SIRIS-Lab/citation-parser-SPAN · Datasets at Hugging Face

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of the . Additionally or alternatively, the , , , and/or may be divided into, or otherwise separated into virtualized environments using a suitable virtualization technology, such as, for example, virtual machines (VMs), virtualization containers (e.g., Docker® containers, Kubernetes® containers, and the like), and/or the like. These virtualization technologies may be managed and/or controlled by a virtual machine monitor (VMM), hypervisor container engines, orchestrators, and the like. Such virtualization technologies provide execution environments in which one or more apps and/or other software, code, or scripts may execute while being isolated from one or more other apps, software, code, or scripts. The is a hardware element, or collection of hardware elements, used to communicate over one or more networks (e.g., network ) and/or with other devices. The includes and transceiver circuitry (“TRx”) . The includes one or more processing devices (e.g., baseband processors) to carry out various protocol and radio control functions. may interface with application circuitry of compute node (e.g., a combination of , , and/or storage circuitry ) for generation and processing of baseband signals and for controlling operations of the . The handles various radio control functions that enable communication with one or more radio networks via the according to one or more wireless communication protocols. The may include circuitry such as, but not limited to, one or more single-core or multi-core processors (e.g., one or more baseband processors) or control logic to process baseband signals received from a receive signal path of the , and to generate baseband signals to be provided to the via a transmit signal path. In various implementations, the may implement a real-time OS (RTOS) to manage resources of the , schedule tasks, and the like. The also includes to enable communication with wireless networks using modulated electromagnetic radiation through a non-solid medium. The may include one or more radios that are compatible with, and/or may operate according to any one or more of the radio communication technologies, radio access technologies (RATs), and/or communication protocols/standards including any combination of those discussed herein. includes a receive signal path, which comprises circuitry to convert analog RF signals (e.g., an existing or received modulated waveform) into digital baseband signals to be provided to the . The also includes a transmit signal path, which comprises circuitry configured to convert digital baseband signals provided by the to be converted into analog RF signals (e.g., modulated waveform) that will	[ "of", "the", " ", ".", "\n\n", "Additionally", "or", "alternatively", ",", "the", " ", ",", " ", ",", " ", ",", "and/or", " ", "may", "be", "divided", "into", ",", "or", "otherwise", "separated", "into", "virtualized", "environments", "using", "a", "suitable", "virtualization", "technology", ",", "such", "as", ",", "for", "example", ",", "virtual", "machines", "(", "VMs", ")", ",", "virtualization", "containers", "(", "e.g.", ",", "Docker", "®", "containers", ",", "Kubernetes", "®", "containers", ",", "and", "the", "like", ")", ",", "and/or", "the", "like", ".", "These", "virtualization", "technologies", "may", "be", "managed", "and/or", "controlled", "by", "a", "virtual", "machine", "monitor", "(", "VMM", ")", ",", "hypervisor", "container", "engines", ",", "orchestrators", ",", "and", "the", "like", ".", "Such", "virtualization", "technologies", "provide", "execution", "environments", "in", "which", "one", "or", "more", "apps", "and/or", "other", "software", ",", "code", ",", "or", "scripts", "may", "execute", "while", "being", "isolated", "from", "one", "or", "more", "other", "apps", ",", "software", ",", "code", ",", "or", "scripts", ".", "\n\n", "The", " ", "is", "a", "hardware", "element", ",", "or", "collection", "of", "hardware", "elements", ",", "used", "to", "communicate", "over", "one", "or", "more", "networks", "(", "e.g.", ",", "network", ")", "and/or", "with", "other", "devices", ".", "The", " ", "includes", " ", "and", "transceiver", "circuitry", "(", "“", "TRx", "”", ")", " ", ".", "The", " ", "includes", "one", "or", "more", "processing", "devices", "(", "e.g.", ",", "baseband", "processors", ")", "to", "carry", "out", "various", "protocol", "and", "radio", "control", "functions", ".", " ", "may", "interface", "with", "application", "circuitry", "of", "compute", "node", " ", "(", "e.g.", ",", "a", "combination", "of", " ", ",", " ", ",", "and/or", "storage", "circuitry", ")", "for", "generation", "and", "processing", "of", "baseband", "signals", "and", "for", "controlling", "operations", "of", "the", " ", ".", "The", " ", "handles", "various", "radio", "control", "functions", "that", "enable", "communication", "with", "one", "or", "more", "radio", "networks", "via", "the", " ", "according", "to", "one", "or", "more", "wireless", "communication", "protocols", ".", "The", " ", "may", "include", "circuitry", "such", "as", ",", "but", "not", "limited", "to", ",", "one", "or", "more", "single", "-", "core", "or", "multi", "-", "core", "processors", "(", "e.g.", ",", "one", "or", "more", "baseband", "processors", ")", "or", "control", "logic", "to", "process", "baseband", "signals", "received", "from", "a", "receive", "signal", "path", "of", "the", " ", ",", "and", "to", "generate", "baseband", "signals", "to", "be", "provided", "to", "the", " ", "via", "a", "transmit", "signal", "path", ".", "In", "various", "implementations", ",", "the", " ", "may", "implement", "a", "real", "-", "time", "OS", "(", "RTOS", ")", "to", "manage", "resources", "of", "the", " ", ",", "schedule", "tasks", ",", "and", "the", "like", ".", "\n\n", "The", " ", "also", "includes", " ", "to", "enable", "communication", "with", "wireless", "networks", "using", "modulated", "electromagnetic", "radiation", "through", "a", "non", "-", "solid", "medium", ".", "The", " ", "may", "include", "one", "or", "more", "radios", "that", "are", "compatible", "with", ",", "and/or", "may", "operate", "according", "to", "any", "one", "or", "more", "of", "the", "radio", "communication", "technologies", ",", "radio", "access", "technologies", "(", "RATs", ")", ",", "and/or", "communication", "protocols", "/", "standards", "including", "any", "combination", "of", "those", "discussed", "herein", ".", " ", "includes", "a", "receive", "signal", "path", ",", "which", "comprises", "circuitry", "to", "convert", "analog", "RF", "signals", "(", "e.g.", ",", "an", "existing", "or", "received", "modulated", "waveform", ")", "into", "digital", "baseband", "signals", "to", "be", "provided", "to", "the", " ", ".", "The", " ", "also", "includes", "a", "transmit", "signal", "path", ",", "which", "comprises", "circuitry", "configured", "to", "convert", "digital", "baseband", "signals", "provided", "by", "the", " ", "to", "be", "converted", "into", "analog", "RF", "signals", "(", "e.g.", ",", "modulated", "waveform", ")", "that", "will" ]	[]
specific use cases, such as the configuration of the MRF, within the MRF, the types of materials input to the MRF, and/or other parameters, conditions, or criteria. In any of these implementations, the removed materials (whether contaminants or desired materials) form a material stream, which can be diverted to other areas of the MRF for further processing. In some implementations, the is able to change individual sorters (e.g., whether robotic, optical, air, or another suitable sorting technology) between a positive and negative sorting strategy in response to feedback from , to optimize sorting efficiency. In some examples, a combination of strategies may be employed, with a positive sorting strategy being initially employed to create a new stream of desirable materials, for example, enhancing, optimizing or maximizing recovery (e.g., quantity) of desirable materials, and a second sort with a negative sorting strategy being employed on the new stream as a quality control step to ensure stream purity. The results of the negative sort may be redirected back to another suitable stream based upon the nature of the contaminant, for example, to another recyclable/recoverable stream, or to a stream for disposal. In some implementations, contaminants rejected or sorted by the various sorters described previously from a given waste stream may be routed or diverted, such as by a conveyor, to another waste stream (or sorting line) for further processing. It should be understood that the residual or waste nature of the stream is relative; the remaining materials may themselves be recyclable or otherwise desirable, but of a different nature than the purified stream materials. The residual stream may thus be subject to further sorting to obtain an additional purified stream of different recyclable materials and another residual stream. The process of sorting/purification may be repeated on the stream until all materials of value have been extracted, leaving only materials intended for disposal. In some implementations, one or more of the sorters, such as robotic sorter(s) , may be configured to manipulate objects such as recoverable material that is in a 3D configuration. For example, waste paper may be collected into a bag or stack, which presents as a relatively dense 3D object. A robotic sorter (or similar robotic manipulator) may be configured to open or otherwise take apart the bag or stack, and reduce it to a collection of 2D objects (e.g., paper or cardboard sheets). 