the context of armed conflict – in particular, from sex- ualised and gender-based violence. Survivors shall get ade- quate support and perpetrators shall be held accountable6. Sexualised war violence has been recognized as a war crime. What is the current state of implementation in Germany? Despite a number of international initiatives7 the reality of persons affected by rape, sexual enslavement, forced mar- riage, and forced sterilisation or other forms of sexualised and gender-based violence in armed conflict has not changed 6 Cf. Resolutions 1325 and 1820 of the UN Security Council.\n7 Cf. the Preventing Sexual-Violence in Conflict initiative of former British \nforeign minister William Hague and human rights activist Angelina Jolie significantly.8 This, among other things, is the result of a very narrow view of sexualised war violence as a strategic means of warfare.9 Women and girls, men and boys and, in particular, persons with non-binary gender identities and diverse sexual orientation, experience many forms of sexualised and gender- based violence – during and after armed conflict. This vio- lence is not always part of a military strategy. To effectively protect and adequately support all affect- ed persons, the continuum of violence in private and public content. The resolution does not explicitly mention the repro- ductive health and rights of survivors either and thus weakens them politically. How strong and long-lasting the consequences of traumatic experiences of violence are mainly depends on whether the social environment is included into the support of survivors. Coming to terms with the injustice experienced needs to happen at all levels. Only then will violence be overcome in the long- term and trans-generational traumatization neutralised.11 spaces needs to be addressed. This requires a transformative approach which overcomes discriminatory gender relations in- stead of fighting the symptoms of sexualised and gender-based violence. In its Second National Action Plan the German govern- ment commits itself to “improving the protection from sexual- ised and gender-based violence at national and international level”.10 Resolution 2467 presented to the UN Security Council by the German government enshrines a “survivor-centred approach” to support survivors, but with no clearly defined 8 Cf. UN Secretary-General: Report on Conflict Related Sexual Violence, at: \nreport/s-2019-280/Annual-report-2018.pdf [18.04.2020]\n9 Cf. The annual open debates on security \n10 German government (2017): Action Plan of the German government on \nthe implementation of Resolution 1325 on Women, Peace and Security of the \nUN Security Council for the time period 2017-2020, at: https://www.auswaertiges-amt.de/blob/216940/dce24ab4dfc29f70fa088ed5363fc479/aktionsplan1325-2017-2020-data.pdf [18.04.2020]. 11 Cf. medica mondiale (2019): No war on my body. Expert contributions on sexualised violence, trauma, and justice. Cologne, p. 20-21. Recommendations The German government should adopt the following binding priorities in its Third National Action Plan: Develop and enshrine the concept of a transformative ap- proach to combat sexualised and gender-based violence in situations of armed conflict and put it into practice through financial support and political action. Promote long-term, on-the-ground, trauma-sensitive, holistic support in the form of medical care, psychosocial and legal counselling as well as income-generating meas- ures, and set up sustainable protection structures. This includes all-encompassing legal access to safe abortions, emergency contraceptives, and other services for the sexual and reproductive health of all survivors, irrespec- tive of their sexual orientation and gender identity. Financially and politically support local civil society or- ganisations in their role as service providers, watchdog, and advocates of the rights of survivors. Counter any weakening of the status quo in sexual and re- productive health and rights. Germany should, among other things, have a clear and detailed legal opinion formulated by internationally recognized experts, stating that resolution 2106 remains fully valid, and work to ensure that this legal opinion is anchored in the UN Security Council. X \nPrioritise and strengthen the criminal prosecution of sexu- alised and gender-based violence through law enforcement agencies in trials in Germany according to the Principle of Universal Jurisdiction.12 This urgently requires the provision of resources as well as the building of gender competence and trauma expertise in German justice and security authori- ties. Moreover, persons who have suffered violence and who testify in court must be informed about their right to acces- sory prosecution and must be able to execute it in practice. X \nMake asylum procedures trauma-sensitive so that survi- vors have the opportunity to invoke sexualised and gen- der-based violence as grounds for asylum in a protected space. For this, asylum-processing personnel and language mediators must be trained accordingly. X \nFully implement EU-Directive 2013/33/EU on the Reception of Applicants for International Protection. Refugees who be- long to any extremely vulnerable group must get support and care in Germany. Their special situation must also be considered when assigning them a place of residence. 12 The Principle of Universal Jurisdiction provides for a state’s jurisdiction over \ncrimes against international law even when the crimes did not occur on that \nstate’s territory, and neither the victim nor perpetrator is a national of that state. \nThe principle allows national courts in third countries to address international \ncrimes occurring abroad, to hold perpetrators criminally liable, and to prevent \nCONFLICTS Example of good practice Legal recognition of survivors as civilian victims of the war in Kosovo What are the obligations of the Women, Peace and Since 2018, survivors of sexualised war violence in Kosovo can Security Agenda? apply for the “Civil War Victim” status. This legally enshrined status entitles them to get monthly financial support of appr. 250 euros. This status was achieved by Kosovan women’s organisations and represents a political recognition of expe- rienced injustice. The Kosovarian Rehabilitation Center for Torture Victims and Medica Gjakova, two civil society organ- isations, provide assistance to survivors with the application process. Furthermore, they launch public education cam- paigns to make sure that those affected can enforce their rights. These measures were funded by the German Ministry for Economic Cooperation and Development and politically sup- ported by the German embassy in Pristina, including through public statements. The German government has thus helped to raise social awareness and has ensured that the rights of survivors are sustainably embedded at a structural level. The main goal of the Women, Peace and Security Agenda is to prevent violent conflicts. Hence, it calls for a clear shift in focus of political action for all societal and political areas away from being responsive to structural prevention. Political meas- ures should seek to address structural root causes of conflicts and render active crisis prevention. This includes the demili- tarization of security-policy structures, overcoming social and economic injustices, the transformation of patriarchal gender relations as well as determined action against fundamentalist and right-wing extremist violence. The Agenda does not aim to make conflicts safer for women and persons with non-binary gender identifications and diverse sexual orientation and to integrate political minor- ities into military structures on equal terms, but to avoid war and violent conflict. What is the current state of implementation in Germany? In its Second National Action Plan (2017-2020) the German government commits itself to systematically including “the gender perspective in the context of prevention of conflict, crisis and violence”, as well as expanding “the participation populist and fundamentalist actors at home and abroad, even if the focus is on supporting and protecting civil society. That said, the German government should use the Third National Action Plan as an opportunity to regard the Women, Peace and Security Agenda as a transformative prevention programme that guides German policymakers. This should be in conjunction with the Preventing Crises, Resolving Conflicts, Building Peace policy guidelines of the German government. of women in all phases and at all levels of (…) conflict preven- tion”. The government, however, does not focus on the pre- vention of violent conflict in the first place. This results in an overly strong focus on the inclusion and participation of wom- en in existing (and often militarized) structures. Due attention has not been given to important prevention measures, such as a restrictive German arms export policy, the commitment to international disarmament, and the demilitarization of national and international security structures. The transformation of patriarchal gender relations, the overcoming of intersectional gender inequalities, and the promotion of positive masculinity images13 have also not been prioritised. Moreover, the Second National Action Plan does not provide for measures that address the threat to feminist organizations by right-wing, 13 The term „positive masculinity“ describes behaviors and characteristics \nwhich are not in line with the stereotypical masculinity images (tough, violent, \nlacking in emotion) and contribute to the reduction of gender inequalities. Cf. \nCouncil of the EU (2018): Women, Peace and Security – Council Conclusions, p. 19. Recommendations The German government should adopt the following binding priorities in its Third National Action Plan: Ensure all ministries and implementing organisations em- ploy a coherent, gender-sensitive conflict and context analysis as a binding basis for all political action. Politically upgrade gender-equitable, inclusive, and inter- sectional civil crisis and conflict prevention through increased funding of research on non-violent conflict reso- lution and peace as well as through the support of inclu- sive dialogue and mediation projects. Recognize gender injustice as a main reason for violence and violent conflict and increasingly address it. From 2021 on, at least 85 percent of all German foreign and de- velopment policy measures should directly or indirectly contribute to the promotion of gender equality, as stipu- lated in the second EU Gender Action Plan. Promote the transformation of gender stereotypes, above all a targeted promotion of positive, non-violent mascu- linity images through initiatives in Germany and abroad. Firmly promote, anchor, and adequately fund the full real- isation of human rights of politically marginalized groups in German foreign policy and development cooperation. This includes the commitment to the universal ratifica- tion of the Council of Europe Convention on Preventing and Combating Violence against Women and Domestic Violence (Istanbul Convention) as well as the encourage- ment of other countries to fully support the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), in particular Article 12 (Discrimination in the field of health care) and Article 16 (Gender equality in marriage and family). Implement reproductive rights, including the right to le- gal and safe abortion, in Germany without restrictions. This includes the elimination of Sections 218 and 219 of the German Criminal Code. Furthermore, abortions must be made a mandatory subject of any medical study pro- gramme. Recognize the connection between German weapons exports and violent conflicts as well as sexualised and gender-based violence, especially in the “Political Prin- ciples of the Federal Government for the Export of War Weapons and Other Armaments” to be explicitly recog- nized and to work towards a complete cessation of arms exports in the medium-term. Commit to international disarmament and (preventive) arms control. This includes the ratification of the Treaty on the Prohibition of Nuclear Weapons and the public commitment to a treaty to ban lethal autonomous weapons systems which is binding under international law and sup- port for a ban on area explosive weapons (EWIPA). To protect and support human rights defenders and peace activists at home and abroad. This requires additional pro- grams and resources. Fulfil and implement the obligations of the Paris Climate Agreement, take gender-equitable climate protection measures and ensure the participation of women and per- sons with non-binary gender identifications and diverse sexual orientation in national and international climate protection processes, in accordance with the General Recommendation No. 37 of the Convention on the Elimina- tion of All Forms of Discrimination Against Women (CEDAW). EQUAL PARTICIPATION OF WOMEN IN PEACE \nPROMOTION Example of good practice: In their Third National Action Plan14 (2019-2024) the Irish gov- ernment places the focus on the prevention of crisis and vio- lent conflict, and recognizes the crucial role of disarmament as an important instrument for prevention work, the stabilization of post-conflict contexts, and the reduction of gender-based What are the goals of the Women, Peace and Security Agenda? violence in conflict. The Irish government has pledged to pro- mote disarmament and arms control measures to sustainably avoid violent conflicts. In its Action Plan, the Irish government also recognizes gender injustice as an important root cause of violent conflicts and commits itself to addressing unequal power relations be- tween genders, discrimination of women and girls as well as destructive masculinities. The Women, Peace and Security Agenda (above all, Resolu- tions 1325, 1889, and 2122) unequivocally recognizes the right of women to equally help shape initiatives and processes on prevention, transformation and post-conflict management, and peace promotion. Furthermore, the Agenda recognizes the necessity of ensuring the participation of women in these areas to sustainably promote peace. The participation of women in peace processes, as well as gender equality in peace agree- ments, are primary focal points of the Agenda. Even though the number of female experts participat- ing in official peace negotiations has slightly increased in the past years, women and persons with non-binary gender identifications and diverse sexual orientation are still largely excluded from official negotiations and decision-making pro- cesses. Moreover, their participation is oftentimes neither 14 Government of Ireland (2019): Women, Peace and Security. Ireland’s third \nNational Action Plan for the implementation of UNSCR 1325 and related resolutions. \n2019 – 2024. substantial nor sustainable.15 From 1990 until 2018, only 19.7% of all peace agreements made reference to women, girls or gender.16 What is the current state of implementation in Germany? The Second National Action Plan prioritizes to “strengthen the The Peace mediation concept of the German government published in the summer of 2019 mentions neither women nor gender and contains merely one very short article on inclu- siveness. The German government provides too little atten- tion and political support for civil society groups that do peace-promoting work during times of crisis and violent con- flict. This also applies to the interlinking of dialogue processes at different levels (Tracks 1, 1.5, 2 and 3) as well as the commit- ment for gender-sensitive peace agreements. involvement of women in all phases and at all levels of preven- tion and resolution of conflicts, stabilization, peace building, and reconstruction as well as post-conflict rehabilitation and peace consolidation, and to strengthen their leadership role”. It also recognizes that “peace needs to be designed inclusively and supported by everybody” in order for it to be successful. In practice, the German government focuses on a stronger involvement of women in the military, police forces, and ci- vilian personnel in international organisations, as seconded parties to peace-keeping missions as well as in decision-making processes addressing the issue of flight. Yet, the participation of women in processes supported by the federal government, including ceasefire and peace negotiations, remains poor. 15 Global Study (2015): Preventing Conflict. Transforming Justice. Securing Peace. \nA Global Study on the Implementation of the UN Security Council Resolution 1325, \n16 UN Security Council (2019): Women, Peace and Security. Report of the \nSecretary-General (2/2019/2008), p. 6. Recommendations The German government should adopt the following binding priorities in its Third National Action Plan: X \nRecognize women’s rights organisations, peace activists, and human rights advocates as indispensable and sys- tematically support them over the long-term. X \nInclude the expertise of (refugee) women and girls in and from crisis and war regions in the development of political solutions for their countries of origin and consider their competences in all processes for the provision of human- itarian aid and reconstruction.17 17 Cf. Action Canada for Sexual Health and Rights et. al (2019): Women’s and \ngirls’ rights and agency in humanitarian action. A life-saving priority. \n Example of good practice Women‘s Initiatives for Peace in Donbas(s) – reflecting on common paths to peace The German government, through the Normandy Format and the OSCE, makes an important contribution to the offi- cial peace process in Eastern Ukraine. At the same time the Foreign Office promotes civil society projects in the region, like the Women‘s Initiatives for Peace in Donbas(s), WIPD. With- in the WIPD framework, representatives of all conflict parties (Ukraine, Russia, international) jointly analyse the situation on the ground, encourage discussions within the different eth- nic groups, and develop recommendations on specific peace policy issues. The platform primarily empowers women from those Donbas regions which are not controlled by Ukraine. WIPD also strives to elevate the concerns of civil society actors (Track 3) to the political decision-making level and into the official peace process (Tracks 1 and 2). The support of the various formats by the German govern- ment, however, is not yet happening in a coordinated fashion. To date, there have been no attempts by the Foreign Office to in- clude civil society actors, above all female actors, and gender- sensitive perspectives into the official negotiation processes. Develop, finance, and implement a dedicated strategy for the involvement of women and persons with non-binary gender identifications and diverse sexual orientation in every peace process that it supports. To this end, feminist peace initiatives must be consulted. Ensure that negotiations that it participates in are extend- ed to include topics, approaches, and negotiation methods that are defined and introduced by feminist groups based on their respective field of action. Ensure that the make-up of all peace negotiations will not be limited to the conflict parties (including armed groups) but also include a cross-section of the population. Systematically encourage dialogue formats which cross conflict lines. Ensure that all brokered peace agreements supported by the German government are gender-equitable. GENDER-EQUITABLE HUMANITARIAN \nAID AND RECONSTRUCTION What are the goals of the Women, Peace and Security Agenda? In spite of this, the approved funds are lagging far behind the political measures. Between 2016 and 2018, funds to address gender-based violence (GBV) and its implications merely accounted for 0.12% of the humanitarian aid record- ed by the Financial Tracking Service (FTS).18 As donors report the funds provided for GBV programmes to the FTS in different ways, it is currently not clear how big the funding gap for this area really is. With regards to emergency and reconstruction aid, Resolution 1325 (and subsequent) calls for gender-sensitive implementa- tion. The UN Security Council “calls on all parties to armed con- flict to take special measures to protect women and girls from What is the current state of implementation in Germany? gender-based violence” and to “consider the particular needs of women and girls” in the design of refugee camps. With a view to humanitarian aid and stabilisation measures both the Foreign Office and the Ministry for Economic Cooperation and Development have a special responsibility. This includes transitional assistance, the Special Programme ‘Tackling the root causes of flight’ as well as longer-term interventions on gender-equality, sexual and reproductive health, and rights as well as gender-based violence. The Women, Peace and Security Agenda creates a clear funding obligation for gender-equitable humanitarian aid. In the past years, Germany has grown to become the sec- ond largest international donor of humanitarian aid. Hence, Germany has the special responsibility to assume a pioneer- ing role in the implementation of the Women, Peace and Security Agenda. Already in the Second National Action Plan, the German government committed itself to “promoting comprehensive measures for the protection and medical, psychosocial and legal support of survivors of sexualised and gender-based violence”. It decided to consider “the protection and special Furthermore, it calls for addressing the continuum of violence against women and girls before, during, and after conflict as well as the economic support of women. 18 https://www.rescue.org/report/wheres-money-how-humanitarian-systemfailing-fund-end-violence-against-women-and-girls needs of women and girls – in particular with regard to preventing and fighting sexualised and gender-based violence” when de- veloping humanitarian measures. By adopting the “Call to Action on Protection from Gender- Based Violence in Emergencies“, Germany also committed itself internationally to addressing gender-based violence in the earliest stages of a crisis. Yet, gender mainstreaming is still not a prerequisite for project approvals. It is unclear how much money the Foreign Office (i.e. the main provider of humanitarian aid) earmarks for gender-equality and the related areas of sexual and reproduc- tive health and rights, and gender-based violence. Recommendations Foreign Office must live up to its international obligations and actively make adjustments. Make gender-sensitive requirement analyses and con- cepts on addressing gender-based needs obligatory for all financing projects. Gender mainstreaming must be compulsory in all projects funded and approved by the German government. A clearly defined gender-transform- ative approach would be also desirable. Prominently include in-house gender aspects not only in the Strategy for Humanitarian Aid and the Guidelines for Humanitarian Aid but to also regularly consider them in the annual key issues papers and all financial instruments. Significantly amplify the financial support of programmes in the area of sexual and reproductive health and rights as well as gender-based violence in emergency aid and ear- mark multiple-year funds to be able to achieve a maximum number of successes and provide the necessary longer- term support to survivors where prevention has failed. Make their own reporting systems transparent and under- standable so that the funding gap can be clearly identified and closed. Moreover, it should emphatically commit it- self to creating uniform reporting standards. The German government should adopt the following binding priorities in its Third National Action Plan: Financially and politically promote the capacities of local women’s organisations and networks as well as their polit- ical participation in a targeted, transparent, and sustainable manner. The announcement in the Coordination Commit- tee for Humanitarian Aid in January 2020 to expand project volumes with the aim to reduce administrative work is dia- metrically opposed to this development. This is where the Example of good practice Sweden has made gender equality a priority in its feminist for- eign and development policy. This also applies to humanitarian aid. According to the OECD-DAC Gender Marker system, about 70 percent of Swedish development aid is gender-sensitive (OECD/DAC-Policy Marker 1) and about 20 percent systemat- ically contribute to gender justice (OECD/DAC-Policy Marker 2). At the same time, in 2018 Sweden was the second largest bilateral donor for programmes that address gender-based violence. Sweden has been implementing these activities in the context of a global strategy for gender equality and rights of women and girls adopted in April 2018 (2018 - 2022). A spe- cial focus of the strategy is on the empowerment and protec- tion of women‘s rights organisations, feminist movements, and human rights advocates. In humanitarian aid, special needs and possibilities for action of women, men, girls, and boys must be analysed and considered for activities. In addition, the Swedish International Development Cooperation Agency (Sida) is allowed to only fund measures that are based on an integrated gender analysis and that integrate gender equality into humanitarian work. Here, preventative action and the protection of gender-based violence take precedence. IMPRINT Edited by: Nina Bernarding, Centre for Feminist Foreign Policy, Jeannette \nBöhme, medica mondiale e.V., Anica Heinlein, CARE Deutschland e.V., \nDr. Ines Kappert, Gunda-Werner-Institut in der Heinrich-Böll-Stiftung \nLayout and Typesetting: Daniela Burger, Lena Rossbach Translation: Bettina von Arps-Aubert Legal notice:\nThe contents of this Policy Briefing are supported by the signatory organisations in accordance with their respective mission and goals. All organisations are united in their desire to issue a joint statement on the Third National \nAction Plan on Women, Peace and Security from a civil society perspective. However, not all organisations can fully \nsubscribe to each assessment, recommendation or demand made in this document."