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the variables tend to show similar behavior), and the covariance is negative when the greater values of one variable mainly correspond to the lesser values of the other. The term “ensemble averaging” at least in some examples refers to the process of creating multiple models and combining them to produce a desired output, as opposed to creating just one model. The term “ensemble learning” or “ensemble method” at least in some examples refers to using multiple learning algorithms to obtain better predictive performance than could be obtained from any of the constituent learning algorithms alone. The term “epoch” at least in some examples refers to one cycle through a full training dataset. Additionally or alternatively, the term “epoch” at least in some examples refers to a full training pass over an entire training dataset such that each training example has been seen once; here, an epoch represents N/batch size training iterations, where N is the total number of examples. The term “event”, in probability theory, at least in some examples refers to a set of outcomes of an experiment (e.g., a subset of a sample space) to which a probability is assigned. Additionally or alternatively, the term “event” at least in some examples refers to a software message indicating that something has happened. Additionally or alternatively, the term “event” at least in some examples refers to an object in time, or an instantiation of a property in an object. Additionally or alternatively, the term “event” at least in some examples refers to a point in space at an instant in time (e.g., a location in space-time). Additionally or alternatively, the term “event” at least in some examples refers to a notable occurrence at a particular point in time. The term “feature” at least in some examples refers to an individual measureable property, quantifiable property, or characteristic of a phenomenon being observed. Additionally or alternatively, the term “feature” at least in some examples refers to an input variable used in making predictions. At least in some examples, features may be represented using numbers/numerals (e.g., integers), strings, variables, ordinals, real-values, categories, and/or the like. The term “feature extraction” at least in some examples refers to a process of dimensionality reduction by which an initial set of raw data is reduced to more manageable groups for processing. Additionally or alternatively, the term “feature extraction” at least in some examples refers to retrieving intermediate	[ "the", "variables", "tend", "to", "show", "similar", "behavior", ")", ",", "and", "the", "covariance", "is", "negative", "when", "the", "greater", "values", "of", "one", "variable", "mainly", "correspond", "to", "the", "lesser", "values", "of", "the", "other", ".", "\n\n", "The", "term", "“", "ensemble", "averaging", "”", "at", "least", "in", "some", "examples", "refers", "to", "the", "process", "of", "creating", "multiple", "models", "and", "combining", "them", "to", "produce", "a", "desired", "output", ",", "as", "opposed", "to", "creating", "just", "one", "model", ".", "The", "term", "“", "ensemble", "learning", "”", "or", "“", "ensemble", "method", "”", "at", "least", "in", "some", "examples", "refers", "to", "using", "multiple", "learning", "algorithms", "to", "obtain", "better", "predictive", "performance", "than", "could", "be", "obtained", "from", "any", "of", "the", "constituent", "learning", "algorithms", "alone", ".", "\n\n", "The", "term", "“", "epoch", "”", "at", "least", "in", "some", "examples", "refers", "to", "one", "cycle", "through", "a", "full", "training", "dataset", ".", "Additionally", "or", "alternatively", ",", "the", "term", "“", "epoch", "”", "at", "least", "in", "some", "examples", "refers", "to", "a", "full", "training", "pass", "over", "an", "entire", "training", "dataset", "such", "that", "each", "training", "example", "has", "been", "seen", "once", ";", "here", ",", "an", "epoch", "represents", "N", "/", "batch", "size", "training", "iterations", ",", "where", "N", "is", "the", "total", "number", "of", "examples", ".", "\n\n", "The", "term", "“", "event", "”", ",", "in", "probability", "theory", ",", "at", "least", "in", "some", "examples", "refers", "to", "a", "set", "of", "outcomes", "of", "an", "experiment", "(", "e.g.", ",", "a", "subset", "of", "a", "sample", "space", ")", "to", "which", "a", "probability", "is", "assigned", ".", "Additionally", "or", "alternatively", ",", "the", "term", "“", "event", "”", "at", "least", "in", "some", "examples", "refers", "to", "a", "software", "message", "indicating", "that", "something", "has", "happened", ".", "Additionally", "or", "alternatively", ",", "the", "term", "“", "event", "”", "at", "least", "in", "some", "examples", "refers", "to", "an", "object", "in", "time", ",", "or", "an", "instantiation", "of", "a", "property", "in", "an", "object", ".", "Additionally", "or", "alternatively", ",", "the", "term", "“", "event", "”", "at", "least", "in", "some", "examples", "refers", "to", "a", "point", "in", "space", "at", "an", "instant", "in", "time", "(", "e.g.", ",", "a", "location", "in", "space", "-", "time", ")", ".", "Additionally", "or", "alternatively", ",", "the", "term", "“", "event", "”", "at", "least", "in", "some", "examples", "refers", "to", "a", "notable", "occurrence", "at", "a", "particular", "point", "in", "time", ".", "\n\n", "The", "term", "“", "feature", "”", "at", "least", "in", "some", "examples", "refers", "to", "an", "individual", "measureable", "property", ",", "quantifiable", "property", ",", "or", "characteristic", "of", "a", "phenomenon", "being", "observed", ".", "Additionally", "or", "alternatively", ",", "the", "term", "“", "feature", "”", "at", "least", "in", "some", "examples", "refers", "to", "an", "input", "variable", "used", "in", "making", "predictions", ".", "At", "least", "in", "some", "examples", ",", "features", "may", "be", "represented", "using", "numbers", "/", "numerals", "(", "e.g.", ",", "integers", ")", ",", "strings", ",", "variables", ",", "ordinals", ",", "real", "-", "values", ",", "categories", ",", "and/or", "the", "like", ".", "The", "term", "“", "feature", "extraction", "”", "at", "least", "in", "some", "examples", "refers", "to", "a", "process", "of", "dimensionality", "reduction", "by", "which", "an", "initial", "set", "of", "raw", "data", "is", "reduced", "to", "more", "manageable", "groups", "for", "processing", ".", "Additionally", "or", "alternatively", ",", "the", "term", "“", "feature", "extraction", "”", "at", "least", "in", "some", "examples", "refers", "to", "retrieving", "intermediate" ]	[]
non-relevant terms have been manually discarded57. The following keyword clouds (Figure 3.2 to 3.15) showcase the distribution of keywords identified in each domain, throughout the EaP countries, where the size of the keyword corresponds to the frequency at which it appears in the corpus 57 Discarded ‘non-relevant terms’ include those words that frequently appear in a topic but do not hold any seman- tic meaning, such as units of measure (e.g. ‘hour’, ‘min- ute’), connectors (e.g. ‘one hand’, ‘other hand’) and generic nouns (e.g. ‘author’, ‘result’, ‘invention’). They have been removed from the table.of texts of the analysed records assigned to that domain. The keyword clouds give an idea of the content of each identified S&T specialisation do- main. The S&T domains are characterised in de- tail in Chapter 3. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation149 S&T domain Top keywords Agrifoodplant, soil, seed, water, crop, flour, acid, extract, sugar, weight, leave, fruit, salt, condition, dough, wine, fertiliser, treatment, milk, juice, grain, additive, concentration, mass, food, cultivation, meat, oil, fermentation, glycoside, agriculture, source, wheat, bacteria, powder, specie, ingredient, minute, compound, contamination, beverage, substance, drying, bread, pollution, starch, seedling, cultivar, hour, vegetable Biotechnologyacid, compound, synthesis, reaction, cell, derivative, substance, molecule, extract, strain, protein, expression, oil, catalyst, water, gene, bacteria, waste, invention, oxidation, concentration, dye, solvent, extraction, oxide, inhibitor, medium, medicine, salt, alcohol, polymer, formula, treatment, form, bond, plant, culture, drug, ethanol, aqueous solution, dna, enzyme, temperature, micro- organism, ion, fragment, cultivation, reagent, coli, pathway Chemistry and chemical engineeringcompound, synthesis, reaction, acid, derivative, temperature, molecule, atom, hour, ligand, ion, water, concentration, chloride, salt, bond, minute, min, catalyst, ring, treatment, cation, anion, polymer, condition, substance, spectroscopy, crystal structure, reagent, amine, ester, fragment, pressure, crystal, chain, sulphate, form, metal, alcohol, material, invention, substituent, solvent, analogue, oxide, chemistry, aqueous solution, condensation, kinetic, oxidation Electric and electronic technologiessignal, sensor, circuit, source, voltage, electrode, converter, transformer, block, frequency, discharge, winding, power, generator, antenna, capacitor, switch, network, coil, amplifier, plasma, pulse, pair, philtre, magnet, noise, inverter, transistor, sensitivity, distance, transducer, terminal, measurement, conductor, electrolyte, amplitude, resistor, waveguide, screen, detection, connection, cathode, rectifier, magnetic field, gate, resistance, adder, apparatus, insulation, bus Energygas, energy, circuit, voltage, generator, tube, power, converter, transformer, consumption, air, disc, fuel, plant, source, rotor, network, winding, exchanger, shaft, motor, battery, carrier, capacitor, heater, combustion, pump, blade, heat, electrode, boiler, philtre, reactor, electrolyte, switch, inverter, chamber, conversion, flow, heating, catalyst, water,	[ "non", "-", "relevant", "terms", "have", "been", "\n", "manually", "discarded57", ".", "\n", "The", "following", "keyword", "clouds", "(", "Figure", "3.2", "to", "3.15", ")", "\n", "showcase", "the", "distribution", "of", "keywords", "identified", "\n", "in", "each", "domain", ",", "throughout", "the", "EaP", "countries", ",", "\n", "where", "the", "size", "of", "the", "keyword", "corresponds", "to", "\n", "the", "frequency", "at", "which", "it", "appears", "in", "the", "corpus", "\n", "57", "Discarded", "‘", "non", "-", "relevant", 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begun in Baghdad. Her only published scientific study, documenting her research in Baghdad, is an article based on a lecture given at the Society of Czech Physicians on 16 January 1933 and published in the 1930s in the prestigious Journal of Czech Physicians .68 After retirement, she moved to her native town of Bernartice and died almost forgotten in 1971 in a hos - pital in Písek. Vlasta Kálalová Di- Lotti’s attempts to establish an institute for tropical disease research in the Middle East and study ‘tropical diseases’ in Iraq have been largely forgotten in the history of science. Her case demonstrates how she attempted to reconcile her scientific work with her role as a physician and surgeon and responsibilities as a wife and mother. Notwithstanding the fact that she benefitted from the support of President Masaryk, as a woman researcher and practitioner of medicine, Vlasta’s efforts were often 118 Negotiating in/visibility thwarted by the male- dominated establishment in her home country, as her interaction with Dr Drbohlav suggests. Although relegated to the margins of history, her research and, in particular, her medical practice that provided Iraqi women with access to medical treatment, including complex surgical interventions, was very important. In that respect, her years in Iraq also presented opportunities for her to try to assert her value as a medical prac - titioner and scientist, by acquiring knowledge that was not easily accessible to her male peers, either because they did not have the experience of having lived in Iraq or because they could not treat women patients. This situation is not dissimilar to that of cytogeneticist Eileen W. Erlanson, discussed by Nair in this volume, who undertook a similar journey to India, eventually fashioning herself as an ‘India expert’ upon her return to the US. At the same time, it is important not to lose sight of the political con - texts in which the lives of these women unfolded. A female physician from Central Europe, Vlasta Kálalová Di- Lotti worked and conducted research in the Middle East, where Czechoslovak political, economic and cultural ambitions had to contend with the more established imperialist ambitions of Britain and France. From the beginning, her project was planned as a cultural project, with the hospital and institute envisaged as a centre that would enable scientists to conduct their research. Financial considerations played an important part. The project initiated and financially supported	[ "begun", "in", "Baghdad", ".", "Her", "only", "published", "scientific", "study", ",", "documenting", "\n", "her", "research", "in", "Baghdad", ",", "is", "an", "article", "based", "on", "a", "lecture", "given", "at", "the", "Society", "\n", "of", "Czech", "Physicians", "on", "16", "January", "1933", "and", "published", "in", "the", "1930s", "in", "the", "\n", "prestigious", "Journal", "of", "Czech", "Physicians", ".68", "After", "retirement", ",", "she", "moved", "to", "\n", "her", "native", "town", "of", "Bernartice", "and", "died", "almost", "forgotten", "in", "1971", "in", "a", "hos", "-", "\n", "pital", "in", "Písek", ".", "\n", "Vlasta", "Kálalová", "Di-", " ", "Lotti", "’s", "attempts", "to", "establish", "an", "institute", "for", "tropical", "\n", "disease", "research", "in", "the", "Middle", "East", "and", "study", "‘", "tropical", "diseases", "’", "in", "Iraq", "have", "\n", "been", "largely", "forgotten", "in", "the", "history", "of", "science", ".", "Her", "case", "demonstrates", "how", "\n", "she", "attempted", "to", "reconcile", "her", "scientific", "work", "with", "her", "role", "as", "a", "physician", "\n", "and", "surgeon", "and", "responsibilities", "as", "a", "wife", "and", "mother", ".", "Notwithstanding", "\n", "the", "fact", "that", "she", "benefitted", "from", "the", "support", "of", "President", "Masaryk", ",", "as", "a", "\n", "woman", "researcher", "and", "practitioner", "of", "medicine", ",", "Vlasta", "’s", "efforts", "were", "often", " \n \n \n \n", "118", "\n ", "Negotiating", "in", "/", "visibility", "\n", "thwarted", "by", "the", "male-", " ", "dominated", "establishment", "in", "her", "home", "country", ",", "as", "her", "\n", "interaction", "with", "Dr", "Drbohlav", "suggests", ".", "Although", "relegated", "to", "the", "margins", "\n", "of", "history", ",", "her", "research", "and", ",", "in", "particular", ",", "her", "medical", "practice", "that", "provided", "\n", "Iraqi", "women", "with", "access", "to", "medical", "treatment", ",", "including", "complex", "surgical", "\n", "interventions", ",", "was", "very", "important", ".", "In", "that", "respect", ",", "her", "years", "in", "Iraq", "also", "\n", "presented", "opportunities", "for", "her", "to", "try", "to", "assert", "her", "value", "as", "a", "medical", "prac", "-", "\n", "titioner", "and", "scientist", ",", "by", "acquiring", "knowledge", "that", "was", "not", "easily", "accessible", "\n", "to", "her", "male", "peers", ",", "either", "because", "they", "did", "not", "have", "the", "experience", "of", "having", "\n", "lived", "in", "Iraq", "or", "because", "they", "could", "not", "treat", "women", "patients", ".", "This", "situation", "\n", "is", "not", "dissimilar", "to", "that", "of", "cytogeneticist", "Eileen", "W.", "Erlanson", ",", "discussed", "by", "\n", "Nair", "in", "this", "volume", ",", "who", "undertook", "a", "similar", "journey", "to", "India", ",", "eventually", "\n", "fashioning", "herself", "as", "an", "‘", "India", "expert", "’", "upon", "her", "return", "to", "the", "US", ".", "\n", "At", "the", "same", "time", ",", "it", "is", "important", "not", "to", "lose", "sight", "of", "the", "political", "con", "-", "\n", "texts", "in", "which", "the", "lives", "of", "these", "women", "unfolded", ".", "A", "female", "physician", "from", "\n", "Central", "Europe", ",", "Vlasta", "Kálalová", "Di-", " ", "Lotti", "worked", "and", "conducted", "research", "\n", "in", "the", "Middle", "East", ",", "where", "Czechoslovak", "political", ",", "economic", "and", "cultural", "\n", "ambitions", "had", "to", "contend", "with", "the", "more", "established", "imperialist", "ambitions", "\n", "of", "Britain", "and", "France", ".", "From", "the", "beginning", ",", "her", "project", "was", "planned", "as", "a", "\n", "cultural", "project", ",", "with", "the", "hospital", "and", "institute", "envisaged", "as", "a", "centre", "that", "\n", "would", "enable", "scientists", "to", "conduct", "their", "research", ".", "Financial", "considerations", "\n", "played", "an", "important", "part", ".", "The", "project", "initiated", "and", "financially", "supported", "\n" ]	[ { "end": 265, "label": "CITATION_REF", "start": 263 } ]