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"Investing in the American Dream",
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"T he story of Manny & Olga’s Pizza is a story of the American Dream done right. The end result is a franchise program focused on the basic ingredients of success: creating a concept with wide appeal. Maintaining an Old World insistence on quality, refusing to cut corners. Creating a superior product, offering it at a fair price and delivering it with speedy, friendly service. And providing managers and franchise owners with the tools, guidance and inspiration to foster customer relationships that build sales and long-term growth. Quality from the outset Bobby Athanasakis is the driving force behind the Manny & Olga’s franchise program. His father, Manny,\nbrought the family to the United States from Greece in 1971 in pursuit of opportunity. Bobby grew up in the family restaurant business, and in 1976 opened the first Manny & Olga’s Pizza restaurant in Silver Spring,\nMD. Other stores followed, and soon Manny & Olga’s Pizza had developed a reputation for delicious pizza and Italian specialties, served quickly at an affordable price. When the national chains were cutting quality, Manny &\nOlga’s Pizza refused to follow. Their customers repaid them with loyalty and repeat business. A cut above the competition The Manny & Olga’s Pizza franchise is a pizza delivery and pick-up concept with a unique twist: Tasty food. Manny & Olga’s Pizza features a variety of gourmet pizzas made with fresh dough and high quality ingredients.\nDeluxe pizzas range from the traditional Greek-style “White” to the sig nature “Olga’s Favorite,” which includes ground beef, fresh tomatoes,\nonions, green peppers, feta cheese,\ngreen and black olives and extra cheese. pizza. Gourmet subs include Steak and Cheese, Eggplant Parmesan, Turkey Breast, Ham & Cheese,\nFish, Vegetarian, New Jersey Style Sausage, Philly Steak & Cheese and many more. Calzone specialties range from Philly Steak, with Ribeye Steak,\nGreen Pepper, Mushrooms & Onions,\nto the Hawaiian, featuring Pineapple,\nHam, Mozzarella Cheese & Original Sauce. Manny & Olga’s also offers Italian and Greek specialties such as Chicken Parmesan with Spaghetti,\nChicken Souvlaki on Pita Bread, Gyros Platters with French Fries & Salad, and Chicken Shish Kebab over Rice. On the lighter side, Manny &\nOlga’s provides a full array of fresh salads. Satisfying tastes old & new \nWith this varied gourmet menu, Manny & Olga’s Pizza is perfectly positioned to meet the growing demand for high-quality take-out and delivered foods. And while trends come and go, one constant is the demand for pizza: Americans eat more than 3 billion pizzas each year, with over 1 billion of them delivered. Worth discovering \nContact Manny & Olga’s Pizza today. It’s well worth your time to investigate this quality franchise program developed by people who have devoted their lives to learning the challenges, opportunities, and fun of running their own business. – Sean Kelly, IdeaFarm",
null,
"Q u i c k v i e w Sean Kelly is president of IdeaFarm® (www.IdeaFarm.net), a leading brand development and marketing firm, and is the founder of FranchiseMarketing.com. Email him at [email protected]. For free \nfranchise marketing information, visit www.FranchiseMarketing.com. Franchise contact Bobby Athanasakis Franchise phone (866) 320-OLGA (6542) Franchise email [email protected] Home office Silver Spring, MD Year founded 1983 Type of business Pizza, wings, subs, salads, gyros Current locations Tenleytown DC, \nWashington DC, Bethesda MD, Rockville MD Expansion rate 4–8 yearly Priority markets DC, VA, MD, DE, PA Franchisee desired Multi-unit or owner-operator Investment required $120,000 – 225,000 Special features Proprietary training and business practices acquired from founder Royalty fees 5% of gross weekly sales, covers use of trademark & support services Get more information on the Manny & Olga’s franchise opportunity \nat www.mannyandolgas.com"
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"Bells Mill Elementary School Parent Teacher Association PTA General Meeting Minutes – May 2, 2023 Call to Order The meeting was held at Bells Mill Elementary School and called to order at 6:33 p.m. Attendance A total of 17 individuals from the school community attended the meeting. Welcome – Deb Rosenberg, VP Communications and Family Engagement ● The agenda is very robust and we have 2 major topics to vote on as a body this evening - the 2023-2024 Proposed Budget and the PTA Officer & MCCPTA Delegate elections. Treasurer’s Report – Alison Jacknowitz, Treasurer ● Current budget as of April 30th still stands at $46,294 and we continue to run a deficit. ● We have met all our income goals with fundraising and are awaiting final income numbers from the yearbook sales and spirit wear. ● We are currently under budget in every category, however May and June are our big expenditures. ● Final membership numbers for the year are 222 families and 28 teachers. ● Proposed Budget of $45,274 can be found here: https://bellsmill.org/wp-content/uploads/2023/05/2023-2024_Budget_Proposed _May2.pdf ● Notable adjustments are the inclusion of a line item for movie night, capping of “other events” at $1000 and an increase in budget for the planners for the 3rd,\n4th and 5th graders. There was also an increase in the projected income from the readathon to $17,000. ● Community questions regarding budget for sister school (yes - $200) and if there was a line item for school beautification such as the addition of benches or exterior paint etc (not currently, but can amend - may require further vetting with MCPS). ● Budget was approved by voice vote at 6:44 p.m. by all present. Motion by Erin Penfold. Second by Mr. Chung. PTA Officer & MCCPTA Delegate Elections – Jessica Farnsworth, PTA Board Nominating Committee Chair ● Slate President Deb Palisin Vice President – Membership & Fundraising Amanda Klueger Vice President – Community Events Shara Reiter Vice President – Communications & Family Engagement Jessica McClellan Vice President – Diversity, Equity & Inclusion Varsha Morar Secretary Debbie Fleischer Treasurer Mia Bautista MCCPTA Delegate Karen Lust MCCPTA Delegate Erin Penfold ● All proposed Officers & Delegates were approved by voice vote. School Updates- Dr. Stacy Smith, BMES Principal & Mrs. Brooks Kemp, BMES Vice Principal ● Grade level transitions input was provided by each class team lead. Please see slides. ● Should you have additional questions regarding the transitions please feel free to reach out to the grade team leads. Ms. Matthews - 1st grade, Ms. Ginsburg - 2nd grade, Ms. Hinkle - 3rd grade, Ms. Voyton - 4th grade, and Ms. Lang - 5th grade. ● For 5th graders transitioning to 6th grade at Cabin John: CJMS will provide an opportunity to come in for a mini day roughly one week before school starts and it is highly encouraged to attend to better understand your schedule and the school layout. ● Process for forming next year’s classes is a robust 4 phase process that begins in May and runs through August when class assignments are finalized and released. ● All school staff including teachers, paraeducators and specialists are a part of the process. ● Phase 1 (May) includes a review of the basics including demographics, family dynamics, enrollment numbers, ethnicity, gender, and FARMS with a full emphasis on equity in all areas. ● Phase 2 (June) begins the class list development and includes conversations between the grades both above and below and consideration of IEPS/504 plans.\nClassroom dynamics are further looked at including student behaviors. ● Phase 3 (July) allows for teachers to really dive in and provide their suggestions as well as look at everything considered up to this point including information from assessments data, enrollment numbers, and factoring in social-emotional aspects. ● Phase 4 (2nd/3rd week of August) is the teacher assignment phase. Teachers do NOT pick their classes rather other grades make the classroom assignments for them. These are then communicated to the teachers as well as the parents. ● As a parent should you feel strongly about your child's placement please contact their teacher first and provide objective information as to why (ie. my child would benefit from an environment that does X Y and Z or would best be supported in these ways). MCCPTA Delegate Update - Erin Penfold, MCCPTA Delegate ● MCCPTA represents 210 schools across the county.\n● MCCPTA has a number of committees that are looking for volunteers, including Diversity, Equity, & Inclusion, Technology, and Curriculum. ● MCCPTA has many levels of engagement, please email [email protected] for opportunities to get engaged. PTA Board Updates & New Business - Deb Rosenberg, VP Communications and Family Engagement ● Teacher appreciation week is next week and includes a number of activities for the students to show their thanks to the teachers. PTA will also be providing treats and meals throughout the week.\n● Upcoming events include Breakfast with Bears and BASH. Please keep an eye out for more information in the Bear Post and Dr. Smith’s weekly communication.\nVolunteers will be needed for these events.\n● Kindergarten Orientation was extremely successful and there will be a number of playdates offered over the summer. Adjourn The meeting was adjourned at 7:45 p.m. Bells Mill Parent Teacher Association General Meeting – May 2023 bellsmill.org Tonight’s Agenda ► Welcome \n► Treasurer’s Report & Budget for Next Year (15 min)\n► PTA Officer & MCCPTA Delegate Elections (10 min)\n► School Presentations (20 min) ► Grade-Level Transitions: What to Expect\n► Process for Forming Next Year’s Classes ► MCCPTA Delegate Report (5 min)\n► PTA Updates \n► Discussion & New Business\n► Adjourn Treasurer’s Report Financial statements posted online at bellsmill.org Draft budget posted for review.",
null,
"Recap of where we invest: ‘23-’24 Officer and Delegate Elections President Deb Palisin Vice President - Membership & Fundraising Amanda Klueger Vice President - Community Events Shara Reiter Vice President - Communications & Family Engagement Jessica McClellan Vice President - Diversity, Equity & Inclusion Varsha Morar Secretary Debbie Fleischer Treasurer Mia Bautista Delegate Karen Lust Delegate Erin Penfold School Presentations Grade Level Transitions: What to Expect - Mrs. Kemp, Assistant Principal Process for Forming Next Year’s Classes - Dr. Smith, Principal Transition from K to 1st ▣\nSmaller spaces Responsibility and organization of belongings Desks \nHallway bathrooms instead of in classrooms Transition from 1st to 2nd ▣\nBeginning the process of “Gentle Release” regarding \nexecutive functioning skills (i.e., transitioning from fully \nprinted homework agendas to writing assignments \nthemselves,etc.) Learning to manage independent time effectively.\nWorking on mastering the mechanics of reading.\nBuilding the foundations for higher level math. Transition from 2nd to 3rd ▣\nIndependence (First year using agenda books) State Assessments Content Writing \nBuilding of second grade math foundations: \nMultiplication, division, fractions Transition from 3rd to 4th Time management skills for long-term projects (novel \nCompleting math and reading HW Monday-Thursday Stamina in all subjects (independent work, productive \nstruggle) Problem solve for themselves Organization/ taking care of materials Transition from 4th to 5th ▣\nIndependence-stamina for problem solving, \npreparation ▣\nAdvocacy-communication, block schedules ▣\nOrganization- binder *5th Grade Walking Field Trip May 25th MCCPTA Delegate Updates Erin Penfold and Karen Lust Teacher Appreciation Week: May 8-12 Sunday: Chalk the Walk for Teachers! Use sidewalk chalk to write messages of \nappreciation for BMES staff for them to see when thy arrive on Monday morning. ●\nPTA will have a large box of chalk available at the front doors of the school at \n10AM. Monday: If teachers were flowers, we’d pick you! Bring your teacher a flower. Tuesday: Give your teacher a thank-you note. It can be a homemade card, a drawing, \nor just a little \"thanks\" on a piece of paper! ●\nKeep an eye out for a request for donations for a staff breakfast on Tuesday! Wednesday: Bring your teacher a tool for their classroom (e.g., pens dry erase \nmarkers, books, etc.) Thursday: Give your teacher something you made. Examples include homemade \nbookmarks, cookies, artwork, or painted rock paperweights. Get creative! Friday: Write a note or give a treat to someone in the building. PTA will also be providing treats and meals throughout the week! Upcoming Events! Breakfast with Bears ●\nMay 17 @ 8:30AM: Grades K-2, Autism, Head Start ●\nMay 18 @ 8:30AM: Grades 3-5 Bells Mill Bash - June 9, 2023 Kindergarten Summer Playdates Saturday, June 24, 10-11am y,\n, Saturday, July 15, 10-11am y,\n, Sunday, August 13, 10-11am Newcomer Playdate ●\nSunday, August 13, 11-12"
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"LEGAL RESOURCES by Stijn Denayer INTRODUCTION © era as well as the Protection Era that highlight the way the law— A new online database of indigenous legal resources—the result © black letter law—has been the primary tool for dispossession and of a joint project of the Indigenous Law Centre (ILC) and the © I subjugation. We felt that the database was an important project to Australasian Legal Information Institute (AustLII)—was launched © In frame these documents, many not publicly available or previously in early 2016. As Indigenous research and perspectives are still nd digitised, from First Contact to today.’ often neglected in mainstream library collections, the project aims dig to develop the database, which is hosted on AustLII’s website, as a ige Almost 50 new 19th century resources have been uploaded onto free-access online collection of important legal materials relating gen AustLII in 2016, with one of the main focuses being parliamentary to Indigenous issues. papers that discuss laws and policies affecting Indigenous peoples in the so-called Killing Times era and the early Protection Era. Some To date, the ‘Indigenous Law Resources’ database has made freely ous notable new additions include: available more than 800 documents, dating from 1768 to 2015. us L Copies of all Correspondence between Lieutenant-Governor Arthur The collection includes parliamentary papers, government reports s L and His Majesty’s Secretary of State for the Colonies, on the Subject and policy documents affecting Indigenous peoples, reports and La of the Military Operations lately Carried on against the Aboriginal submissions by civil society organisations and documents related a Inhabitants of Van Diemen’s Land (House of Commons, 1831)— w to significant test cases and legal proceedings as well as Indigenous an extract of this document is reproduced at the end of this w B advocacy. Particularly noteworthy inclusions are previously article; w B undigitised resources relating to discrimination, intellectual Return to an Address by Sir Thomas Mitchell for Numbers of Whites Bu property, cultural heritage, land rights and native title. and Aborigines Killed in Conflicts since the Settlement of the Port ull Phillip District (New South Wales Legislative Council, 1844);3 and llet WHY AN(OTHER) ONLINE COLLECTION? Report of the Select Committee of the Legislative Council on the eti ‘When I was a PhD student, I found it very difficult to access the Aborigines Bill: together with Minutes of Proceedings (South tin foundational documents in Aboriginal affairs,’ says ILC Director Australia, 1899). Professor Megan Davis. ‘Given that most of the significant developments in Indigenous rights have come through activism The project is particularly concerned with the preservation of rare and 201 or litigation, these documents are critical to understanding vulnerable documents. This includes physically fragile documents of 016 Indigenous legal issues in Australia.’ which there are only a limited number of copies and which may not 6 6 be stored in secure libraries or repositories. Vulnerability does not necessarily have to be restricted to the quantity or physical quality of the documents, but can also relate to an assessment of the stability and accessibility of their online environment. Indigenous resources can also be ‘digitally vulnerable’. This is especially the case for digital documents of civil society organisations that struggle for funding to maintain their websites, but also applies to digital resources on government websites, in the context of frequent changes in the Indigenous Affairs portfolio between various departments as well as changeovers of governments. As such, the project has secured several vanished indexes of important documents from the old INDIGENOUS LAW BULLETIN March / April, Volume 8, Issue 23 I 19 While there are extensive online collections available, there are still serious concerns regarding the accessibility of important legal resources relating to Indigenous history and issues, and the ILC–AustLII project aims to address these concerns. ‘The Koori History website maintained by Gary Foley is excellent, as is AIATSIS and the old ATSIC website archived by the National Library,’ Davis went on to say. ‘Still, I noted that when I teach the Frontier Wars, for example, students do not view such phases through the prism of law. Yet there are many documents from that websites of now defunct government bodies, organisations or departments. These documents may still have been traceable via internet archival websites such as Pandora or Wayback Machine, but their visibility and accessibility, in particular for a non-specialist public, had been severely restricted. Apart from vulnerability concerns, the project is also concerned with the sheer accessibility of important Indigenous legal resources. As such, the database also includes key documents that are not INTELLECTUAL PROPERTY One of the highlights of the database is a substantial collection of court materials relating to a number of significant intellectual property cases between the late 1980s and the early 21st century. In total, the database contains more than 170 digital copies of original documents relating to cases such as Yumbulul v Aboriginal Artists Agency (also known as the Morning Star Pole or Ten-Dollar Note case),5 Milpurrurru v Indofurn (or the Carpets case),6 and Bulun Bulun v Nejlam Investments (or the T-shirts case).7 strictly vulnerable, and may indeed be available in multiple libraries across the country, but have not yet been digitised and are not ‘Appropriation of Aboriginal and Torres Strait Islander art and available online and are therefore not very accessible for people © culture was mainstream throughout the 20th century,’ says who are unable to travel to the repositories that hold them or © Professor Kathy Bowrey of the University of New South Wales. request items through them. This can be especially the case for © I ‘Following successful advocacy around land rights, Aboriginal Aboriginal and Torres Strait Islander people who live in remote © In and Torres Strait Islander people started to seek redress through communities or who are not associated with any university or nd the courts in the 1990s. These efforts were assisted by then government institution. Northern Territory solicitor, Martin Hardie, and barrister, Colin Golvan. Donation of primary sources related to the running of a surprisingly large number of cases forms the backbone of new material concerning copyright and trademark in the collection.’ The significance of the cases cannot be understated. Arguably the most momentous case was Bulun Bulun v Nejlam Investments (1989), in which John Bulun Bulun, a prominent bark painter from Maningrida, Central Arnhem Land in the Northern Territory, took a the unprecedented step of bringing legal action for copyright aw infringements when a Queensland T-shirts manufacturer in 1987 w B INDIGENOUS VOICES reproduced two of the artist’s most famous paintings, at the time w B ‘Especially critical to the project are those documents that over held at museums in Darwin and Canberra, without his permission Bul the decades capture the aspirations of Aboriginal and Torres Strait on T-shirts intended for commercial sale. This led to the company ulle Islander peoples,’ says Davis. ‘Having those documents publicly discontinuing production and sale of the T-shirts and handing llet available provides nuance and texture to what Aboriginal people over the remaining stock to the artist. The case signifies the first etin want, for example in the post-1967 period up to today’s resistance occasion on which an Aboriginal artist successfully litigated to tin to constitutional recognition.’ protect his work from unauthorised reproduction. n 2 Documents of Indigenous civil society and representative ‘Some of the copyright matters proceeded as test cases through 01 organisations form the core of the collection. Significant inclusions the Federal Court and became internationally renowned,’ says 16 are the complete collection of Aboriginal and Torres Strait Islander Bowrey. ‘Others have received far less attention. Combined, they 6 Commission (ATSIC) annual reports, as well as around 70 other ATSIC show how law came to impact on industry practices and change reports relating to various thematic areas, previously unavailable expectations around the right to protect culture.’ online. The database also includes several previously undigitised documents by the National Aboriginal Consultative Committee (NACC), the National Aboriginal Conference (NAC) and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders (FCAATSI), as well as a number of important reports and submissions by Indigenous civil society organisations, for example, Ngaanyatjarra Pitjantjatjara Yankunytjatjara Women’s Council, the National Committee to Defend Black Rights (NCDBR), and Karu The documents also reveal the broader context and related advocacy that is needed to conduct major test cases. As Bowrey explains: ‘Most importantly, the database also contains the original affidavits of the Aboriginal complainants, of non- Indigenous experts, and the defendants, allowing readers to consider the way Indigenous demands are strategically framed through litigation.’ Aboriginal Child Care Agency. 20 I INDIGENOUS L A W BULLETIN March / April, Volume 8, Issue 23 ‘When I was a PhD student, \nI found it very difficult to access \nthe foundational documents in \nAboriginal affairs,’ says ILC Director \nProfessor Megan Davis. genous L DISCRIMINATION The database is also well stocked with documentation relating Australia’s history’, as it ruled: ‘There must be one industrial law, similarly applied, to all Australians, aboriginal or not.’9 to discrimination against Aboriginal and Torres Strait Islander people, and contains several dozens of previously undigitised or vulnerable reports from anti-discrimination bodies, for example, reports from the 1970–80s by the Office of the Commissioner Nielsen highlights the importance of considering the historical interweaving of the fight for equal wage rights with the broader struggle for land justice in grassroots Indigenous activism. for Community Relations and the New South Wales Anti- Discrimination Board. The database also contains a set of six significant pastoral award cases brought before the Court of Conciliation and Arbitration ‘The Commission stalled implementation of its 1966 equal wage decision for 33 months. But it was only six months later—on 22 August 1966—that Vincent Lingiari led the strike and walk-off at a Wave Hill cattle station by 200 Gurindji, Ngarinman, Bilinara, (1904–56) and the Commonwealth Conciliation and Arbitration © Warlpiri and Mudbara stockmen and their families, in protest Commission (1956–73). The cases, many only now available © at their pay and living conditions. The group moved to Wattie online for the first time, span more than four decades of legal © I Creek the following year, and as their protest turned to the issue argument and demonstrate the history of discrimination Ind of land rights, they would bring national and world attention to against Aboriginal pastoral workers and the ambivalent role of nd Aboriginal claims for the return of lands in Australia.’ employment law in Australia. d On 7 March 1966, the Commonwealth Conciliation and gen Arbitration Commission handed down its decision in Re Cattle eno Station Industry (Northern Territory) Award, 19518 and granted nou Aboriginal pastoral workers equal pay with white stockmen. A year ous earlier, the North Australian Workers’ Union had applied for the us L deletion of clauses excluding Aboriginal workers from the Cattle s L Station Industry (Northern Territory) Award. The clauses had led to La a situation whereby the cattle industry, the largest employer of a LAND JUSTICE aw Aboriginal labour in the Northern Territory, was legally required Land justice is another major focus of the project, with over 100 w B under administrative ordinances to pay Aboriginal stockmen only documents relating to land rights and native title already available w B about a fifth of the salary white stockmen were entitled to under on the database, and several dozens of other important resources Bu the 1951 Pastoral Award in the pipeline. ull ‘It’s important that the six cases are now available online for the ‘The Indigenous Law Resources database has become a unique eti first time as a complete set,’ says Dr Jennifer Nielsen of Southern resource for anyone with an interest in land rights,’ says ILC tin Cross University. ‘The 1966 judgement is remembered as a Research Director Dr Leon Terrill. ‘It includes a thorough and n 2 profound step forward in the nation’s history. Yet few remember accessible collection of documents about the struggle for 20 the five pastoral award cases (1924, 1928, 1932, 1938 and 1944) land justice in Australia—documents such as the 1973 and 201 and the 42 years of argument that proceeded this decision, 1974 Woodward reports,10 the 1980 report of the NSW Select 016 within which Aboriginal pastoral workers were considered by Committee upon Aborigines11 and Paul Seaman QC’s 1984 6 the Court only for the purpose of assessing the pay rates and 6 Aboriginal Land Inquiry in Western Australia.12 Most of these documents were not previously available online and those that were tended to be difficult to find. It’s great that they are now all available in the one place.’ working conditions of the “competent white” stockmen who worked alongside them.’ This ambivalence can still be detected in the 1966 judgement. On ‘I also like the fact that the documents are available in a searchable form. For example, if you want to know what John Reeves QC had to say about the permit system—you can simply find his important 1998 report, Building on Land Rights for the Next Generation, and search for ‘permits’ within the 688-page document.13 It’s such a useful resource,’ added Terrill. INDIGENOUS LAW BULLETIN March / April, Volume 8, Issue 23 I 21 the one hand the Commission bluntly stated: ‘We agree with the pastoralists that there are many aborigines on cattle stations who for cultural reasons and through lack of education are unable to perform work in a way normally required in our economic society’. On the other hand it also believed that its decision to grant equal pay rights was ‘the only proper one to be made at this point in In 2016, the project will not only \ninvest in expanding the collection \nbut also in further improving \nthe accessibility and usability \nof the database. All documents in the database are indeed full-text searchable and are available in HTML (web page), Word (RTF) and/or PDF formats. ‘Just like the other databases available on AustLII, those documents that are available in HTML format include hyperlinks to other legal resources on AustLII,’ says AustLII’s Executive Director Dr Philip Chung. ‘This is a very useful and efficient feature, as it means users which they might resort, in the hope that some might be persuaded to adopt the habits of civilized life. After stopping a few days, however, in the neighbourhood of Hobart Town, the tribe went back to their haunts, and have not again returned; though, to all appearance, they were highly satisfied with the treatment they received, and made it understood that they looked upon the Governor as their protector. can access the legislation, cases or journal articles mentioned in any one of the documents with one simple click.’ ‘In 2016, the project will not only invest in expanding the collection but also in further improving the accessibility and usability of the It is not a matter of surprise that the injuries, real or supposed, inflicted upon the blacks, have been revenged upon the whites, whenever an occasion presented itself; and I regret to say, that the Natives, led on by a Sydney black, and by two Aborigines of this island, men partially database. Subject to resources, we will also further develop the © civilized, (a circumstance which augers ill for any endeavour to instruct broader Indigenous Law Library, of which the database is part.’14 © these abject beings), have committed many murders upon the shepherds and herdsmen in remote situations. And they have latterly EXTRACT FROM DESPATCH FROM LIEUTENANT GOVERNOR ARTHUR TO VISCOUNT GODERICH © Ind assumed so formidable an appearance, and perpetrated such repeated outrages within the settled districts, that I have been pressingly called (VAN DIEMEN’S LAND, GOVERNMENT HOUSE, ndig upon by the settlers, in several petitions, to adopt some measure which 10 JANUARY 1828) should effectually free them from these troublesome assailants, and This despatch is part of a larger collection of correspondence gen from the nuisance of their dogs, which, originally purloined from the between Lieutenant-Governor Arthur and the Secretary of State eno settlers, have increased to such a number as to threaten to become a for the Colonies on the issue of frontier violence, now available nou lasting pest to the country. online for the first time.15 But it is much easier to complain than to find a cure for the evil, which My Lord, none of the petitioners has ventured to suggest; and I have not thought proper to do more than afford the protection of some additional parties I have the honour to report to your Lordship, that a more than usual a of police and military, and to point out, by government notices, how w temper of hostility has, within the last six months, manifested itself far the settlers would be justified by law in making use of arms to drive w B on the part of the Aborigines of this Colony, and has rendered some off the Natives who should present a hostile front. w B active steps for protection necessary, and I fear some still stronger measures will be required. • • • • • • On my succeeding to the government, I found the quarrel of the The Indigenous Law Library Project is still looking for material. eti Natives with the Europeans, occasioned by an unfortunate step of Material for the library is being identified and sourced with the tin the officer in command of the garrison on the first forming of the generous assistance of a number of libraries and organisations, and n 2 settlement, was daily aggravated, by every kind of injury committed through the expert advice of several internal and external subject 20 against the defenceless Natives, by the stock-keepers and sealers, experts.16 If you would like to provide materials for digitisation or 201 with whom it was a constant practice to fire upon them whenever inclusion in the library, please contact Stijn Denayer at s.denayer@ 016 they approached, and to deprive them of their women whenever unsw.edu.au the opportunity offered. I considered it my duty, therefore, to declare by proclamation, that every individual found to have committed any criminal act of aggression upon the Aborigines, should be prosecuted before the Supreme Court. At the same time I enjoined the magistrates and respectable settlers to use every means to conciliate and protect them. The proclamation, I have reason to believe, was not without effect; and I endeavoured still further to cultivate a friendly intercourse, and at least make the attempt to civilize this abased race, on the Stijn Denayer has been working as the Project Officer on the Indigenous Law Library Project since April 2015. Before joining the ILC, he worked as Legal and Policy Advisor for Unia, the National Human Rights Institution (NHRI) of Belgium, specialising in racial discrimination and hate speech. He has also held positions as Legal Researcher and Project Coordinator at several local and international human rights organisations in South Asia and the Middle East. occasion of the unexpected appearance of a tribe in Hobart Town, by alluring them, with the promise of food and clothing, to repeat their visit. And I had formed the plan of establishing an institution, to 22 I INDIGENOUS L A W BULLETIN March / April, Volume 8, Issue 23 \n(1966) 113 CAR 651, <http://www.austlii.edu.au/au/other/\nIndigLRes/1966/2.html>. 9 \nIbid at 669. 10 See <http://www.austlii.edu.au/au/other/IndigLRes/1973/1.html> \nand <http://www.austlii.edu.au/au/other/IndigLRes/1974/1.html>. 11 See <http://www.austlii.edu.au/au/other/IndigLRes/1980/6.html>. 12 See <http://www.austlii.edu.au/au/other/IndigLRes/1984/8.html>. 13 See <http://www.austlii.edu.au/au/other/IndigLRes/1998/22.html>. 14 The Australian Indigenous Law Library is accessible via <http://\nwww.austlii.edu.au/au/special/indigenous/>. 15 See <http://www.austlii.edu.au/au/other/IndigLRes/1831/2.html>. The ‘Indigenous Law Resources’ database is accessible via <http://\nwww.austlii.edu.au/au/other/IndigLRes/>. The database is being \nredeveloped by Professor Megan Davis, Professor Kathy Bowrey, \nDr Philip Chung, Professor Simone Degeling (2015) and Associate \nProfessor Sean Brennan (2016). The project has been made \npossible by two UNSW Major Research Equipment Infrastructure \nInitiative (MREII) grants in 2015 and 2016. See <http://www.austlii.edu.au/au/other/IndigLRes/1831/2.html>. See <http://www.austlii.edu.au/au/other/IndigLRes/1844/3.html>. See <http://www.austlii.edu.au/au/other/IndigLRes/1899/2.html>. For all materials relating to the case, see <http://www.austlii.edu.\nau/au/other/IndigLRes/toc-Y.html>. For all materials relating to the case, see <http://www.austlii.edu.\nau/au/other/IndigLRes/toc-M.html>. 16 For the full list of libraries, organisations and experts involved, \nsee the ‘acknowledgments’ section on the homepage of library: \n<http://www.austlii.edu.au/au/other/IndigLRes/>. For all materials relating to the case, see <http://www.austlii.edu.\nau/au/other/IndigLRes/toc-B.html>. © In the Matter of the Conciliation and Arbitration Act 1904–1965 © and of the Cattle Station Industry (Northern Territory) Award, 1951 © I Rika Hamaguchi in ‘lore’, 2015 Jacob Nash \nBangarra Dance Theatre",
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"INDIGENOUS LAW BULLETIN March / April, Volume 8, Issue 23 I 23"
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"CONTEXT In Brazil, inequality is still a major issue, so even though the national 2018 Human Development Index (HDI) was 0.761, placing the country in the high human development group, when the value considers inequality inequality, the HDI falls to 0.574. The loss of 24.5 percent is due to inequality in the distribution of the HDI dimension indices, namely, life expectancy, education and income.\nPoverty still has a predominantly rural face. If we consider monetary poverty, although rural households account for only 15% of the population, 45% of them fall within the nation’s poorest quartile. The large majority of family farms are in northeastern, southern and southeast Brazil. Family farmers in Brazil produce more than 70% of the food consumed domestically. Under the “Zero Hunger Project” initiated by President Lula in 2003, differentiated policies for family farming were implemented and basic legislation was built for the national food and nutrition security policy. Here,\nfamily farming cooperatives have been acknowledged as an important actor to unlock the potential of smallholder producers and to pull rural communities out of poverty Sara Vicari, Andrea Mancori, Cécile Berranger, Gi AUTHORS\n*Information collected during a fieldwork carried out in August 2019. COOP STORY COPPALJ (Cooperativa de pequenos productores agroextrativistas do Lago do Junco e Lago dos Rodrigues) is a family farming cooperative located in the municipality of Lago do Junco, in the Maranhão State, one of the poorest States in Brazil. The cooperative was founded in 1991 by smallholder farmers and babaçu nut breaker women, who are rural workers devoted to collecting and breaking nuts to produce babaçu oil. Before setting up the cooperative, most of the families were involved in fighting against landowners who were jeopardizing their continuity on the land they were used to living and working on. Once they managed to maintain the control over their land,\nthey started their fight to protect the babaçu palms. They managed to pass a municipality law that extends their control over the babaçu palms and guarantees them free access to this natural resource that landowners wanted to destroy to replace with livestock breeding. In addition, a cooperative was set up to enhance babaçu's value and its commercialization. Today, the COPPALJ has 201 members. It transforms babaçu nuts into organic oil, which is sold in local, domestic and international markets. The COPPALJ has also created a network of 8 shops at community level,\nwhere members can sell their nuts and buy several items for consumption. This is a mixed cooperative, where both women and men can be members. As women members reported, it took a lot of work and training for women to actively participate in the cooperative management and for men to accept women leadership, and yet there is still a long way to go. The coop is also part of a network of social movement organizations, such as local NGOs, like ASSEMA and AMTR, trade unions and family agricultural schools. Since the coop was set up, the quality of life of the members and their communities has substantially improved in many domains, from nutrition to education and from access to health care to decent housing. Most of all, as they reported, by acting together they have empowered themselves and found their own way to freedom and social justice. HOW HAS THE COOPERATIVE CHANGED MEMBERS’ LIVES? Wellbeing: It has improved the wellbeing of their households and communities, by increasing food security and nutrition, access to healthcare and education; \nEnvironmental conservation: It produces ecologically and preserves the Babaçu forests; \nGender equality: It has contributed to change people’s mindset about women’s role in society; \nLocal empowerment: It contributes to the empowerment of the community, and more particularly of women and youth. *Information collected during \na field work carried out in January 2019. SELECTED QUOTE",
null,
"\"We managed to free babaçu here in our territory. Our life is made of battles, hard work and fights. To be able to deal with everything, the cost of living, sustainability, ignorance, and misunderstanding. This struggle in defence of the babaçu palm tree, our mother, is very important” Diocina Lopes do Reis – member of COPPALJ KEY LEARNING POINTS An endogenous process of collective action can give birth to genuine cooperatives, capable of empowering members, transforming territories, and generating innovative models of local development. \nFamily farming cooperatives have a key role in improving rural communities’ wellbeing and food security. \nMixed cooperatives, if supported by training on gender equality and other organizations, can be a means for women's empowerment and more inclusive workplaces. \nTo become a driver of sustainable local development, it is crucial that cooperatives are part of a network made up of other cooperatives, as well as of associations, trade unions, and other social economy bodies. They should also have a strategy of collective-action to protect the environment and to campaign for public policies. This brief has been co-funded by the European Union. The contents of this brief are the sole responsibility of the International Cooperative Alliance and can in no way be taken to reflect the views of the European Union."