Other social work activities without accommodation NABS12General advancement of knowledge: R&D financed from General University Funds (GUF)72 Scientific research and development; 72.1 Research and experimental development on natural sciences and engineering; 72.2 Research and experimental development on social sciences and humanities NABS13General advancement of knowledge: R&D financed from other sources than GUF72 Scientific research and development; 72.1 Research and experimental development on natural sciences and engineering; 72.2 Research and experimental development on social sciences and humanities Source: Stancik, J., A methodology for estimating public ICT R&D expenditures in the EU, JRC, 2012. 342 Annexes Annex 10. NACE v2 to S&T domains correspondence tables via NABS and ASJC Scopus subject fields, for each EaP countryThe tables below show the mapping between NACE sectors and the Scopus ASJC subject fields associated with the set of publications within each S&T domain for each EaP country. The mapping was obtained by first manually assigning each ASJC field to socio-economic objectives of the NABS 2007 classification and then using the NABS 2007 to NACE correspondence table v2 (presented in Annex 9). As the NABS to NACE concordance is of a very low granularity, NACE sectors associated with each ASJC field were manually revised. The mapping via NABS to NACE always occurs through NABS06 ‘Industrial production and technology’, except for the case of NACE 61-Telecommunica- tions and NACE 53-Postal and courier activities, where it occurs via NABS04 ‘Transport, telecom- munication and other infrastructures’. ARMENIA Concordances between NACE sectors and the intersection of ASJC subject fields & S&T domains NACE sector ASJC Scopus subject field 13 Manufacture of textiles Surfaces, Coatings and Films; Materials Chemistry 14 Manufacture of wearing apparel Surfaces, Coatings and Films; Materials Chemistry 15 Manufacture of leather and related products Surfaces, Coatings and Films; Materials Chemistry 16Manufacture of wood and of products of wood and cork, except furniture; manufacture of articles of straw and plaiting materialsMaterials Chemistry 18 Printing and reproduction of recorded media Surfaces, Coatings and Films; Materials Chemistry 19 Manufacture of coke and refined petroleum productsEnergy Engineering and Power Technology; Fuel Technology; General Chemical Engineering; Geochemistry and Petrology; Surfaces, Coatings and Films; Materials Chemistry 20 Manufacture of chemicals and chemical productsBiotechnology; Applied Microbiology and Biotechnology; Biochemistry; Drug Discovery; Pharmacology; General Chemical Engineering; Surfaces, Coatings and Films; Materials Chemistry 23 Manufacture of other non-metallic mineral productsFuel Technology; General Chemical Engineering; Surfaces, Coatings and Films; Materials Chemistry 25Manufacture of fabricated metal products, except machinery	[ "Other", "social", "work", "\n", "activities", "without", "accommodation", "\n", "NABS12General", "advancement", "of", "\n", "knowledge", ":", "R&D", "financed", "\n", "from", "General", "University", "Funds", "\n", "(", "GUF)72", "Scientific", "research", "and", "development", ";", "72.1", "Research", "and", "experimental", "\n", "development", "on", "natural", "sciences", "and", "engineering", ";", "72.2", "Research", "and", "\n", "experimental", "development", "on", "social", "sciences", "and", "humanities", "\n", "NABS13General", "advancement", "of", "\n", "knowledge", ":", "R&D", "financed", "\n", "from", "other", "sources", "than", "GUF72", "Scientific", "research", "and", 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"other", "infrastructures", "’", ".", "\n", "ARMENIA", "\n", "Concordances", "between", "NACE", "sectors", "and", "the", "intersection", "of", "ASJC", "subject", "fields", "&", "S&T", "domains", "\n", "NACE", "sector", "ASJC", "Scopus", "subject", "field", "\n", "13", "Manufacture", "of", "textiles", "Surfaces", ",", "Coatings", "and", "Films", ";", "Materials", "Chemistry", "\n", "14", "Manufacture", "of", "wearing", "apparel", "Surfaces", ",", "Coatings", "and", "Films", ";", "Materials", "Chemistry", "\n", "15", "Manufacture", "of", "leather", "and", "related", "products", "Surfaces", ",", "Coatings", "and", "Films", ";", "Materials", "Chemistry", "\n", "16Manufacture", "of", "wood", "and", "of", "products", "of", "wood", "and", "\n", "cork", ",", "except", "furniture", ";", "manufacture", "of", "articles", "of", "\n", "straw", "and", "plaiting", "materialsMaterials", "Chemistry", "\n", "18", "Printing", "and", "reproduction", "of", "recorded", "media", "Surfaces", ",", "Coatings", "and", "Films", ";", "Materials", "Chemistry", "\n", "19", "Manufacture", "of", "coke", "and", "refined", "petroleum", "productsEnergy", "Engineering", "and", "Power", "Technology", ";", "Fuel", "\n", "Technology", ";", "General", "Chemical", "Engineering", ";", "\n", "Geochemistry", "and", "Petrology", ";", "Surfaces", ",", "Coatings", "and", "\n", "Films", ";", "Materials", "Chemistry", "\n", "20", "Manufacture", "of", "chemicals", "and", "chemical", "productsBiotechnology", ";", "Applied", "Microbiology", "and", "\n", "Biotechnology", ";", "Biochemistry", ";", "Drug", "Discovery", ";", "\n", "Pharmacology", ";", "General", "Chemical", "Engineering", ";", "\n", "Surfaces", ",", "Coatings", "and", "Films", ";", "Materials", "Chemistry", "\n", "23", "Manufacture", "of", "other", "non", "-", "metallic", "mineral", "productsFuel", "Technology", ";", "General", "Chemical", "Engineering", ";", "\n", "Surfaces", ",", "Coatings", "and", "Films", ";", "Materials", "Chemistry", "\n", "25Manufacture", "of", "fabricated", "metal", "products", ",", "except", "\n", "machinery" ]	[]
Figure 2.4 \| Higher-performing education systems tend to grant greater autonomy over human and financial resources decisions to principals............................................................................................................................................................................... \| 40 \| \| Figure 2.5 \| Not all leadership dimensions are equally embedded in national professional standards.................................................41 \| \| \| Figure 3.1 \| Principals' academic qualifications vary across countries............................................................................................................ \| 53 \| \| Figure 3.2 \| In wealthier countries, average principal tenure varies by a factor of three........................................................................... \| 54 \| \| Figure 3.3 \| Women are much less likely to be principals than teachers......................................................................................................... \| 55 \| \| Figure 3.4 \| In francophone Africa, female principals have less school management experience than men...................................... \| 56 \| \| Figure 3.5 \| Relatively few principals begin their tenure having done a course in school administration.............................................57 \| \| \| Figure 3.6 \| A quarter of principals report a need for professional development......................................................................................... \| 58 \| \| Figure 3.7 \| Pre-service and induction training are insufficiently emphasized............................................................................................. \| 59 \| \| Figure 3.8 \| Only one fifth of principal preparation and training programmes cover all four dimensions of leadership................. \| 63 \| \| Figure 3.9 \| The extent to which countries focus on principal certification varies by country................................................................. \| 65 \| \| Figure 3.10 \| Principals in some countries spend at least twice as much time in teaching-related tasks than in other countries........................................................................................................................................................................................ \| 68 \| \| Figure 3.11 \| Principals appear to enjoy high levels of job satisfaction.............................................................................................................. \| 69 \| \| Figure 4.1 \| A variety of stakeholders are represented in school management teams.............................................................................. \| 80 \| \| Figure 4.2 \| Most teachers in middle leadership positions are involved in teacher appraisal.................................................................. \| 83 \| \| Figure 4.3 \| Parents are more likely than community members to be mandated to participate in school management committees ........................................................................................................................................................................91 \| \| \| Figure 4.4 \| Parental engagement in school governance is high in Latin America........................................................................................92 \| \| \| Figure 5.1 \| In Latvia, one third of education ministry officials reported high levels of professional development on commissioning and using research.....................................................................................................................................................104 \| \| \| Figure 5.2 \| In Latvia, one half of local education officials reported high levels of need for professional development on methodological and subject support to teachers ....................................................................................................................104 \| \| \| Figure 5.3 \| External school inspection is becoming less common in OECD countries............................................................................. \| 107 \| \| Figure 6.1 \| Curriculum emphasis varies by type of political regime .............................................................................................................. \| 118	[ "Figure", "2.4", " ", "\|", "Higher", "-", "performing", "education", "systems", "tend", "to", "grant", "greater", "autonomy", "over", "human", "and", "financial", "resources", "decisions", "to", "principals", "...............................................................................................................................................................................", "\|", "40", " ", "\|", "\n", "\|", "Figure", "2.5", " ", "\|", "Not", "all", "leadership", "dimensions", "are", 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"..............................................................................................................", " ", "\|", "69", " ", "\|", "\n", "\|", "Figure", "4.1", " ", "\|", "A", "variety", "of", "stakeholders", "are", "represented", "in", "school", "management", "teams", "..............................................................................", " ", "\|", "80", " ", "\|", "\n", "\|", "Figure", "4.2", " ", "\|", "Most", "teachers", "in", "middle", "leadership", "positions", "are", "involved", "in", "teacher", "appraisal", "..................................................................", " ", "\|", "83", " ", "\|", "\n", "\|", "Figure", "4.3", " ", "\|", "Parents", "are", "more", "likely", "than", "community", "members", "to", "be", "mandated", "to", "participate", "in", "school", "management", "committees", "........................................................................................................................................................................", "91", " ", "\|", " ", "\|", "\n", "\|", "Figure", "4.4", " ", "\|", "Parental", "engagement", "in", "school", "governance", "is", "high", "in", "Latin", "America", "........................................................................................", "92", " ", "\|", " ", "\|", "\n", "\|", "Figure", "5.1", " ", "\|", "In", "Latvia", ",", "one", "third", "of", "education", "ministry", "officials", "reported", "high", "levels", "of", "professional", "development", "on", "commissioning", "and", "using", "research", ".....................................................................................................................................................", "104", " ", "\|", " ", "\|", "\n", "\|", "Figure", "5.2", " ", "\|", "In", "Latvia", ",", "one", "half", "of", "local", "education", "officials", "reported", "high", "levels", "of", "need", "for", "professional", "development", "on", "methodological", "and", "subject", "support", "to", "teachers", "....................................................................................................................", "104", " ", "\|", " ", "\|", "\n", "\|", "Figure", "5.3", " ", "\|", "External", "school", "inspection", "is", "becoming", "less", "common", "in", "OECD", "countries", ".............................................................................", " ", "\|", "107", "\|", "\n", "\|", "Figure", "6.1", " ", "\|", "Curriculum", "emphasis", "varies", "by", "type", "of", "political", "regime", "..............................................................................................................", " ", "\|", "118" ]	[]
by a particular line. 56 The crucial difference between them was their political and ideological character: state feminists such as the Union of Greek Women, the Association of Greek Women Scientists or the Federation of Greek Women were often linked to political parties and formed their collective actions into associations and organizations that held political dependencies and hierarchical structures in one way or another. On the contrary, autonomous groups such as the Free Women's Movement, the Movement of the Liberation of Women or the Women's Group of Self- Examination were independent of political parties and formed based on horizontal relations and self- organization, embodying a plurality of ideological directions and agendas. The distinction between them is also apparent in the content, aims and analysis of birth control and the birth control movement. Schematically, we can say that the former focused on their active participation in decision- making centres, prioritizing their cooperation with the state and the medical community, aiming for the state to manage birth control. By contrast, the latter emphasized self- education, self- help and selfconsciousness, prioritizing the infusion of the institutional and scientific knowledge and culture with their own experiences, developing a unique system of knowledge production and circulation, wherein experts and the state would hold a secondary role. While this chapter emphasizes the meaning and narratives of abortion and contraception in current research, it is essential to discuss the common context of women's counterpublics. Despite the differences in means, practices, organizational forms, ideologies or the related analysis, women fought against an established regime that was characterized by the profitable market of illegal abortions, women's financial exploitation, mortality and health complications, the limited circulation of contraception, the problematic and limited operation of family planning centres, the lack of sex education programmes, the established sexual taboos and gender roles, gender inequality, the lack of research related to male contraception and women's invisibility and inaccessibility from the public and political realms. 57 Additionally, the communication of birth control in women's and feminists' counterpublics was contextualized by the parallel discussion of the following issues: abortion, contraception, sexuality, family planning, sex education, local and international practices of networking, development of specific practices of communication, deliberation regarding the form of organization of their collective action that would ensure better communication of the issue of birth control (i.e., closed groups, open groups, organizations etc.), the analysis of feminist theories and the development of theoretical/	[ "by", "a", "particular", "line", ".", "56", " ", "The", "crucial", "difference", "between", "them", "was", "their", "political", " ", "and", "ideological", "character", ":", "state", "feminists", "such", "as", "the", "Union", "of", "Greek", "Women", ",", "the", "Association", "of", "Greek", "Women", "Scientists", "or", "the", "Federation", "of", "Greek", "Women", "were", "often", "linked", "to", "political", "parties", "and", "formed", "their", "collective", "actions", "into", "associations", "and", "organizations", "that", "held", "political", "dependencies", "and", "hierarchical", "structures", "in", "one", "way", "or", "another", ".", "On", "the", "contrary", ",", "autonomous", "groups", "such", "as", "the", "Free", "Women", "'s", "Movement", ",", "the", "Movement", "of", "the", "Liberation", "of", "Women", "or", "the", "Women", "'s", "Group", "of", "Self-", " ", "Examination", "were", "independent", "of", "political", "parties", "and", "formed", "based", "on", "horizontal", "relations", "and", "self-", " ", "organization", ",", "embodying", "a", "plurality", "of", "ideological", "directions", "and", "agendas", ".", "The", "distinction", "between", "them", "is", "also", "apparent", "in", "the", "content", ",", "aims", "and", "analysis", "of", "birth", "control", "and", "the", "birth", "control", "movement", ".", "\n\n", "Schematically", ",", "we", "can", "say", "that", "the", "former", "focused", "on", "their", "active", "participation", " ", "in", " ", "decision-", " ", "making", " ", "centres", ",", " ", "prioritizing", " ", "their", " ", "cooperation", " ", "with", "the", "state", "and", "the", "medical", "community", ",", "aiming", "for", "the", "state", "to", "manage", "birth", "control", ".", "By", "contrast", ",", "the", "latter", "emphasized", "self-", " ", "education", ",", "self-", " ", "help", "and", "selfconsciousness", ",", " ", "prioritizing", " ", "the", " ", "infusion", " ", "of", " ", "the", " ", "institutional", " ", "and", " ", "scientific", "knowledge", "and", "culture", " ", "with", " ", "their", " ", "own", " ", "experiences", ",", " ", "developing", " ", "a", " ", "unique", "system", "of", "knowledge", "production", "and", "circulation", ",", "wherein", "experts", "and", "the", "state", "would", "hold", "a", "secondary", "role", ".", "\n\n", "While", "this", "chapter", "emphasizes", "the", "meaning", "and", "narratives", "of", "abortion", "and", "contraception", "in", "current", "research", ",", "it", "is", "essential", "to", "discuss", "the", "common", "context", "of", "women", "'s", "counterpublics", ".", "Despite", "the", "differences", "in", "means", ",", "practices", ",", "organizational", "forms", ",", "ideologies", "or", "the", "related", "analysis", ",", "women", "fought", "against", "an", "established", "regime", "that", "was", "characterized", "by", "the", "profitable", "market", "of", "illegal", "abortions", ",", "women", "'s", "financial", "exploitation", ",", "mortality", "and", "health", "complications", ",", "the", "limited", "circulation", "of", "contraception", ",", "the", "problematic", "and", "limited", "operation", "of", "family", "planning", "centres", ",", "the", "lack", "of", "sex", "education", "programmes", ",", "the", "established", "sexual", "taboos", "and", "gender", "roles", ",", "gender", "inequality", ",", "the", "lack", "of", "research", "related", "to", "male", "contraception", "and", "women", "'s", "invisibility", "and", "inaccessibility", "from", "the", "public", "and", "political", "realms", ".", "57", "\n\n", "Additionally", ",", "the", "communication", "of", "birth", "control", "in", "women", "'s", "and", "feminists", "'", " ", "counterpublics", " ", "was", " ", "contextualized", " ", "by", " ", "the", " ", "parallel", " ", 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2269 } ]