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"Contents lists available at ScienceDirect",
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"Short Communication Modeling of mass-transfer in bubbly flows encompassing different mechanisms Roland Rzehak Helmholtz-Zentrum Dresden – Rossendorf, Institute of Fluid Dynamics, Bautzner Landstrasse 400, D-01328 Dresden, Germany H I G H L I G H T S � The relevance of different mechanisms for mass transfer in bubbly flows is assessed.\n� Both laminar and turbulent contributions are found important under suitable conditions.\n� Comparison with literature data reveals that large eddies dominate the turbulent regime.\n� A tentative model covering both regimes and the transition between them is proposed.\n� The need for further experiments to reach a final conclusion is emphasized. a r t i c l e i n f o Article history:\nReceived 11 November 2015 Received in revised form 18 March 2016 Accepted 18 May 2016 Available online 19 May 2016 Keywords:\nMass-transfer Penetration model Dispersed gas liquid multiphase flow Euler Euler two fluid model Closure relations CFD simulation 1. Introduction a b s t r a c t Models proposed to describe the liquid side mass transfer coefficient in absorption processes differ widely in such basic questions as on which of the local flow variables they are based. Comparison of different alternatives with experimental data taken from the literature suggests that there are two basic mechanisms, a laminar and a turbulent one, each of which dominates under suitable conditions. A dimensionless number that allows to identify the corresponding regimes is suggested together with a preliminary model encompassing both. New experiments will be needed to come to a final conclusion.\n& 2016 Elsevier Ltd. All rights reserved. Mass-transfer from gas bubbles to the surrounding liquid or vice versa is an important consideration in chemical engineering.\nModels of this process that can be used in full CFD simulations or simplified treatments of industrial equipment have been proposed for a long time. However even quite basic questions apparently have not yet found definitive answers.\nThis is evidenced for example by looking at some recent works performing Euler–Euler simulations of bubble- and airlift-columns.\nTalvy et al. (2007), Wiemann and Mewes (2005), and Cockx et al.\n(2001) use correlations for the mass transfer coefficient involving the mean bubble motion relative to the liquid. Dhanasekharan et al.\n(2005) use a correlation based on liquid turbulence. Wang and Wang\n(2007) provide a comparison of models of both types. Krishna and van Baten (2003) simply take the mass-transfer coefficient as constant. Similarly for aerated stirred tanks Fayolle et al. (2007) use a correlation based on bubble size and relative velocity. Gimbun et al.\n(2009) compare this to a correlation based on liquid turbulence. Obviously it is not even clear on which parameters the mass transfer coefficient depends, let alone what form the dependence should have. Broadly there are two types of models which assume different mechanisms, namely (i) laminar or mean flow and (ii)\nturbulent eddies, to govern the mass-transfer. Note that laminar and turbulent flow conditions here refer to the external flow to which the bubbles are subjected. In addition there is a flow disturbance created by the bubbles which in a quiescent flow contains a stationary wake for smaller bubbles while vortex shedding occurs for larger bubbles depending on the material properties\n(e.g. Clift et al., 1978). Effects of externally imposed flows, in particular turbulent ones, on the wake structure and vortex shedding dynamics are not comprehensively understood yet. Notwithstanding the importance of wake effects on the mass transfer, we here focus on the influence of different external flow conditions.\nAn attempt to delineate regimes where each of the two mechanisms, i.e. laminar or turbulent external flow, is dominant has been made by Alves et al. (2006) on the basis of data for vertical bubbly pipe flow from Vasconcelos et al. (2002). However, their http://dx.doi.org/10.1016/j.ces.2016.05.024 0009-2509/& 2016 Elsevier Ltd. All rights reserved.",
null,
"Chemical Engineering Science journal homepage: www.elsevier.com/locate/ces Nomenclature Notation Denomination (Unit)\ndB bulk bubble diameter (m)\nDA diffusion coefficient of transferred species (m2 s�1)\nDH equivalent hydrodynamic diameter of duct (m)\nEo Eötvös Number (–)\nf Fanning friction factor (–)\nJL liquid volumetric flux ¼ superficial velocity (m s�1)\nkL mass transfer coefficient (m s�1) main result is not expressed in a way that is applicable as a general estimate as will be explained below. Moreover, the selection of models to obtain quantitative estimates for both mechanisms may not be adequate for the flow configuration considered and no attempt at a unified model comprising both regimes is made.\nTo this end we here use a simple conceptual model applicable to both external flow situations, namely the penetration model of Higbie (1935) and Danckwerts (1951) (see Kulkarni (2007) for an overview of more recent developments). While this neglects many effects such as bubble deformation and wake, it specifically allows to treat both mechanisms within one and the same framework.\nWhile the present contribution still falls short to provide definitive answers, some progress can be made concerning these issues which may be helpful to direct further research on the topic, in particular the acquisition of new high accuracy data covering a large range of flow conditions. Such data may be obtained by using experimental (e.g. Kueck et al., 2009, Jimenez et al., 2013) or direct numerical simulation techniques (e.g. Ganguli and Kenig, 2011,\nDeising et al., 2016), which have recently been developed to a stage that local concentration fields around a bubble can be mapped with good resolution.\nThe paper is organized as follows. Some of the available modeling options are summarized in Section 2 and discussed in comparison with a selection of experimental data in Section 3. Following the discussion in Section 4, a proposal for a preliminary unified model is made from which estimates on the transition between both regimes can be drawn. 2. Mass-transfer models In the following we assume that the resistance to mass-transfer is dominated by the liquid side so that only the liquid masstransfer coefficient kL needs to be considered. This assumption applies e.g. during absorption from gas bubbles which are saturated with the transferred species. Predictions of kL are frequently made based on the penetration model. While this simple conceptual model may not provide a high quantitative accuracy it seems well suited to discuss the general questions posed above.\nThe penetration model Higbie (1935) considers one-dimensional time-dependent diffusion of the transferred component from the interface with a bulk concentration imposed at infinity.\nThese approximations are suitable for a thin concentration boundary layer at a fluid interface. The mass flux at the interface is evaluated from Fick's law and averaged over a time-interval up to the so-called contact time τc. After this time the surface is supposed to be renewed, i.e. to be brought into contact with liquid at the bulk concentration. Depending on the mechanism by which this renewal occurs, different expressions are used for the contact time to be discussed shortly. The expression obtained for the mass-transfer coefficient is Mo Morton Number (–)\nRe Reynolds number (–)\nSc Schmidt number (–)\nSh Sherwood number (–)\nurel bubble relative velocity (m s�1)\nε turbulent dissipation rate (m2 s�3)\nκ turbulent kinetic energy (m2 s�2)\nΛ turbulent integral length scale (m)\nν kinematic viscosity (m2 s�1)\n-1 inverse contact time ¼ renewal rate (s (\nπ τ\nk D\n2 L\nA c 1 1/2 ( )\n1 where DA denotes the diffusion coefficient of the transferred component A in the liquid. There are more refined versions of the model (Dankwerts, 1951) which do not take all elements of the surface to have the same contact time but instead allow a distribution of contact times. A few examples of contact time distributions considered in Danckwerts et al. (1963) give the same functional dependence of kL on τc, the latter now being interpreted as the average contact time. Only the prefactor in Eq. (1) is modified in these examples. Admitting that some adjustment of the prefactor may be necessary in the end to obtain agreement with measured values for kL we keep the value used in Eq. (1) for the time being and focus on the parameters on which contact time is supposed to depend.\nThree expressions are frequently used for τc. The first one was proposed by Higbie (1935) assuming laminar flow around the bubble in which fluid elements enter the interface at the front stagnation point and leave it at the rear one. This results in the expression 1 −\nu d\n2 c\nrel B τ\n( ) where dB is the bubble size and urel its velocity relative to the liquid.\nThe two other expressions assume homogeneous and isotropic turbulent flow but take eddies of different size to dominate the interface renewal. Fortescue and Pearson (1967) proposed that this process is governed by the largest eddies in the universal turbulent spectrum. This gives the equivalent expressions ε Λ\n2 ε 1\n1/3 Λ2/3 ( )\n3 where κ, ε and Λ denote the turbulent kinetic energy, dissipation and, integral length scale.\nIn contrast, Lamont and Scott (1970) took the smallest eddies,\ni.e. those in the dissipation range, as the relevant ones. Then the expression −\n4 c\n1 1/2 τ ε\n( ) is obtained, where ε is again the turbulent dissipation and ν the viscosity of the liquid.\nThe original works (Fortescue and Pearson, 1967, Lamont and Scott, 1970) contain additional prefactors in Eq. (1) which come from assumptions on the local velocity field within a turbulent eddy. Since this introduces additional hypotheses which are hard to verify we discard them here in line with the consideration above. https://daneshyari.com/en/article/154377 Download Persian Version: https://daneshyari.com/article/154377 Daneshyari.com"
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"PARENT PAY IS NOW CLOSED 'THANK YOU to all of you who have already registered your iPayimpact \nsccount; it's a real help. If you HAVEN'T already registered, please help us to \nhelp you by registering your account now! Many thanks. \nSchool Dinners - A major change under the new system is that we need \nparents to 'book' that their child is having a packed lunch (although \nobviously there is no charge attached to this). The school cannot take \nresponsibility for making correct meal choices for children, so please discuss \nwith your children what lunch arrangements and meal choices have been \nmade for them. \nMonies will need to be loaded up BEFORE bookings for meals can be \nmade unless your child is entitled to a free school meal as no payment is \ntaken for these. You must BOOK and CHOOSE a meal option for your \nchildren. If no booking is made we will not know that your child needs a \nlunch! \nThank you in anticipation of your help in making this major system change \nas smooth as possible. iPayimpact is now available to select meals, clubs and \nReminders about coming to and going home from school iPayimpact is now available to select meals, clubs and Reminders about coming to and going home from school activities. \n \nA number of staff have reported that when they arrive at school some parents are coming into \nschool in their vehicles to drop off pupils. Please would all parents note that we cannot \nallow their cars on site at any time due to restricted space and the heightened possibility of accident and injury that creates. \n \nSome parents are stopping off just outside the vehicle gates and allowing children to run \nunaccompanied onto the school site through the vehicle gates, which is obviously \ndangerous. Can we please ask that children are seen safely onto site through our \npedestrian gates, especially if using the Hare Way entrance . \n \nIn addition, older siblings of pupils are being sent to collect pupils while parents wait in their \ncar. Can we remind parents that they should be collecting all their children personally, or \nalternatively advising the school in advance if another adult is collecting their children. Pupils \nshould not be collected by older siblings unless specifically agreed in advance with the school. ",
null,
null,
null,
null,
" Dear Parents and Carers, \n We have had the busiest of terms and I can't believe half term is already upon us! \nYear 2 and Year 6 have completed all of their statutory SATs assessments and I have been extremely \nproud of their achievements. Our sports calendar has been jam-packed, both with after school clubs \nand the children taking part in many competitions and events. It will be lovely to see the addition of a \n tennis club next term run by Amherst tennis club. \nOur Chair of Governors visited the school last week and she thoroughly enjoyed her time with the \n pupils, chatting in the garden and discussing their life at Little Ridge. \nThe children have been part of some fabulous enrichment activities which have extended their own \npersonal development. These included a Greek experience day where parents were invited in to see \nfabulous artwork and singing, designing salads and sushi in DT lessons, a science day which included \nreleasing the hatched butterflies into the wild and our Year 6 children gaining competency when \ncycling on the roads in Bikeability. Children have also visited Hertmonceux Science Centre, Alexandra \n Park for a geography field study and our EYFS pupils had a visit from ‘Wild Science’. \nIt has also been lovely to welcome our new cohort of children for September into school for their first \n 'Stay and Play' event. \nNext term, we will be providing information about our own transition program to prepare the \n children for the year ahead as well as our Year 6 pupils visiting their new secondary schools. \nPlease do keep an eye on the calendar in our newsletter to keep up to date with all of our activities and \nevents. ",
null,
"Y1 Moving Pictures ",
null,
null,
null,
null,
" \nLast week, Year 1 invited our EYFS class to look at the DT \nwork they have been doing this term. Year 1 have been \nlooking at 'moving pictures' and they have been creating a \nscene from different fairy tales using a variety of moving \npictures. All the children had an opportunity to discuss what \nthey liked about the different pictures and why. ",
null,
null,
null,
null,
null,
"Y5 have been celebrating \nScience...... Y3 Kingston \n93.3 Y3 Brunel \n99.3 YR Surrey \n97.9 \nY4 Cardiff \n93.7 YR Canterbury \n94.3 \nY4 Chichester \n97.3 Y1 Goldsmiths \n91.8 \nY5 Aston \n91.6 Y1Sussex \n95.6 \nY5 Leeds \n92,2 Y2 Bath \n88.6 \nY6 Oxford \n94 Y2 Exeter \n99.3 \nY6 Cambridge \n94 Chester (SLC) \n95.5 As a school, we do everything we can to protect \nour children from online harm and take this \nvery seriously. The school has been proactive in \ndeveloping pupils understanding of the digital \nworld. This includes class sessions and \nassemblies. In addition, we have joined the \nNational Online Safety platform to provide \nguidance and support for parents. We strongly \nrecommend that parents join this platform: \nhttps://nationalonlinesafety.com/enrol/arklittleridge-primary-academy. Class \nName of \npupil Award \nClass \nName of \npupil Canterbury \nOliver \nGenerosity \nSurrey \nParker \nDetermination Miley \nReader \nElizabeth \nReader Pelda \nAchievement \nMilo \nAchievement Goldsmiths Lyla-Mae \nDetermination \nSussex \nFelicity \nDetermination Aria \nReader \nCarter \nReader Rosa \nAchievement \nAlex \nAchievement Bath \nViolet \nDetermination \nExeter \nWhole class \nRigour Jack \nReader \nEllie \nReader Matthew \nAchievement \nMason \nAchievement Brunel Whole class \nEnthusiasm \nKingston \nEveryone \nEnthusiasm Connie \nReader \nJamie \nReader Sophie \nAchievement \nIsaac and Jessie \nAchievement Cardiff \nLiam \nRigour \nChichester Logan \nEnthusiasm Eleanor \nReader \nDaniel \nReader Stamley \nAchievement \nElla \nAchievement y Aston \nLacey \nRigour \nLeeds \nRonnie \nDetermination Rihanna \nReader \nXavier \nReader Taylor \nAchievement \nCharlotte \nAchievement Cambridge \nCody \nEnthusiasm \nOxford \nEli Beaney \nDetermination Esme \nReader \nFaye \nReader Mollie \nAchievement \nIndie \nAchievement Chester \nAshlyn and \nLaurence Achievement Registration groups \nand % attendance This week’s Achievers Award p Darwin B (6CA) Top 5 Mathletes \nTop Class KS1 \nBath 108 KS2 \nCardiff 81 371 p Reigning Ridgers 2022-23 g g Edward B (2BA)\n280,862 points p Joseph F (2BA)\n251,551 points 121,574 points p Term 5 Achievements: 1. Edward B (2BA)\n2. Joseph F (2BA) \n3. Freya M (4CA) \n4. Jacob F (4CA) \n5. Nino V (3BRU) 108,772 points 81,371 points This week’s Dojo winners are: Aston (182) and Surrey (403) ",
null,
null,
null,
null,
"Well done! Paper copies of entry forms at the school office! ",
null,
null,
null,
null,
null,
"Why not enter our Talent \nShows? Take a look at the \ninformation: ",