and between subjects. Mice were tracked using contour tracking and center of mass (ANY-maze). Automatic freezing assessment resulted inaccurate due to cable movements and thus freezing was manually scored by trained experimenters using frame-by-frame analysis with Boris (Friard and Gamba, 2016). ## Auditory exposure test Mice were head-fixed on a running wheel in a custom-made mounting station identical to the one used for microscope attachment procedure habituations and placed inside a sound-attenuating chamber under low light conditions, and with a background noise of 45 dB. Following a brief habituation after the miniaturized microscope attachment (1-2 min), mice were exposed to a protocol consisting of a set of two different tones (50 dB or 80 dB, 6 kHz) presented with pseudorandom ITI (range 3-24 s, /C24 10 s inter-tone ITI). All mice underwent the same protocol sequence of tone presentations and were placed at the same distance from the speaker. Tone presentations were triggered using the ANY-maze software via TTL pulses. The mounting station and running wheel were cleaned with 70% ethanol before and between subjects. ## Optogenetic manipulation of behavior Before behavioral experiments, all mice were handled for at least 3 days and habituated to the optical fiber attachment procedure. On experimental days, mice were tethered to optic patch cords (0.48 NA; Doric Lenses) and connected to a custom-built laser bench setup via a rotary joint (Doric Lenses). An acousto-optic tunable filter controlled the laser intensity (MGL-F-589, 589-nm wavelength). WeusedANY-maze to track mice in real time for closed-loop manipulations and to trigger optogenetic manipulations on the basis of the mouse location or protocol timeline. At the beginning of each behavioral test, the laser power at the tip of the patch cables was measured and adjusted with an optical power meter (PM100D, ThorLabs) to an intensity of 15 mW. All behavioral sessions were recorded using an overhead camera and the ANY-maze software. ## Social preference The same behavioral protocol as described above for deep-brain Ca 2+ imaging was used with minor modifications. Mice were first individually allowed to habituate to the arena for 10 min. After this habituation period, the test mouse was guided to the center of the arena, and a novel unfamiliar mouse (juvenile 4-8-week-old C57Bl6/J male mouse) was placed into a mesh enclosure in one corner whereas an identical empty mesh enclosure was placed in the opposite corner of the arena. The position of the empty and interactor	[ "and", "between", "subjects", ".", "Mice", "were", "tracked", "using", "contour", "tracking", "and", "center", "of", "mass", "(", "ANY", "-", "maze", ")", ".", "Automatic", "freezing", "assessment", "resulted", "inaccurate", "due", "to", "cable", "movements", "and", "thus", "freezing", "was", "manually", "scored", "by", "trained", "experimenters", "using", "frame", "-", "by", "-", "frame", "analysis", "with", "Boris", "(", "Friard", "and", "Gamba", ",", "2016", ")", ".", "\n\n", "#", "#", "Auditory", "exposure", "test", "\n\n", "Mice", "were", "head", "-", "fixed", "on", "a", "running", "wheel", "in", "a", "custom", "-", "made", "mounting", "station", "identical", "to", "the", "one", "used", "for", "microscope", "attachment", "procedure", "habituations", "and", "placed", "inside", "a", "sound", "-", "attenuating", "chamber", "under", "low", "light", "conditions", ",", "and", "with", "a", "background", "noise", "of", "45", "dB.", "Following", "a", "brief", "habituation", "after", "the", "miniaturized", "microscope", "attachment", "(", "1", "-", "2", "min", ")", ",", "mice", "were", "exposed", "to", "a", "protocol", "consisting", "of", "a", "set", "of", "two", "different", "tones", "(", "50", "dB", "or", "80", "dB", ",", "6", "kHz", ")", "presented", "with", "pseudorandom", "ITI", "(", "range", "3", "-", "24", "s", ",", "/C24", "10", "s", "inter", "-", "tone", "ITI", ")", ".", "All", "mice", "underwent", "the", "same", "protocol", "sequence", "of", "tone", "presentations", "and", "were", "placed", "at", "the", "same", "distance", "from", "the", "speaker", ".", "Tone", "presentations", "were", "triggered", "using", "the", "ANY", "-", "maze", "software", "via", "TTL", "pulses", ".", "The", "mounting", "station", "and", "running", "wheel", "were", "cleaned", "with", "70", "%", "ethanol", "before", "and", "between", "subjects", ".", "\n\n", "#", "#", "Optogenetic", "manipulation", "of", "behavior", "\n\n", "Before", "behavioral", "experiments", ",", "all", "mice", "were", "handled", "for", "at", "least", "3", "days", "and", "habituated", "to", "the", "optical", "fiber", "attachment", "procedure", ".", "On", "experimental", "days", ",", "mice", "were", "tethered", "to", "optic", "patch", "cords", "(", "0.48", "NA", ";", "Doric", "Lenses", ")", "and", "connected", "to", "a", "custom", "-", "built", "laser", "bench", "setup", "via", "a", "rotary", "joint", "(", "Doric", "Lenses", ")", ".", "An", "acousto", "-", "optic", "tunable", "filter", "controlled", "the", "laser", "intensity", "(", "MGL", "-", "F-589", ",", "589", "-", "nm", "wavelength", ")", ".", "WeusedANY", "-", "maze", "to", "track", "mice", "in", "real", "time", "for", "closed", "-", "loop", "manipulations", "and", "to", "trigger", "optogenetic", "manipulations", "on", "the", "basis", "of", "the", "mouse", "location", "or", "protocol", "timeline", ".", "At", "the", "beginning", "of", "each", "behavioral", "test", ",", "the", "laser", "power", "at", "the", "tip", "of", "the", "patch", "cables", "was", "measured", "and", "adjusted", "with", "an", "optical", "power", "meter", "(", "PM100D", ",", "ThorLabs", ")", "to", "an", "intensity", "of", "15", "mW.", "All", "behavioral", "sessions", "were", "recorded", "using", "an", "overhead", "camera", "and", "the", "ANY", "-", "maze", "software", ".", "\n\n", "#", "#", "Social", "preference", "\n\n", "The", "same", "behavioral", "protocol", "as", "described", "above", "for", "deep", "-", "brain", "Ca", "2", "+", "imaging", "was", "used", "with", "minor", "modifications", ".", "Mice", "were", "first", "individually", "allowed", "to", "habituate", "to", "the", "arena", "for", "10", "min", ".", "After", "this", "habituation", "period", ",", "the", "test", "mouse", "was", "guided", "to", "the", "center", "of", "the", "arena", ",", "and", "a", "novel", "unfamiliar", "mouse", "(", "juvenile", "4", "-", "8", "-", "week", "-", "old", "C57Bl6", "/", "J", "male", "mouse", ")", "was", "placed", "into", "a", "mesh", "enclosure", "in", "one", "corner", "whereas", "an", "identical", "empty", "mesh", "enclosure", "was", "placed", "in", "the", "opposite", "corner", "of", "the", "arena", ".", "The", "position", "of", "the", "empty", "and", "interactor" ]	[ { "end": 294, "label": "CITATION_REF", "start": 272 }, { "end": 294, "label": "YEAR", "start": 290 }, { "end": 288, "label": "AUTHOR", "start": 272 } ]
................................ ................................ ................................ ................................ ................... 3 Acknowledgements ................................ ................................ ................................ ................................ . 4 1 Introduction ................................ ................................ ................................ ................................ ....... 5 1.1 Background ................................ ................................ ................................ ................................ . 5 1.2 Objectives and novelty of the study ................................ ................................ ........................... 6 2 Methodology ................................ ................................ ................................ ................................ ...... 9 2.1 Overview of goals of the analysis ................................ ................................ ............................... 9 2.2 Stakeholder consultation ................................ ................................ ................................ ............ 9 2.3 Literature review and data adaptation ................................ ................................ .................... 10 2.4 Material Flow Analysis overview ................................ ................................ .............................. 11 2.4.1 Sectors -specific modelling ................................ ................................ .............................. 11 2.4.2 Polymers -specific modelling ................................ ................................ .......................... 14 2.4.3 Product -specific modelling ................................ ................................ ............................. 16 2.5 Life Cycle Assessment overview ................................ ................................ ............................... 17 2.5.1 Goal and scope and functional unit ................................ ................................ ............... 17 2.5.2 System boundaries ................................ ................................ ................................ ......... 17 2.5.3 Life cycle inventories ................................ ................................ ................................ ......18 2.5.4 Life cycle impact assessment (LCIA) ................................ ................................ ............... 18 3 Results ................................ ................................ ................................ ................................ .............. 19 3.1 Sector specific results ................................ ................................ ................................ ............... 19 3.1.1 Plastic production, manufacturing and consumption ................................ .................... 21 3.1.2 Plastic waste ................................ ................................ ................................ ................... 22 3.1.3 Plastic losses and mismanagement waste ................................ ................................ .....26 3.2 Polymers specific highlights ................................ ................................ ................................ .....28 3.3 Products specific highlights ................................ ................................ ................................ ......31 3.4 Life Cycle Assessment results ................................ ................................ ................................ ...33 4 Conclusions and recommendations ................................ ................................ ................................ .35 References ................................ ................................ ................................ ................................ ............. 39 List of abbreviations and definitions ................................ ................................ ................................ .....45 List of figures ................................ ................................ ................................ ................................ ......... 48 2 List of tables ................................ ................................ ................................ ................................ .......... 50 Annex 1 ................................ ................................ ................................ ................................ .................. 51 1.1. Stakeholder consultation ................................ ................................ ................................ .......... 51 1.2. Transfer coefficient approach ................................ ................................ ................................ ..53 1.3. Sectors -specific assumptions ................................ ................................ ................................ ....53 1.4. Polymers -specific assumptions ................................ ................................ ................................ 64 Annex 2 ................................ ................................ ................................ ................................ .................. 73 2.1. Key life cycle assessment information ................................ ................................ ..................... 73 2.2. Overview of employed life cycle datasets ................................ ................................ ................ 82 Annex 3 ................................ ................................ ................................ ................................ .................. 87 3.1. Results of the sector -specific MFAs ................................ ................................ .......................... 87 3.2. Results of the polymer -specific MFAs ................................ ................................ ...................... 92 3.3. Results of the product -specific MFAs ................................ ................................ ..................... 101 3 Abstract In this report , a Material Flow Analysis (MFA) model was developed for the 2022 EU-27 plastic value chain . 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little in public intent data. The share of total official development assistance devoted to statistics has ranged between 0.35 percent and 0.4 percent in recent years, or US$693 million in 2018. 75 The combi- nation of national and donor contributions leaves a funding gap of between US$100 million and US$700 million a year globally to upgrade public intent data systems, depending on the scope of improvements. 76 Misalignment of investment priorities. Beyond the size of investments in public intent data, how donors invest matters as well. With insufficient government funding of data and with donors stepping in to fill needs, the risk is that donor priorities will be funded Figure 2.7 Most countries do not fully fund their national statistical plans Source: WDR 2021 team calculations, based on indicators collected by the Partnership in Statistics for Development in the 21st Century (PARIS21) that are also used as Statistical Performance Indicators (World Bank, http://www.worldbank.org/spi). Data at http://bit.do/WDR2021-Fig-2_7. Note: Having a fully funded national statistical plan under implementation is Sustainable Development Goal Indicator 17.18.3. FCS = fragile and conflict- affected situations.020406080100Share of countries with fully funded plan (%) Low-income Lower-middle-income Upper-middle-incomeHigh-income Sub-Saharan Africa Latin America and the CaribbeanEast Asia and PaciﬁcSouth Asia Middle East and North AfricaEurope and Central AsiaFCS Non-FCS Income group Region FCS status0048 394 74 69 50 43 2293 61 41 Data as a force for public good \| 67 at the expense of national priorities and that donors, instead of national stakeholders, will become the main clients of NSOs. 77 Because investments in data tend to be small, donors have limited incentives to make longer-term commitments that strengthen data systems such as technical capacity, research and development, infrastructure, or recording of administrative data. Instead, many investments prioritize the production of new data or specific survey efforts such as a one-off survey on a specific topic. 78 In particular, donor priorities skew toward monitoring and international reporting. 79 Although most national governments subscribe to international reporting, there is argu - ably a more immediate need for frequent and highly geographically disaggregated data and strong admin-istrative data systems for the effective day-to-day functioning of government. 80 Within the development community, lack of donor coordination can undermine public intent data systems, leading to duplication of and parallel systems for data collection. Each project uses its own set of indicators to report results instead of relying on and strengthening country data systems.	