null,
"Ks2 Talent Show KS1 Talent Show ",
null,
null,
null,
"Friday 9th June. Children invited to \nwear any Mufi in exchange for a \ndonation towards our PSA tombola \nand raffle stalls being held at the \nSummer Fayre on Saturday 17th June Friday 9th June \nPSA Mufti for Summer Fayre \nInformation in newsletter Tuesday 13th June \nKS1 Talent Show \nInformation Thursday 15th June \nKs2 Talent Show \nInformation Saturday 17th June \nPSA Summer Fayre \n12 noon – 3.30pm Tuesday 20th June Y3 Kingston class visiting Mallydams Information y Wednesday 21st June \nY3 Brunel class visiting \nMallydams Tuesday 27th June \nYear 1/Year 2 sports morning \n9.30 – 11.30 Wednesday 28th June \nYear 3/Year 4 sports morning \n9.30 – 11.30 /\np g Y5 visiting Hastings Academy \nShakespeare Workshop 9 – 11.30 \nInformation p p Thursday 29th June \nYear 5/Year 6 sports morning \n9.30 – 11.30 Friday 30th June \nY1 visiting the seaside \nInformation Wednesday 5th July \nY5 visiting Preston Manor \nInformation EYFS sports morning \n9.30 – 11.30 Thursday 6th July \nINSET DAY \n Friday 7th to Monday 10th July Y6 PGL residential visit \nInformation y Wednesday 19th July \nY6 Graduation and Prom \nInformation to follow \n ",
null,
" Wishing everyone a lovely Half Term Break Children should return to school on Monday 5th June Dates for your Diaries to view term dates, school menu, website and Facebook page. Information that has been emailed home is also linked in our weekly diary dates just \nin case you may have missed anything. Also, click on the icons beneath the calendar May Half Term Monday 29th - Friday 26th May\n Ark Gala at Barbican"
],
"url": "https://arklittleridgeprimary.org/sites/default/files/2023-05/Newsletter%2025th%20May.pdf"
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"Height (cm): 28.5 Projection (cm): 36 Shade diameter (cm): 32 Tube diameter (cm): 1.9 Wall box (cm): Ø 10,8 Lønstrup 32 Sensor Item number: 71412031 Galvanized EAN: 5701581278073 Packaging unit 3 Material: Galvanized steel/Glass IP44, Class 2 (Double isolated), 230V \nE27, Max. 60W, Light source not included Parallel connection possible Area: Outdoor Energy class A++ - D Sensor: Integrated Sensor settings: No Sensor range: 0.2-8M Sensor type: PIR Sensor angle: 100° A classic wall light from Nordlux with sensor. The wall light is perfect for \nmounting in the driveway, at the entrance, on the terrace, or on the patio. The built-in sensor ensures that the light turns on automatically when \nit detects motion nearby. At the same time, it ensures that the light is not \nturned on unnecessarily. This luminaire is \ncompatible with bulbs of \nthe energy classes: A++"
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"Italians’ perfect holiday would be by the \nsea, with their family and by car. This \nattitude is affirmed by an Automobile.it1 \nsurvey carried out on a sample of 500 \nrespondents, of which 57,3% chose the \ncar to reach the destination. Among the \nmost curious habits of Italian drivers: only \n27% would take turns for driving, \ncompared with 62,4% who instead, prefers \nto keep driving himself. Some makes a \nstop every 2 hours (21,8%), some every 3 \nhours (25,9%) and some even consider not \nto stop at all (22%).\nFinally, 58,9% declares to leave early, \nafter sunrise, moreover with a musical \nbackground considered essential by 84,3% \nof the respondents. A last interesting fact \nconcerns on-the-road trips: 65,8% prefer \nthem as their kind of holiday.\nDepartures and returns, journeys away and back home across the country emphasise the importance related to car \nmaintenance and care before and after holidays.\nCar interiors are under pressure: stained seats, mats full of sand, plastic parts spotted with salt water. Also exterior \nsurfaces are equally challenged: the bodywork looks dull, with dirt and mud residues, the windshield and windows \nare stained with organic residues like insects and tree resin. \nAllegrini team faces these cleaning problems, proposing the most suitable products, in an efficient and long-lasting way. #1 Full protection for the \nbodywork Teknobond PTFE protects the bodywork against sun, sand and \natmospheric agents preserving its shine for long: its special \nformula avoids the anchoring of dirt and facilitates the removal of \ninsects and birds droppings from exterior surfaces. \nThe protective film enhances the drying of the car, making later \nwashes simpler and quicker. Ideal for a long lasting protection \nand mirror effect. #2 Bye-bye textile stains Textile car surfaces complicate dirt removal, especially food or \ndrinks stains occur by accident during the trip. \nP 70 Protector is an oil-water repellent colourless product, \nwhich, thanks to its special formula, penetrates deep into textile \nfibres and creates an invisible protective film, which preserves \nstain-resistant properties for long. Furthermore, it is UV \nresistant; it does not preclude transpiration and does not turn \nyellow. The best news \nabout cleaning \nin Carwash",
null,
"Choose Teknobond",
null,
null,
"Choose P70 Texile \nleather seats P 60 Leather Care is the ideal solution for the protection of \nleather seats threatened with cracks and ruptures: thanks to \navocado oil, it efficiently and gently cleans and nourishes the \nleather, increasing its water-resistance. In addition, it prevents \ndust accumulation and is not sticky. \nExcellent to travel in comfort. #4 Keyword: visibility While driving, dust and insects stick to the windshield, \nthereby compromising its visibility: that’s why Bi-Moschì, \nthe only liquid concentrated biphasic additive for the \ncleaning of the windshield, comes to help. It simply should \nbe diluted in water inside the window washer tank, et \nvoilà… facilitating the sliding of the windshield wiper, it \neliminates insects as from an Etch-a-sketch. \nReleasing a fresh mint scent inside the car, Parabrezza \nCleaner impeccably removes dirt and dust, ensuring \nmaximum visibility while driving. #5 To conclude For those who spent so much time in their car travelling many \nmiles, it could be necessary to sanitize the car in order to \nremove germs, bacteria and unpleasant odours from the air \nconditioning. Pure Air does all the work for you: with the \npractical spray fragrance-diffuser, it is sufficient to press the \nbutton of the self-blocking regulator.\nBesides, Tekno Diesel, the specific additive for diesel cars, \nhelps the fuel enhancing its quality and performances as well as \ncleaning the engine from possible residues. The best news \nabout cleaning \nin Carwash",
null,
"Choose P60 Leather Care",
null,
"Choose Parabrezza Cleaner",
null,
"Choose Tekno Diesel And you, do you have the right products \nto meet holidaymakers needs?"
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"Audio Recording Station Getting Started",
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"You can record vocal audio, prerecorded audio from your own device, an acoustic \nor electric musical instrument, and other audio devices. Setting Up the Equipment 1. Power on the laptop, PreSonus Audio Mixer, and the external monitor. 2. Choose your recording device. a. Two microphones are available for you to record with:",
null,
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null,
"and a suspension shock mount. It is best \nused to record vocals. \n b. You can use your own microphone or other input device. Audio Recording Station 3. Connect your preferred recording device to the input panel on the front of the PreSonus machine using either an XLR or a ¼” connector. a. A Miniplug (3.5mm) to ¼” Adapter is available for input. \nb. Microphone and musical instruments are Mono and only need to be plugged into one input (not a stereo pair)",
null,
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null,
"“48V” button to provide power to the device. 4. Assure that the USB output from the PreSonus Audio Mixer is connected to the computer, the headphone are connected to the “Phones” input, and \nthat the “Line Output” is connected to the monitor. Recording 1. To start a new session open the “Audacity” software from the desktop. \n2. Check your inputs to make sure that you hear the audio you are about to record a. Click on the microphone icon at the top of the page and click “Start Monitoring” b. Put on the headphones and to a check on the microphone (or other input device). c. You should see audio being tracked on the digital monitors and hear audio in your headphones. d. Adjust the input level using the corresponding knob on the PreSonus board.",
null,
"i. The Audio should not be frequently peaking in the red. Audio Recording Station 3. When monitoring your recording with headphones you should turn the “Mixer” dial to the far right “Inputs” side or else you may hear an echo. 4. When your levels are set and you are ready to record press the red record button. a. Audacity will automatically create a new track for your composition and start recording. 5. When you are finished recording hit the Stop button. \n6. To create a new track click on “Tracks”, “Add New”, “Mono Track.” Playback 1. To listen to your recording from Audacity in your headphones you will want to turn the “Mixer” knob to the right where it says “VSL”. 2. You can also monitor your recording on the speakers when they are connected to the output on the back of the PreSonus board. a. Make sure that the “Line Out” setting in “Audacity” is set to the corresponding Output on the board (1&2 or 3&4) Editing and Exporting 1. You can edit your project using Audacity. For help with learning how to use Audacity you can take a course on Lynda.com, provided free of \ncharge with your library card. a. Just visit: http://sewickleylibrary.org/research/ \nb. Click on the Lynda.com link \nc. Enter your library card and pin number \nd. Search for “Audacity” to find lessons and tutorials 2. When you are finished for the day be sure to save the project on a flash drive, send as an email attachment, or in the cloud. 3. Remember that saving the project is different than exported the finished audio files."
],
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"Take a Pill",
null,
"The other day I had a horrible headache and it was one of those days I couldn’t afford to have a \nheadache. So, I didn’t hesitate to pop a couple of Aspirin. The headache cleared up quite \nUnfortunately the Aspirin upset my stomach so I ventured out to the pharmacist and he \nrecommended that I take some Gravol. It worked like a charm and I proceeded with my day. \nThe side effect of the Gravol made me very sleepy; so sleepy that I felt it warranted a trip back \nto the pharmacist at which point Sudafed was the suggested solution to pep me up. The \nSudafed worked, I was wide awake. In fact, it worked too well because it made my heart race \nto such a level that my doctor got involved. \nAfter her examination she prescribed a beta blocker. I fulfilled my prescription and was on my \nway to full recovery. \nThe only problem was the beta blocker lowered my exercise tolerance which on its own isn’t \ntoo bad but the lack of exercise threw me off my normal routine and it lead to a mild case of \ndepression. So on a referral from my family doctor I visited a psychiatrist. After his \nexamination he figured some Prozac would carry me through my bout of depression. \nUnfortunately, the Prozac gave me a headache. So I popped a couple of Asprin … \nWe are a society that is obsessed with “fixing” the symptoms rather than examining the root \ncause of the problem. As it turns out, my headache was actually the cause of dehydration and \ncould have been easily remedied with a glass of water and I could have saved myself the \nheadache of five drugs and three health providers. Until we can appreciate the causes of why \nwe are where we are, we are destined to return and often in a worst state. 1-888-407-9995"
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"Our Motto: To live and share the truth about God and His Kingdom. Our Mission Statement: We are committed to sharing the truth about God with the world.\nBelieving that everything we do changes the world, we commit to demonstrate God’s love and truth to each person He brings into our lives.\nThrough His power and guidance we will choose to act with compassion, creativity Stoneham Memorial Church Today’s Organ Music The Prelude and Fugue in A minor, BWV 543 were composed during the later Weimar \nyears (1716/17). Originally, the term prelude means “to improvise” in both French \nand German. It is a piece that preceded other music as an introduction that displays \nimprovisatory skills of a composer. Bach’s unique creativity made him able to project powerful emotions and clarity in spite \nof increased complexity. The fugue is lively and complex, and as it progresses, it unfolds \ninto singable melodic lines, rhythmic pulses, harmonic progressions, and builds up \ntensions and releases, the result of well-designed counterpoint. This fugue is a clear \nexample of Bach proving that he was a composer whose skills could not be bound by the \ntraditional rules of composition. Church at Study 9:20AM. Adult Sabbath School Sabbath School Leader – Odeli Zarate Today’s Lesson – A Life of Praise You can access the Sabbath School Lesson for FREE at absg.adventist.org There is also a FREE - SS app for your iPad in the App Store. Acceptance – Left Front Sanctuary Renewal – Left Rear Sanctuary Encourages open discussion of the lesson \nDialogue in Scripture Deep Roots – Mothers’ Room Come and Reason – Fellowship Hall The lesson anchored with Adventist heritage A roundtable Bible discussion Useful Phone Numbers & Email Addresses Pastor Fredy Reinosa 540-682-3221 [email protected] Elder John Valentin 781-223-7953 Church Office:\n781.438.2977 Church Email: [email protected] Website:\nwww.stonehammemorialchurch.org SACS:\n781.438.1374 GBA:\n781.438.4253 Church Finances as of August 15, 2022 Budget Donations Aug. TD\n$6,154.00 Budget / mth\n$16,000.00 Budget +/- for mth\n($9,846.00) YTD Budget Donations \n$104,204.22 YTD Budget +/($15,795.78) Revolving Fund Loan: ($55,827.76) Worship in Singing Sheila Laforest & Odeli Zarate Beloved, I pray that you may prosper in all things and be in health, just as your soul prospers. 3 John 2 Organ Prelude: Johann Sebastian Bach (1685-1750) - Prelude in A Minor, BWV 543 for organ Welcome Peter Connelly Hymn #334, “Come Thou Fount of Every Blessing” Congregation Children’s Story Odeli Zarate Worship in Giving Our Conference Budget Katherine Zarate All Loose Offerings go to Church Budget Scripture \nLuke 6:21 \nFred Christiansen Pastoral Prayer Fred Christiansen Special Music Pamala & Darrell Griffin Sermon “For You Shall Laugh”\nYeison Gonzalez Hymn #12, “Joyful, Joyful, We Adore Thee” Congregation Benediction Yeison Gonzalez Organ Postlude: Johann Sebastian Bach (1685-1750) - Fugue in A Minor, BWV 543 for organ TODAY Elder: Peter Connelly Organist: Cris Coconcea NEXT WEEK Elder: John Valentin Organist: Cris Coconcea TODAY Speaker – Yeison Gonzalez Ortiz – Yeison (Maxine’s fiancé) was born and raised in \nColombia. He finished his Bachelor in Theology from the Adventist University of \nColombia in 2011. In 2020 he completed a Master of Arts in Religion with an emphasis in \nHebrew Bible from the Adventist International Institute of Advanced Studies \n(Philippines), and in 2022 he finished his second Master’s in Sacred Theology from \nBoston University School of Theology. In addition to all his studies, he has worked in \nministry and chaplaincy for several years.\nFellowship Lunch & SMC Youth bike ride. NEXT SABBATH –UPCOMING: \nSept. 3 – No Fellowship Lunch Sept. 15 – GBA Corn Roast 5:30 – 6:30pm All are welcome, come, eat, support our school. \nSept. 17 – Stoneham Town Day, Blood Pressure, Health Screening tent.\nSept. 20 – SMC Board Meeting, 6:30 In Person in the Fellowship Hall.\nSept. 24 – Bean and Hotdog potluck social, Fellowship Hall, 6pm. Bring your favorite dish to compliment the theme. There will be a Prize for Best Baked Beans! Sabbath Morning Prayer Circle - Elvert Bodden is leading a prayer circle every Sabbath \nmorning at the church in the sanctuary at 8:30am. Join him each Sabbath morning to \npray together. Stoneham Adventist Community Service – This past week we served 91 clients with 50 Volunteers giving 167 hours of their time to help our community. Some of the items available were bananas, tomatoes, eggplant, and ice cream. Potluck Help– In order to continue having potlucks twice a month we are in need of more helpers to set up and clean up. We also need at least one person who is ServeSafe qualified to be on duty anytime we have fellowship meals. Ideally we need 4 teams with \neach team serving once every other month. Please fill out a connect card or sign up downstairs. SMC Landscaping – Do you have a green thumb, find joy in working around grass and \nshrubs and plants? We need your help! Weeding, watering, trimming, pruning. Call the \noffice to volunteer, 781-438-2977. Online Giving www.stonehammemorialchurch.org Please check the bulletin boards, website and Facebook for updates."
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"Colloques du Centre dÕŽtudes interdisciplinaires Walras-Pareto - UniversitŽ de Lausanne Bridel Pascal, \"Editing Economists and Economists as Editors\" in Revue europŽenne des sciences sociales, Tome XXX, N.92, 1992,\npp. 5-7.",
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"Ce numŽro peut •tre commandŽ ˆ:\n11, rue Massot CH-1211 Gen•ve 12 Editing Economists and Economists as Editors was the topic chosen for the conference organised on 26-27 September 1991 to mark the first year of existence of the Centre Walras-Pareto and, of course,\nthe first century of the transformation of the old Academie de Lausanne (founded in 1537) into the University of Lausanne. Walras, who, with Pareto, put Lausanne on the world map of economic theorists, was in fact one of the last rectors of the old Academy. One might well add, tongue in cheek,\nthat the fact that 1991 also marks the 700th anniversary of the Swiss Confederation was nothing but sheer coincidence!\nThis Conference represented a modest attempt to reduce the relative isolation of economist-editors from each other. The sub-title of Donald Moggridge's paper ÇWhat economist-editors might learn from othersÈ encapsulates particularly well the spirit of this symposium. Furthermore, the conference organiser rapidly realized that some of the most prestigious theorists being currently edited by contributors were in fact already distinguished editors in their own right. By comparing their efforts with our own, we can learn a good deal about the evolution of the mode of transmission of knowledge in economic theory.\nIt is of course with the enthusiasm and the sheer thoughtlessness of a complete beginner in the field of editing that I tried to put this programme together. After all, I am only marginally associated with the editors of Walras's collected writings. Fortunately, Professor Busino who has been working for the past twenty-five years on Pareto's Oeuvres compl•tes, was a great help in shaping the programme of the Conference.\nThe response to our first letter sent in November 1990 was tremendously encouraging. The enthusiasm with which people volunteered to contribute papers and the fact that all of these were ready on time were very pleasant surprises indeed. There was, after all, a genuine need for a conference such as this.\nFurthermore, the interest in our venture grew stronger and stronger as months went by. The very substantial set of papers contained in this volume is the final result which we are proud to present today. Unfortunately, the stimulating, instructive and sometimes intense discussions that took place around this collection of papers cannot be reproduced here.\nAll relevant types of available materials - books, articles, diaries, letters, correspondence, lectures notes, official and private papers - are represented in the present volume. Furthermore, most issues faced by editors are discussed at one point or another. Such as: the criteria of selection, presentation and explanation of texts (Moggridge; Goutte/Potier), the transcription of unpublished manuscript material (Schoorl; Bridel), identifying anonymous authors (Graenewegen), translation (Van Daal/Potier), the nature of the general editorial introduction (Porta; Fusco), the rule of parsimony applied to textual notes (Graenewegen), the degree of invisibility of the editor's hand (Black), the principle of increasingly likely editorial incompetence as the editor moves further away from his own area of scholarly experience (Whitaker), the law of diminishing returns in the search of new material and greater comprehensiveness (Whitaker), the fashion-effects resulting in financial constraints\n(Busino), the importance of the biographical material to be included (Graenewegen), the technical and typographical presentation of variorum editions (Mouchot), the relevance of private and semi-official diaries (Howson), newspaper material and journalistic experience (Yagi), the editing of lecture notes from various sources (Genovese; Bridel), editing living economists (Jolink), the editorial impartiality and/or bias (Milgate; Porta), the role of the publisher (Busino; Milgate), editing 'by theme' rather than\n'by author' (Bridel), the importance of the philosophical environment (Raffaeli, Szenberg). Finally,\nvarious aspects of the crucial move from editing to interpreting appear in practically all contributions but specifically with reference to Smith (Skinner) and the use of scholarly editions by historians of thought (Dock•s/Servet).\nThe sense of isolation mentioned earlier is clearly reinforced by a language barrier that did not exist before the First World War. Judging by the correspondence of, e.g., Ricardo, Say, Mill, Marx, Jevons,\nWalras, Menger and Pareto to name but a few, pre-twentieth century economists could easily exchange ideas, and sometimes difficult ones, in more than one language. At any rate, it would be silly to attempt to put the clock back and drop English as the lingua franca of economists. However, historians of thought, and of course economist-editors, are probably among the last representatives of an endangered species: the literate economist. It was thus thought useful, for this Conference, to resume a bilingual tradition that dates back to the earliest time of modern economic theory. But of course, ˆ l'impossible nul n 'est tenu: the choice was restricted to two languages only, English and, of course, French.\nApologies are reiterated to the Japanese, Italian, German, Portuguese and Dutch speaking contributors.\nShort of any better alternative, the programme was arranged chronologically into five sessions; the fifth and last being devoted to the move from editing to interpreting. Given the highly specialized character of the problems involved, the organiser eventually gave up the idea of having discussants. On the one hand, it is a rather time consuming process; on the other, all the participants had some expertise in the field of editing-some being, of course, past masters in this domain. An indication of the substantial editorial experience accumulated by the contributors is the number of volumes completed or in progress - a rough estimate brings this total to more than a hundred !\nThis Conference depended on several people and institutions for its success. A generous financial support to run it and publish the proceedings came from the Fonds du Centi•me Anniversaire de l'\nUniversitŽ de Lausanne. The help of its chairman Professor P.-E. Pilet is gratefully acknowledged.\nWithout the hospitality of the Revue europŽenne des sciences sociales edited by G. Busino and the generosity of its publisher, Droz of Geneva, the publication of this volume would not have been possible at all. The labours of the editor-organiser were eased a great deal by Florian Jacot-Descombes.\nWithout his skills and dependability to ease things along smoothly, the organisation of the Conference and the practical arrangements would never have been as perfect as they actually were. Special thanks are also due to Pascal Fracheboud for preparing the various manuscripts for the printers.\nFinally, it is the editor's pleasant duty to record here his indebtedness to all his fellow contributors for their encouragement, kind cooperation and friendship. Centre d'Žtudes interdisciplinaires Walras-Pareto UniversitŽ de Lausanne"
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"Building academic numeracy in a first year nursing course using an evaluative model of program development1 Linda Galligan g Department of Mathematics and Computing p University of Southern Queensland y Q Toowoomba, Australia [email protected] Birgit Loch g Mathematics, ESERG, FEIS Swinburne University of Technology y Melbourne, Australia [email protected] and Jill Lawrence Faculty of Arts y University of Southern Queensland y Q Toowoomba, Australia [email protected] Abstract Numeracy is a key attribute in nursing. At USQ, a large regional university in Australia, \nnumeracy has been embedded in a course in the first semester nursing program. This chapter \nidentifies the numeracy needs of these nursing students and outlines the model of learning \nimprovement, based on that of Keimig, chosen to target the students‟ learning within a course. It p g\ng g also describes the method of evaluation and development guiding each of the course design, \ndelivery, and improvement stages. These include both quantitative and qualitative strategies \ndesigned to investigate students‟ and staffs‟ reflections on curriculum design and assessment. \nThese data collection strategies enabled the design team to incorporate a number of features specifically designed to engage and empower student nurses‟ numeracy skills in the delivery \nstage. The program conclusions in the first stage revealed the need for a number of \nimprovements, including more targeted testing and increased flexibility. Three cycles have now \nbeen concluded with improvements continuously made as the stages evolve. This chapter \nincludes examples of our evaluation data and it suggests that our approach assists students \ndevelop numeracy nursing attributes and allows the design team to respond quickly and \neffectively to students‟ needs. \nKey words: nursing, numeracy, university, tertiary education, program evaluation Authors‟ accepted version. Complete citation: p p Galligan, Linda and Loch, Birgit and Lawrence, Jill (2010) Building academic numeracy in a first year g\ng y\nf y nursing course using an evaluative model of program development. In: Coben, Diana and O'Donoghue, g g\nf p g\n, John, (eds.) Adult Mathematics Education: Papers from Topic Study Group 8, ICME 11, 11th , (\np p\ny p ,\n, International Congress on Mathematical Education. National Centre for Excellence in Mathematics and \nScience Teaching and Learning, pp. 165-181. ISBN 978-1-905952-29-8 Introduction The news line “A mistake over a decimal point caused the death of a Derby baby who was given 10 times the recommended amount of heart medication” (BBC, 2005) highlights the importance \nof numeracy as a key professional attribute in nursing. The consequences of poor numeracy \nskills in nursing are well documented world-wide both in the higher education nursing context g g\ng (Coben et al., 2008; Gillies, 2004; Hansen, 2002; Weeks, Lyne & Torrance, 2000; Wright, y g 2007) and at the health institutional level (Phillips et al., 2001; Sabin, 2001; Santamaria et al. p 1997). Not only can the consequences for patients be devastating, but the psychological trauma y q\np g\np y g for nurses can also be overwhelming (Deans, 2005). Teaching and health institutions usually g (\ng y assess this attribute at multiple levels and are directed, in general terms, by appropriate patient p\ny pp p\np safety centres. However, while there is broad understanding of the key mathematical skills y\ng y needed, there is a lack of clarity about how to provide support to students to develop these skills y p\npp p in the form of, for example, direct teaching, or through constructive and relevant feedback. p g\ng The University of Southern Queensland (USQ) is a regional Australian university enrolling up \nto 400 first year undergraduate nursing students per year. There is wide diversity in this group y g\ng p\ny y\ng p with mature age and international students. Initially the university provided various forms of \nacademic skills support through centres outside the Faculties. As Tapper and Gruba (2000) note, pp g\n) there is “a strong tendency for academics to refer students to learning support units rather than addressing students‟ academic learning skills themselves” (p.56). \nInstead of relying on support units alone, the USQ nursing department recognised a better \napproach was needed. In 2007, academic skills in the undergraduate nursing curriculum were pp g\ng embedded within two new first year first semester courses, CMS1008: Building Professional \nNursing Attributes A (conducted through the Faculty of Arts) and MAT1008: Building \nProfessional Nursing Attributes B (Faculty of Sciences and Learning and Teaching Support \nWhile the aim of CMS1008 is to develop students‟ academic and information literacies and \nlearning, research and communication skills, MAT1008 develops students‟ numeracy and \nInformation Technology (IT) skills. These skills are directly linked and highly relevant to the \ndegree and are developed by embedding aspects of other courses taken in the students‟ first \nsemester while being mindful of courses taken later in the program. The two new courses also \ntake into account a growing discourse on interdisciplinary or „pluridisciplinary‟ higher g g\np y\np p\ny g education, which sees value in two or more disciplines combining their expertise to jointly \naddress an area of common concern (Davies & Devlin, 2007), in this case the complexities \ninvolved in students‟ transitions both to university and to future professional nursing practice in \nan increasingly multifaceted world. The courses were therefore closely linked and offered \nthrough the same course website, and shared assessment items across disciplines. IT features are integrated throughout the two courses‟ structures. The course material is made \navailable in multi-modal form (i.e. print, CD, and website) through an in-house content creation (\ng system. The assessment and all other resources are made available online through the course y g website. A detailed description of the particular innovative e-assessment approach of the two p p courses can be found in Lawrence, Loch and Galligan (2008). g\n) The following is a brief literature review of the numeracy needs of nursing students and the g y\ng model of learning improvement. It then focuses on the design, delivery, evaluation and \nimprovement cycles of the numeracy component of MAT1008. Within these cycles numerous p y\ny p\ny examples are provided to show others the approach taken. Numeracy Needs The term academic numeracy, modified from Yasukawa and Johnston (1994), was used by \nGalligan and Taylor (2005) to clarify the skills necessary for success in the university context. \nFor the nursing context, described in this paper, we have included competence and confidence g p p p (Coben et al., 2008) in the definition. Thus, in this context we have defined academic numeracy (\nas: a critical awareness that allows students to become confident and competent in using \nmathematics and to be able to situate, interpret, critique, use, communicate and even \ncreate mathematics within their discipline’s setting. Academic numeracy is usually based on both the mathematics learnt at school and the \nmathematics needed in disciplines such as nursing or economics. FitzSimons (2006) makes the distinction by focusing on Bernstein‟s concepts of vertical and horizontal discourse. While \nvertical discourse centres mainly on school mathematics, horizontal discourse links closely to y y numeracy as it is related to on-going practices; is affective; has specific immediate goals and is y g\ng p p\ng highly relevant. FitzSimons emphasizes that these discourses are different with different g y p practices and that vertical discourses will not guarantee numerate activity. However parallels \ncan be found to school based mathematics that is needed in the particular context. p Nursing students need to be numerate in order to become successful in their careers. While there g are no global benchmark numeracy standards for nurses, there are similar standards evident in g y most countries. The UK provides a good example of this. Here, there is a move to develop a p g\np national framework for learning, teaching and assessment in nursing education (Sabin, 2001) g,\ng g\n) and more specifically a benchmark for nurses at registry (Coben et al., 2008). Coben and her p y\ng y (\n) colleagues suggest that teaching and assessment in the nursing degree must be able to generate \nin students: „independence; good critical judgement…; proficiency in practice; and \naccountability to relevant stakeholders […]‟. They identify key numeracy areas of: Drug administration and prescribing; fluid balance calculation; support for patients’ nutritional \nneeds; calculation of intravenous fluid requirements/rates; calculation related to weight and \nbody mass index (BMI); nursing administration; plotting and recording data; and \nunderstanding the research evidence. g Johnson and Johnson (2002) identified four component processes – computation; conversion, \nconceptualisation and critical evaluation. These processes, they say, need to be scaffolded, \nbuilding on previously learned material. Hilton (1999) using the work of Pirie (1987) identified \ncritical mathematics components essential to becoming a numerate nurse: \nAddition of three digit integers \nSubtraction involving three digit integers \nMultiplication involving two digit integers \nDivision by an integer between 1 and 9 \nMultiplication of two decimal fractions \nMultiplication of two fractions \nDivision of two fractions \nConversion of fractions to decimals \nConversion of decimals to percentages \nCalculating percentages of integers \nConversion between SI units \nMultiplication of integers and decimals by 10, 100 and 1000 \nEvaluation of expressions of the form (A B divided by C D). In Australia, Pierce and her colleagues (2008) highlighted a fundamental problem in decimals g\ng g\np for a significant minority of nursing students, but there has been little other research at this \ndepth to identify the underlying mathematical conceptual difficulties of nursing students. p y\ny g p\ng The four components identified above, i.e. the different discourses, the numeracy areas, the \nmathematics skills, and the processes, are all regarded as important and consequently \nincorporated in the numeracy course material for MAT1008. However, further contextualization p y to the local context and discipline was needed and an approach was required to allow students to \ndevelop these concepts. This approach of learning improvement is outlined next. The model of learning improvement Ruth Keimig‟s model of learning improvements (Keimig, 1983) presents a guide for effective \nprograms and includes a hierarchy of learning improvement programs that describes and ranks \nfour types of programs ranging from broad generic remedial courses to focussed comprehensive \nlearning systems (Figure 1). Figure 1: The Hierarchy of learning improvement programs (Keimig, 1983, p. 21) In universities, according to Keimig, support that is „targeted at specific aspects of learning \nwithin academic courses‟ (p. 21) is more likely to succeed in improving students‟ learning. USQ (p\ny p\ng g\nQ already has programs similar to Level I, II and III in the Keimig hierarchy to improve academic \nnumeracy through preparation programs (Level 1) and a Learning Centre (Level 2) and, front \nend numeracy workshops (Level III). Keimig‟s comprehensive learning system (Level IV) was y p (\ng p\ng y\n) used successfully to solve the issue of uneven preparedness of 1st year students in a core y p p y mathematics course (Taylor & Mander, 2003), but not in other non-mathematics based courses. (\n), There are clear parallels between the general English for Specific Purposes (ESP) model from p g\ng p\n) Second Language Learning and embedding numeracy. In particular the Content Based \nInstruction (CBI) model from the work of Brinton and her colleagues in the US (Brinton, Snow High potential for improved learning and instructional change High potential for improved Comprehensive learning IV systems Course related III learning services Learning assistance for II g individual students Remedial courses Low & Wesche, 2003) included theme-based instruction, where the themes create the organising )\ng g principle for the course syllabus. In the context of academic numeracy, Mathematics for \nSpecific Purposes (instead of ESP) programs were proposed with the themes emerging from p p\n) p g\np p both the disciplines (e.g. nursing or economics) and mathematics. In relation to the nursing context, students were able to access both Keimig‟s Level I and II \nprograms and until 2007 were able to enrol in an optional two-day front-end context-specific p g\np y\np workshop (Level III). In 2007, instead of a front-end program, an integrated approach (Level p p\ng g\npp IV) was proposed. Keimigs‟ general approach was to target learning within a course. This )\np p\ng g\npp g\ng resulted in the proposal of the specific theme-based numeracy course MAT1008 in the 1st p semester program, p g\n, A one semester half credit point course, was created based around seven modules which focused p\n, on: Why maths for nursing; basic arithmetic and formula; graphs & charts; ratio & proportion; y g;\n; g p\np p\n; percentages & averages; measurements; and drug calculations. Students attended 2 hour p g\ng g tutorials (interactive “mini-lectures”) once a week with a limit of 20 students per class, rather (\n) than follow the more traditional lecture approach. pp This next section describes the methods used to design, develop and evaluate the course and g p includes examples of the course and evaluation in each of the stages. Program design, development and evaluation: methodology Throughout the design, delivery and evaluation of the numeracy component, an adaptation of \nGuba & Stufflebeam‟s method of evaluation and program development was used (Guba & \nStufflebeam, 1970; Taylor & Mohr, 2001, see Figure 2). This model incorporates evaluation \npriorities in each cycle and in each stage of the cycle. Figure 2: Model of program development (Taylor & Mohr, 2001, p. 33) \nThe evaluation included quantitative and qualitative strategies with students and academic staff \nreflecting on curriculum design and assessment. Data were obtained from pre-and post tests, g g\np p electronic discussion groups on the bulletin board, reflections in assignments, emails and the g p\n, standard university student evaluation form as well as an online end of semester survey of \nstudents, focusing on the specific features of the numeracy component. More detailed ,\ng p\ny p explanation of the e-assessment and the evaluation in relation to this can be found in Lawrence p et al. (2008). Table 1 outlines the various evaluation strategies used and their relation to the (\n) stages in the design of the course. Pre-Program design Pre-Program evaluation Program conclusions Program Program \ndesign evaluation evaluation Program \ndelivery evaluation Table 1: Relationship between the evaluation stages and strategies in the nursing program Item \nEvaluation Strategy \nPre Program \nDesign Program \nDelivery Program \nConclusions program \nDesign Numeracy audit y Weekly then monthly discussions \nwith 1st year nursing lecturers (and w y as needed) as needed) \nDebrief with 1st year nursing lecturers Use of feedback from previous \nstudent surveys of courses including \nthose that were replaced by current \ncourses Examination of assignments Student surveys y Official student evaluation of \nteaching g Online discussion groups g p 2009 second and third year student \ncohort survey y One-on-one sessions with students to investigate student learning Two independent formal student evaluations were carried out at the conclusion of each cycle p y One was designed by the team to address program specific issues (Item 6, n = 94 in 2008), and g y\np g\n), the other is the standard university course quality survey (Item 7, n = 23 in 2007). In 2009, y q\ny y (\n, second and third year nursing students were also surveyed to investigate the impact of the first y g\ny g\np year, first semester program on the three years of their studies and to ascertain any lasting \nimpacts on their future professional careers (Item 9, n = 66). The following section will describe p p and exemplify the four stages in this model Pre-Program Design Stage The pre-program design stage included an academic numeracy audit (Item 1). As well, weekly p p\ng g\ng y\ny and then monthly sessions with nursing staff were undertaken (Item 2) as the program design y g\np g\ng evolved to ensure the design reflects, and continues to reflect, the needs of the staff and \nstudents. One comment from an interview with a Nursing lecturer involved in course pre- design, shows the importance of collaboration: p it certainly gave focus to the first year of the program, because part of the goal was to target the … t ce ta y gave ocus to t e st yea o t e p og a , because pa t o t e goa was to ta get t e first year experience and to deal with things like retention. If nothing else, the strengthening of the \nteaching teams would have been a benefit. And having that level of communication. It must teac g tea s wou d ave bee a be e t.\nd av g t at eve o co u cat o .\nt ust translate down to the students, because the students are then able to talk about different courses \nacross that semester and know that they are linked together. Additionally, student evaluations and tests from previous nursing support programs (see \nappendix for some results of these tests) are used to inform the content and approach. In the pre- pp pp p program design and development stages (Item 4), it is possible to draw on experience and \nresearch of over 17 years of academic numeracy support particularly in nursing (Galligan, 2001, \n2002; Galligan & Pigozzo, 2002; Galligan & Taylor, 2005). Academic numeracy audit (Item 1) As part of the initial numeracy audit, a literature and program review were undertaken to \nbenchmark the content of this course with others in Australia and elsewhere. Additionally, in 2006 an audit of the current course/s and interviews with staff provided an overview of what \nneeded to be included and emphasised. Table 2 summarizes the seven skills identified and some p in-context examples. Where possible actual examples involving numeracy from other nursing p p\np g\ny g courses were used and photographs were taken of drug containers showing typical drug \nconcentrations that they would use in subsequent semesters. Many of the mathematics skills y q\ny identified in Table 2 (skills 2 to 7) relate back to the arithmetic skills (1). Table 2: Mathematical skills needed by nursing students and examples from the nursing context \n Mathematical skills needed \nExamples from the nursing context (2500mg of drug required with 25 mg per 3 mL of the liquid to be \n2500 3\n25 2 w\n h 1. \n and \ndecimals (especially with powers of 10), and (\np y\n), concepts; fractions (what they are); \nmisunderstanding; g; cancelling fractions (especially multiple \nincluding mixed numbers). 2. Using Formulas. \n 3. Ratio and Proportion. \n 4. Graphs and charts: reading them \ncarefully including units and scale. \n 5. Rates and Percentages: (what to do \nwith the 100);. (cancelling; decimals and \nunderstanding fractions). \n6. Measurement: conversion; confusing \nvolume (mL) and mass (mg). (BMI = body mass index; w = weight in grams; h = height in metres) \nDrug calculations including volume and tablet medications including \ndiscussion on why the formula works \nDose Required Dose in Stock Stock Volume",
null,
"Patient charts; drug concentration over time; reading graphs, tables and \ncharts within research articles Intravenous infusions, e.g.: You have to run an infusion of 500 ml \nDextrose/Saline over the next 3 hrs. How many ml per hour will you be \ninfusing at? How many drops per minutes will the infusion be set to if \nyou are using a giving set of 20 drops/ml. \nDrugs in milligrams or grams; volumes of liquids in mLs or L. 7. Problem solving (including critical \nDrug calculations: reading the problem, identifying the elements and evaluation). \nreflecting on answers: e.g.: \nThe doctors have ordered an infusion of 1500mL of 5% Dextrose to be \ngiven at the rate of 50 drops per minute. Assuming a drop factor of 20 \ndrops per mL, how many hours will it take for this infusion to complete? \n The seven skill areas formed the basis of seven modules of study in the course. The modules \nalso included all the features identified earlier in the literature review. Student Tests (one part of Item 5) Since 1992 nursing students have been tested for their mathematics skills at USQ. Data from the \nprevious 1999-2002 pre-test (see Appendix) indicated some areas students consistently found \nEstimation \nOrder convention \nConverting decimal hours to minutes \nConverting grams to milligrams \nSolving equations with the unknown on the denominator g q Reading syringes g y g Most of the above areas were not highlighted by Hilton (1999) as critical, but were seen by g g\ny nursing staff as necessary for some component of the nursing program. These concepts were \nthen targeted in the learning material and assessment for MAT1008. This test became an \nintegral part of the program and used a self-test mechanism developed to identify what was g p\np g\np y known by the student. This was completed, marked and checked by the students themselves and \nincluded confidence levels. This self-audit approach has been used by the university in a pp number of other courses (Taylor, 1998; Taylor & Mander, 2003) Other design elements Today‟s students approach studying at university very differently from 20 years ago (Lawrence, \n2005). Students often do not attend lectures and tutorials due to work and family commitments. \nDelivery needs to be flexible and has to be developed within a current curriculum, scaffolded y p\n, without the lecturer, but have a mechanism where students may elect to access extra support. ,\ny pp There is a strong move to more computer mediated environments, thus the ability to incorporate \nalternative avenues for students to follow is becoming easier to develop. The material in this g p course was prepared to be delivered in multi-modal format (CD, Web and Print) and had p p\n) particular characteristics to suit the learner, much of which had been developed in previous p p\np material, either for nursing students in other support programs or for other adult learning \ncontexts. The characteristics included: \nCartoons for humour; \nSocial presence in the online format so students knew they were not alone and could get \nfeedback from tutors and fellow students; \nVideos of a nursing practitioner explaining the importance of each mathematics \nconcept; \nVideo clips of adults (re)learning various maths concepts in the context of everyday \nlife; \nPhotos of drug labels for authenticity; \nExtra material to explain concepts in more detail if needed with fully worked solutions. \nTogether, the numeracy audit, the information from the students tests and workshops and other \npre-design elements, formed the basis of the course design. Meetings with key nursing staff then informally evaluated and approved the approach. A delicate balance had to be found. For \nexample, it was essential that students‟ numeracy skills improved without teaching a medical \ncalculations course (this was done by nursing staff the next semester). Program Design Stage The course is offered in first year first semester and based on seven modules. The first module \ninvestigates students‟ existing levels of mathematics understanding and competency and to \ndiscuss why mathematics is important to the nurse. This module also sets the scene for the \nremaining modules which were developed around the design mentioned above. Each module \ncommences with a video of a nursing practitioner followed by a series of exercises in \nmathematics related to nursing. The online material allows students to unfold further material if \nneeded (for further explanation or examples). A characteristic of the student self-audit in the \nfirst module is a curriculum approach related to each type of student readiness. „Already learned‟ mathematics content knowledge can quickly be refreshed in the new nursing context. \nFor those whose mathematics skills are incomplete a different approach is taken by addressing \ncontext and affect. Moreover this approach assists the students to identify what they found pp difficult in the past. Seven features focus on content: p (1) for simple revision ( )\np (2) for development ( )\np (3) for anxiety ( )\ny (4) for overcoming barriers to understanding ( )\ng (5) is highly relevant and contextualized, g y (6) has rewards built in to boost students‟ confidence, and (7) has a variety of explanations and modes of delivery. In MAT1008, this takes a number of forms: written material; visual material; pre-recorded ,\n; p teacher talk; interactive marking, peer marking etc. The content of the course is linked directly ;\ng, p g\ny to the audit mentioned earlier, and the seven modules reflect these skills in context. Table 3 \nshows examples of features of the content. Table 3: Features of content that attends to numeracy needs. Content: \nCourse example for simple",
null,
"Recommendations from the Self Test results, with worked solutions linked to other \nmaterial as needed for development for Optional examples and exercises with worked solutions and linked to extra \nexplanation This animation describes order convention for anxiety \n Early and late assessment for planning and reflection only; \n quick response to assignments through peer assessment and online computer marked assessment CMA‟s videos of everyday numerate experiences linked to nursing numeracy; for overcoming \nbarriers to understanding that is highly \nrelevant and \ncontextualised which has Extra support through The Learning Centre; \nReflections on their tests to stimulate metacognition \n Pre-recorded teacher talk going over how to do certain skills All skills are related to nursing and to their other courses e.g. using: o \nSI units and measurement in Biophysical Nursing Foundations p y g reading graphs from articles in Social Determinants of Health includes videos and photos related to nursing, for instance: Early assessment that doesn‟t penalise not remembering the maths; full marks are possible for every student flexible online testing \nWritten: Material is on a CD online or in a book form; rewards built in to boost \nconfidence with variety of \nexplanations teacher talk recorded: Students come to class and some concepts have been recorded and placed online; visual material added: In-context material added to material \nflexibility: Material online is linked to extra material if they want further explanation p and modes of delivery Many of the features identified in Table 3 had been evaluated previously in non-nursing \ncontexts. For example self-test (Taylor, 1998); extra material from a suite of materials designed Many of the features identified in Table 3 had been evaluated previously in non-nursing 10 Exercise 10.2.1 Look carefully at the syringe below and read, as accurately \nas you can, the volume of fluid contained. Exercise 10.2.1 Look carefully at the syringe below and read, as accurately for adults returning to study (Taylor & Galligan, 2002); and Peer marking (de Raadt et al., \n2005). Program Delivery Stage Once the program was designed, continued evaluation could still take place during the delivery p g\np g\ny stage, with staff and students and some improvements could be made immediately due to the g p\ny online and interactive nature of the course delivery. For example, student comments about \ncontent on the discussion forum (Item 8) were responded to with screencasts which were added",
null,
"Figure 3: Screencasts developed to aid understanding \nto the material via links from the course site. The screen cast on the left in Figure 3 shows \nstudents how to divide by a decimal and the one on the right explains how to read tables and \ngraphs for a particular assignment. Students did appreciate them:",
null,
"g p p\ng pp I really liked the videos, exercises and links available either in the book or on study desk [the \nonline management system] to assist with understanding the content. (student survey, 2008) Program Conclusions Stage At the completion of both the 2007 and 2008 offers of the course, reviews were undertaken, \ntaking into account staff comments (Item 3), student comments from the standard course review \nquestionnaire (Item 7), an online questionnaire developed by the team (Item 6), and pre-and post \ntest comparisons (Item 5). These confirmed the team was going in the right direction. For \nexample one student commented: the actual content is not something that I find particularly interesting, but the way it was taught g p\ny g,\ny g to me made me realise how I would use it in my nursing career and that is what made it y g interesting. Also as I am a 'visual' learner I found the pictures used on the MAT course site g helpful. \n From the feedback, a number of improvements were discussed by the team. Two of these are \nSelf Test and flexibility and are described below. Self Test This pre-test provided an avenue to understanding both students‟ errors and students‟ p p\ng approaches to the questions. For example, Figure 4 shows various correct strategies students \nused in one question of the self-test. The one on the left shows multiplying 1.2 by 60 minutes; q p y g y the student in the middle converted the 0.2 into a fraction and then added; the third student on the right used a ratio strategy, and deduced from the fact that one hour is 60 minutes that 0.1 of \nan hour must be 6 minutes, so 0.2 must be 6 + 6 minutes. 11 Figure 4: Students answers to a time conversion question Some students made multiple errors in a question e.g. in converting from grams to milligrams. \nThis student‟s work (seen in Figure 5) showed her using the wrong conversion factor, then \nwhile correctly suggesting to multiply, divided by moving the decimal point to the left. \n Figure 5: Student answer to a conversion question Data from 2008 pre and post tests are included in the Appendix. It appears there is some \nimprovement in aspects of students‟ mathematics skills, particularly those marked with an \nasterisk. For example in question 22, in the pre-tests only 51% of students answered correctly to p q\np y\ny a question on measurement conversion, but in the post-test, 91% of students were correct. Some q\n, of the concept gaps found from the pre-and post-tests were used to improve the course. From p g p p\np p completed evaluation of these errors, material was developed to help overcome the conceptual \nerrors, and incorporate different approaches to solving the problem. In 2008 Computer Marked \nAssessments (10 questions each) were included after each mathematics module. Students (\n) commented that they liked this aspect of the course, as one student commented: The CMA's y p were easy enough and not stressful. This class was pretty easy to do. y g\nf p\ny y In 2009, some screen casts with handwritten explanations and an online student forum to p discuss the use of the calculator in nursing practice was added. g p Another addition to the Self Test was a reflective section. It is important to investigate why \nstudents don‟t know certain concepts, for instance because they have forgotten, are anxious p y\ng about it, get confused, or have had missed schooling. A reflection mechanism to find out more \nabout the student was included in the self-audit via students emailing their responses to a tutor g p together with their Self Test results. For example if they had forgotten a particular concept then g p\ny g\np p they would take a different strategy to revise than if they had learnt it but never understood. \nSamples of students‟ reflective comments are included below. Student 34: as a general rule I understand what the question is asking and I don‟t know how to \nproperly answerer the question or I make silly mistakes in my working. Student 34: as a general rule I understand what the question is asking and I don‟t know how to Student 89: Before attempting the questions I will read the questions thoroughly and if the \nanswer does not look right I will attempt the question more than once until the question looks \n 12 Student 94: I do agree with the study plan [the computer automatically generated a study plan], \nexcept for the volume concentrations, I do understand volume concentrations but I just read the \nscale wrong, whereas not knowing how to do it. I feel that I do not have to put a lot of time into \nthe studying of the maths; I am one of those people that can be shown something once and will \nremember it for a while. I enjoy maths on a scale of 1 - 10 around 8. I enjoy maths as long as I \ncan see the purpose for doing the maths, algebra I always struggled in due to I could not find a \npurpose for the equations and so on. In the examples above, reading appears to be an issue, so in the tutorial or in the instructions for \nComputer Marked Tests, emphasis is further placed on reading carefully and correctly. Flexibility In the 2007 evaluation, some students said they wanted more flexibility in how they approached \nthe course. In 2008 changes were made to provide a mechanism for them to self-select flexible g p curriculum alternatives. After week 1 and completion of the Self Test, a parallel set of tutorial p p classes were made available which allowed students, confident in mathematics and IT skills, to \ncomplete the course in half the time. For students who were not confident in both areas, extra p classes were made available through The Learning Centre. Students responded positively to this \nflexible approach. A typical comment from students surveyed: I am glad I did the fast track and pp yp y\ng f to have that option is fantastic. Some students thought they could have followed the fast track, p f\ng y\n, but chose to stay in the normal track as a student commented: I didn’t want to get overconfident and was happy to mosey along at a steady pace. I viewed this course as getting all students up \nto the same benchmark to go forward for the rest of the course (student survey 2008). and was happy to mosey along at a steady pace. I viewed this course as getting all students up Additional findings Generally the evaluations were positive. For example the student survey (Item 6) revealed y p\np y (\n) positive perceptions about the course. When asked the question “One of the objectives of these p p\np q\nj two first year courses was to help you master the skills you need to succeed at university. How \nsatisfied are you that the courses helped you to become competent and confident using the following skills?” over 90% of the students were satisfied or very satisfied that the maths, \ncomputing, e-learning, writing, referencing, communication and learning how to succeed skills \nhelped them. A comment from one mature aged student summaried many of the sentiments \nfrom students starting out at university: … being terrified, not knowing anyone or how uni works, I found that [the course] extremely helpful f\ny pf There was a group of comments about growth in understanding, confidence and reflection, g p\ng which are essential skills across university disciplines: Not everybody is good at maths. But at the same time I’m beginning to realise when \nsomething looks wrong. (Interview with Student October 2008) Not everybody is good at maths. But at the same time I’m beginning to realise when The peer reviews were a way to reassess your own work and acknowledge where you p y\ny g\ny may have gone wrong. Giving helpful and positive remarks to others students also \nhelped to give them feedback for future assignments. p g\nf f\nf g In the 2009 survey of second and third year students who had completed CMS/MAT (Item 9) y y\n) their responses to the question “How have the skills learnt in CMS/MAT1008 helped you to succeed in clinical placement situations?” included: \nCertainly without those don't think I will still be at university right now. \nThe maths components as I hate maths but understand the strong need for it…... Conclusions The evaluation data received to date suggest that our approach assists students to develop \nnumeracy nursing attributes. The instant return of most of the assessment items which were \ncomputer based and electronically submitted had a direct impact on our teaching, allowing the \ncourse team to respond to student queries and to trouble shoot more effectively. The feedback 13 from 2007 and 2008 suggests that students are extremely supportive of the courses. The pre and gg y\npp p post tests in mathematics and pre and post reflective comments by students are evidence of \nincreased confidence and competence in numeracy. Teamwork, study and reflective and \nevidence-building capabilities related to university and discipline requirements were also g p favourably mentioned in the feedback. The management systems assist the course team‟s effectiveness in design and delivery. The \ncontent and authoring management system, for example, allowed the authors to easily \nincorporate multi-media features to support learning, address anxiety, flexibility of learning, p pp g\ny y\ng contextualize learning and allow for a variety of explanations. The learning management system \nwas highly praised by the students as being easy to use and helped them to connect with their g y p y\ng y assessments, material, fellow students and the instructors. ,\n, The success of the course relies on the many features embedded in the course and its close \nlinkage to other courses in the semester and beyond. The academic numeracy audit, while not \nnecessarily producing new insights into the mathematics skills needed, provided direct links to y p g\ng p expert academic nursing staff and most appropriate in-context examples. For example, since p g\npp p\np p USQ is a regional university and many students are from rural areas, graphs and statistics Q g\ny y\ng p linking to this context were used to emphasise the importance of rural nursing issues. The g p\np g student self-audit and reflections move away from the unhelpful remedial approach to y p\npp diagnosing skills and provide insight into student error and approaches which can feed into g g\np g\npp further curriculum development. The flexible approaches to curriculum, student readiness and \ndelivery provide students with maximum opportunity for learning. We realise this approach to \nbuilding professional nursing attributes is only one step. The next is to map the development of \nnumeracy over three years of the degree and into their profession. This will allow the students to \ndevelop their competence and confidence in numeracy to prepare for the demands of the nursing \nprofession. g g\np g\npp further curriculum development. The flexible approaches to curriculum, student readiness and \ndelivery provide students with maximum opportunity for learning. We realise this approach to \nbuilding professional nursing attributes is only one step. The next is to map the development of References BBC \n2008,from (\ny http://news.bbc.co.uk/1/hi/england/leicestershire/4566427.stm p //\n/ / /\n/ 566 Brinton, D. M., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction ,\n) Michigan Classics Edition. Ann Arbor, MI: University of Michigan Press g\ny g Coben, D., Hall, C., Hutton, B. M., Hall, D., Sabin, M., & Weeks, K. (2008). Numeracy for nursing: The ,\ny g case for a benchmark. In T.Maguuire, N. Colleran, O. Gill & J. O'Donoghue (Ed.), The Changing g\ng g Face of Adults Mathematics Education: Learning from the past, planning for the future. 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(2002). The 4 Cs. A model for teaching dosage calculation, Nurse Educator 27(2), pp. 79–83. ( ), pp Keimig, R.T. (1983). Raising academic standard: A guide to learning improvement. ASHE-ERIC Higher g\ng g\ng p\ng Education Report No. 4. Association for the Study of Higher Education, Washington, D.C, USA. \n(ED233669) Lawrence, J. (2005). Reconceptualising attrition and retention: integrating theoretical, research and student perspectives, Studies in Learning, Evaluation and Development, 2(3), 16-33, Retrieved 25 Lawrence, J. (2005). Reconceptualising attrition and retention: integrating theoretical, research and p p\ng March 2008 from http://sleid.cqu.edu.au p q Lawrence, J., Loch, B. and Galligan, L. (2008). Building professional nursing and academic attributes in a g\ng p g first year nursing course. Special issue: Reframing e-assessment: adopting new media and adapting y g\np g old frameworks. Learning, Media and Technology, 33(3) 169-189. g,\n( ) Phillips, J., Beam, S., Brinker, A., Holquist, C. Honig, P., Lee, LY, & Parmer, C. (2001). Retrospective p q\np analysis of mortalities associated with medication errors. American Journal of Health-System y Pharmacy 58, 1835-1841. y\n, Pierce, R., Steinle, V. A., Stacey, K. C., & Widjaja, W. (2008). Understanding decimals: A foundation for y j j\ng correct calculations. International Journal of Nursing Education and Scholarship, 5(1), Art. 7. f g Retrieved 4 March 2008 from http:www.bepress.com/ijnes/vol5/iss1/art7. p p\nj Pirie, S. (1987). Nursing and Mathematics: Deficiencies in Basic Mathematical Skills among Nurses g London: Royal College of Nursing. y g\ng Santamaria, N., Norris, H., Clayton, L.,& Scott, D. (1997). Drug calculation competencies of graduate y nurses. Collegian, 4(3), 18-21. g\n( ) Sabin, M. (2001). Competence in practice-based calculation: Issues for nursing education. Edinburgh: ,\np p\nf g\ng School of Acute and Continuing Care Nursing, Faculty of Health and Life Sciences, Napier \nUniversity. Tapper, J. & Gruba, P. (2000). Using a „conference‟ model to teach communication skills in a p\ng communication across the curriculum program. Language and Learning Across the Disciplines. 4\n(1), 55-65. Taylor, J. A. (1998). Self Test: a flexible self assessment package for distance and other learners. ,\n) Computers and Education 31, 319-328. p Taylor, J. A. and Mohr, J. (2001). Mathematics for math anxious students: development, design and p g evaluation of a distance education course. Journal of Developmental Education 25 (1), 30-41. f p\n( ), Taylor, J. A., & Mander, D. (2003). Developing study skills in a first year mathematics course. New (\np g y Zealand Journal of Mathematics, 32 (Supplementary Issue), 217-225. f pp y Weeks, K. W., Lyne, P., & Torrance, C. (2000). Written dosage errors made by students: The threat to ,\ng y clinical effectiveness and the need for a new approach. Clinical Effectiveness in Nursing, 4, 20-29. pp ff g Wright, K. (2007). Student nurses need more than maths to improve their drug calculating skills. Nurse g p\ng g Education Today, 27(4), 278-285. 15 Yasukawa, K., & Johnston, B. (1994). A numeracy manifesto for engineers, primary teachers, (\ny g\np y historians… .a civil society - can we call it theory? Proceedings of the Australian Bridging y y\ng f\ng g Mathematics \nSydney. 16 Appendix A Question \n 99-02 Question \nPre 2008 2008 Pre Post 87 \n81 1. Write the following number in numerals: Twenty thousand two \nhundred and six 1. Write the following number in numerals: Twenty thousand two 2. 102 - 36 = \n99 3. 1 048 + 21 376 = \n94 4. 23 145 = \n99 5. 168 12 \n99 6. Estimate 512 174 \n51 7. Round 495 to the nearest 10 \n89 8. 7 + 2 3 = \n88 9. 3/4 = 15/? \n94 78 \n82 10. Find the average (mean) of the following list of numbers: 21.3, \n22, 24.7, 20.4, 19. 11. 15.8 x 0.2 \n97 12. Express 3/4 as a decimal \n87 13. Express 80/480 as a fraction in simplest form \n92 14. 7.42 100 \n97 15. Find 30% of 25. \n94 16. Express 0.5 as a fraction in simplest form \n95 17. Calculate: 2 mL -1.34 mL \n96 18. Calculate: √81 \n99 19. Express 7 hours 20 minutes in minutes \n96 20. Express 1.2 hours in minutes \n74 21. 360 mL = ?L \n81 22. 1.23 g = ?mg \n91 Not asked \n88 66 23. The chart represents a patient‟s temp. When was his temperature \nthe highest? 23. The chart represents a patient‟s temp. When was his temperature 97 97 97 What was his temperature the last time it was taken? 24. If \n2 w\nb h\n find b if w = 2, and h = 4. Not asked \n74 35 \n77 48 \n82 25. 10 4 8\n x 26.The diagram represents a syringe with fluid. How much fluid is in the syringe? \n 27 Energy is measured in Kilojoules (kJ). Margarine contains 32.2 \n94 17 kJ/gram. How much energy is in 500g tub of margarine? \n97 78 \n90 28 A clock gains 15 seconds in a day. How long does it take to gain 2 \nminutes? 28 A clock gains 15 seconds in a day. How long does it take to gain 2 68 \n57 73 80 90 29 A Paediatric patient weighing 25 kg is ordered Augmentin 80 p g\ng g\ng 10mg/kg. If Augmentin is supplied as a syrup containing 125mg/mL, g g g\npp how much syrup is to be measured out 18"
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} |
🍃 MINT-1T:
Scaling Open-Source Multimodal Data by 10x:
A Multimodal Dataset with One Trillion Tokens
🍃 MINT-1T is an open-source Multimodal INTerleaved dataset with 1 trillion text tokens and 3.4 billion images, a 10x scale-up from existing open-source datasets. Additionally, we include previously untapped sources such as PDFs and ArXiv papers. 🍃 MINT-1T is designed to facilitate research in multimodal pretraining. 🍃 MINT-1T is created by a team from the University of Washington in collaboration with Salesforce Research, other academic institutions including Stanford University, University of Texas at Austin, and University of California Berkeley.
You are currently viewing a subset of the PDF portion of 🍃 MINT-1T associated with CommonCrawl dump CC-2023-23
. For other PDF, HTML, and ArXiv subsets, refer to the 🍃 MINT-1T collection.
Updates
9/19/24
We have removed roughly 10% of the PDF samples as there was a mismatch between the frames in the TIFF images and the document metadata.
8/8/24
We have become aware that the image hashes in the PDF subset of MINT-1T do not match the images in the documents. We want to emphasize that the images for each document are correct, and only the image hashes in the documents' metadata are mislabeled.
Dataset Details
Dataset Sources
- Repository: https://github.com/mlfoundations/MINT-1T
- Paper: https://arxiv.org/abs/2406.11271
- Blog: https://blog.salesforceairesearch.com/mint-1t/
Uses
Direct Use
🍃 MINT-1T is designed to facilitate research in multimodal pretraining. The dataset can be used for training multimodal models that can reson about interleaved text and images sequences such as Idefics2, XGen-MM, and Chameleon.
Out-of-Scope Use
🍃 MINT-1T was built to make research into large multimodal models more accessible. Using the dataset to train models that ingest or generate personally identifying information (such as images of people’s faces and other sensitive content) as well as military applications are all inappropriate use cases of 🍃 MINT-1T.
Dataset Creation
Curation Rationale
🍃 MINT-1T was created to address a significant gap in the open-source domain by providing a large-scale multimodal interleaved dataset for pre-training large multimodal models. This dataset aims to be a valuable resource for the research community, facilitating open science in multimodal pretraining.
Source Data
The dataset is a comprehensive collection of multimodal documents from various sources:
- HTML documents: Filtered from CommonCrawl WARC dumps spanning from 2017 to 2024
- PDF documents: Extracted from CommonCrawl WAT dumps covering 2023 to 2024
- ArXiv documents: A subset of papers from the ArXiv repository
In total, 🍃 MINT-1T contains 1056.8 million documents, broken down as follows:
- 1029.4 million HTML documents
- 24.0 million PDF documents
- 0.6 million ArXiv documents
Data Collection and Processing
The data collection and processing involved several steps:
Document Extraction:
- HTML documents were parsed from CommonCrawl WARC files
- PDF documents were extracted from CommonCrawl WAT files
- ArXiv papers were directly sourced from ArXiv S3 buckets
Filtering Process:
- Applied text quality filters to ensure content relevance and readability
- Removed duplicate content at both paragraph and document levels
- Filtered out undesirable content based on predefined criteria
- Verified image availability and quality for HTML documents
- Limited PDF size to 50MB and 50 pages to manage dataset size and quality
Image Processing:
- Used NSFW image detection to remove pornographic or otherwise undesirable images
- Removed images smaller than 150 pixels or larger than 20,000 pixels
- Adjusted aspect ratio thresholds for HTML (2:1) and PDF (3:1) to preserve scientific figures
Text Processing:
- Used fasttext for language identification, focusing on English content
- Masked personally identifiable information such as email addresses and IP addresses
- Applied paragraph and document-level deduplication using Bloom filters
PDF Specific Processing:
- Used PyMuPDF for parsing PDFs and extracting reading order
- Clustered text blocks based on columns and ordered from top left to bottom right
ArXiv Specific Processing:
- Used TexSoup to parse LaTeX source code and interleave images with text
- Cleaned up LaTeX code by removing imports, bibliography, tables, and citation tags
Various open-source tools were utilized in this process, including fasttext, PyMuPDF, and DCLM and bff for deduplication and content filtering.
Personal and Sensitive Information
Despite sourcing from public web data, significant efforts were made to minimize the inclusion of personal and sensitive information:
- Email addresses and IP addresses were masked to protect privacy
- An NSFW image classifierto remove inappropriate visual content
- URLs containing substrings associated with undesirable or sensitive content were filtered out
However, users should be aware that as the data originates from the public web, it may still contain some sensitive or personal information. The dataset creators acknowledge this limitation and advise users to exercise caution and potentially apply additional filtering based on their specific use cases.
Bias, Risks, and Limitations
Several potential biases, risks, and limitations have been identified:
Data Bias: As the dataset is sourced from web crawls, it may inherit biases present in online content.
Content Risks: Despite extensive filtering, there's a possibility that some offensive, insensitive, or inappropriate content may remain in the dataset.
Image Availability: The dataset relies on external image URLs, which may become unavailable over time due to link rot, potentially affecting the dataset's long-term usability.
PDF Parsing Limitations: The current method for extracting reading order from PDFs may not always accurately capture the intended flow, especially for documents with complex layouts.
Potential Legal and Ethical Concerns: While efforts were made to respect robots.txt files and remove sensitive information, there may still be content that individuals did not explicitly consent to include.
Recommendations
Given these considerations, the following recommendations are provided:
Additional Filtering: Users are strongly encouraged to apply additional filtering based on their specific use case and ethical considerations.
Inappropriate Use Cases: The dataset is not recommended for applications involving the processing or generation of personally identifying information, nor for military applications.
Legal Compliance: Users should independently verify compliance with applicable laws before employing MINT-1T for commercial purposes.
Bias Awareness: Researchers and developers should be cognizant of potential biases in the dataset and consider their impact on model training and outputs.
License
We release 🍃 MINT-1T under a CC-BY-4.0 license, designating it primarily as a research artifact. While the dataset is freely available, users are responsible for ensuring its legal use in commercial settings. Users must independently verify compliance with applicable laws before employing MINT-1T for commercial purposes.
Citation
@article{awadalla2024mint1t,
title={MINT-1T: Scaling Open-Source Multimodal Data by 10x: A Multimodal Dataset with One Trillion Tokens},
author={Anas Awadalla and Le Xue and Oscar Lo and Manli Shu and Hannah Lee and Etash Kumar Guha and Matt Jordan and Sheng Shen and Mohamed Awadalla and Silvio Savarese and Caiming Xiong and Ran Xu and Yejin Choi and Ludwig Schmidt},
year={2024}
}
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