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should not be heroes. Sharing leadership builds better schools. - Sharing leadership throughout the school creates a collaborative learning environment. It empowers teachers to lead within their classrooms, students to be active leaders with their peers, and parents and community members to be involved. Yet collaboration is the most underemphasized of the four leadership dimensions in training programmes. - School leadership is too often hierarchical. Assistant principals and teachers can help achieve school goals when enabled with clear roles, training and incentives. But only half of countries explicitly emphasize teacher collaboration in their leadership standards and barely one third of leadership training programmes focus on it. Some 81% of countries require school boards to include teachers and 83% to include parents, 62% community members and 57% students. ## System leaders do not receive sufficient attention in leadership plans. - Education officials at the central and local levels are potential leaders. They can drive system-wide improvement and alignment in education reform and policy. Countries increasingly recognize that these officials can have greater influence if they are given greater autonomy. - System leaders are effective when they work with other actors. In the Mexican state of Puebla, the success of the education reform was the result of coordinated system-wide efforts that included the leadership of education officials. ## Education ministers work in complex political environments and are stymied by short tenures. - Ministers balance multiple demands during short tenures and often do not have a background in teaching. A new global database shows that half of education ministers since 2010 leave office within two years after their appointment; only 23% have prior experience of teaching in schools. - Political leaders need to be astute in political compromise and outreach to make reform happen. Coalition and relationship building can make up for a lack of time and good data and in the face of conflicting opinions. - Short tenures make it hard to deliver reform. Analysis of World Bank education projects between 2000 and 2017 in 114 countries found a substantive negative correlation between ministerial turnover and project performance. ## More women in leadership can have positive outcomes in education. - Female political leaders have prioritized education more than their male peers. Female parliamentarians have helped increase primary education spending globally. Yet, the percentage of female ministers has increased only from 23% in 2010-13 to	[ "should", "not", "be", "heroes", ".", "Sharing", "leadership", "builds", "better", "schools", ".", "\n\n", "-", "", "Sharing", "leadership", "throughout", "the", "school", "creates", "a", "collaborative", "learning", "environment", ".", "It", "empowers", "teachers", "to", "lead", "within", "their", "classrooms", ",", "students", "to", "be", "active", "leaders", "with", "their", "peers", ",", "and", "parents", "and", "community", "members", "to", "be", "involved", ".", "Yet", "collaboration", "is", "the", "most", "underemphasized", "of", "the", "four", "leadership", "dimensions", "in", "training", "programmes", ".", "\n", "-", "", "School", "leadership", "is", "too", "often", "hierarchical", ".", "Assistant", "principals", "and", "teachers", "can", "help", "achieve", "school", "goals", "when", "enabled", "with", "clear", "roles", ",", "training", "and", "incentives", ".", "But", "only", "half", "of", "countries", "explicitly", "emphasize", "teacher", "collaboration", "in", "their", "leadership", "standards", "and", "barely", "one", "third", "of", "leadership", "training", "programmes", "focus", "on", "it", ".", "Some", "81", "%", "of", "countries", "require", "school", "boards", "to", "include", "teachers", "and", "83", "%", "to", "include", "parents", ",", "62", "%", "community", "members", "and", "57", "%", "students", ".", "\n\n", "#", "#", "System", "leaders", "do", "not", "receive", "sufficient", "attention", "in", "leadership", "plans", ".", "\n\n", "-", "", "Education", "officials", "at", "the", "central", "and", "local", "levels", "are", "potential", "leaders", ".", "They", "can", "drive", "system", "-", "wide", "improvement", "and", "alignment", "in", "education", "reform", "and", "policy", ".", "Countries", "increasingly", "recognize", "that", "these", "officials", "can", "have", "greater", "influence", "if", "they", "are", "given", "greater", "autonomy", ".", "\n", "-", "", "System", "leaders", "are", "effective", "when", "they", "work", "with", "other", "actors", ".", "In", "the", "Mexican", "state", "of", "Puebla", ",", "the", "success", "of", "the", "education", "reform", "was", "the", "result", "of", "coordinated", "system", "-", "wide", "efforts", "that", "included", "the", "leadership", "of", "education", "officials", ".", "\n\n", "#", "#", "Education", "ministers", "work", "in", "complex", "political", "environments", "and", "are", "stymied", "by", "short", "tenures", ".", "\n\n", "-", "", "Ministers", "balance", "multiple", "demands", "during", "short", "tenures", "and", "often", "do", "not", "have", "a", "background", "in", "teaching", ".", "A", "new", "global", "database", "shows", "that", "half", "of", "education", "ministers", "since", "2010", "leave", "office", "within", "two", "years", "after", "their", "appointment", ";", "only", "23", "%", "have", "prior", "experience", "of", "teaching", "in", "schools", ".", "\n", "-", "", "Political", "leaders", "need", "to", "be", "astute", "in", "political", "compromise", "and", "outreach", "to", "make", "reform", "happen", ".", "Coalition", "and", "relationship", "building", "can", "make", "up", "for", "a", "lack", "of", "time", "and", "good", "data", "and", "in", "the", "face", "of", "conflicting", "opinions", ".", "\n", "-", "", "Short", "tenures", "make", "it", "hard", "to", "deliver", "reform", ".", "Analysis", "of", "World", "Bank", "education", "projects", "between", "2000", "and", "2017", "in", "114", "countries", "found", "a", "substantive", "negative", "correlation", "between", "ministerial", "turnover", "and", "project", "performance", ".", "\n\n", "#", "#", "More", "women", "in", "leadership", "can", "have", "positive", "outcomes", "in", "education", ".", "\n\n", "-", "", "Female", "political", "leaders", "have", "prioritized", "education", "more", "than", "their", "male", "peers", ".", "Female", "parliamentarians", "have", "helped", "increase", "primary", "education", "spending", "globally", ".", "Yet", ",", "the", "percentage", "of", "female", "ministers", "has", "increased", "only", "from", "23", "%", "in", "2010", "-", "13", "to" ]	[]
by the president of the Republic was successful in the case of the hospital, but the attempt to extend it to scientific research, whether as an institute for tropical disease research or radiotherapeutic institute, eventually failed due to the lack of finances and geopolitical barriers. Notes 1 With the institutional support of the Czech Academy of Sciences, Masaryk Institute and Archives, RVO: 67985921. 2 Tomáš Garrigue Masaryk (1850– 1937), first Czechoslovak president, profes - sor of philosophy at the Faculty of Arts, Czech University, Prague. 3 See Státní okresní archiv (State Regional Archives; hereafter, SOkA), Písek, fond Family Archive Di Lotti 1887– 1982, box 1, inv. no. 3, biography of Vlasta Kálalová. Another important source for tracing Vlasta Kálalová’s life are docu - ments from the National Archives in Prague. See Národní Archiv (National Archives; hereafter, NA), fond Police Headquarters Prague II – general office 1941– 1951, box 6755, sign. L/ 2186/ 11. A novel that documents Kálalová was authored by journalist and novelist I. Borská, Doktorka z domu Truba čů [The Doctor from the Trumpeters’ House ] (Prague: Mladá Fronta, 1978). These materials include, for example, passport and gun licence applications and per - manent residence reports. 119 119 Vlasta Kálalová Di-Lotti in Iraq 4 See Marie Tauerová, V duchu s MUDr: Vlastou Di- Lottiovou K álalovou [In the Spirit with MUDr: Vlasta Di- Lotti K álalov á]. Private archive of Hana Tauerová. 5 Tauerová, In the Spirit with MUDr: Vlasta Di- Lotti K álalov á. 6 Alois Musil (1868– 1944), a prominent Austro- Hungarian and Czechoslovak Orientalist, Bible scholar and traveller, spent several years in the Middle East at the end of the nineteenth and beginning of the twentieth century, where he lived with several Bedouin tribes. From 1920 onwards, he was a full professor at the Faculty of Arts of Charles University in Prague. 7 Marie Tauerová (1896– 1981), librarian, sculptor, translator from Persian, worked at the Moravian Library in Brno. 8 Tauerová, In the Spirit with MUDr: Vlasta Di- Lotti K álalov á. 9 Jiří Baum (1900– 44), Czech zoologist, traveller and writer, received his doc - torate at the Faculty of Science of the Charles University in 1928 and worked for the National Museum, whose zoological collection he expanded through travels around the world. 10 SOkA Písek, fond Family Archive Di Lotti 1887– 1982, box 2, inv. no. 210, medical diploma V. Kálalová. 11 MVDr.	[ "by", "the", "president", "of", "the", "Republic", "was", "successful", "in", "the", "case", "of", "the", "hospital", ",", "\n", "but", "the", "attempt", "to", "extend", "it", "to", "scientific", "research", ",", "whether", "as", "an", " ", "institute", "for", "\n", "tropical", "disease", "research", "or", "radiotherapeutic", "institute", ",", "eventually", "failed", "due", "\n", "to", "the", "lack", "of", "finances", "and", "geopolitical", "barriers", ".", "\n", "Notes", "\n ", "1", "With", "the", "institutional", "support", "of", "the", "Czech", "Academy", "of", "Sciences", ",", "Masaryk", "\n", "Institute", "and", "Archives", ",", "RVO", ":", "67985921", ".", "\n ", "2", "Tomáš", "Garrigue", "Masaryk", "(", "1850", "–", " ", "1937", ")", ",", "first", "Czechoslovak", "president", ",", "profes", "-", "\n", "sor", "of", "philosophy", "at", "the", "Faculty", "of", "Arts", ",", "Czech", "University", ",", "Prague", ".", "\n ", "3", "See", "Státní", "okresní", 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domain. Using this information, the collaboration network patterns within and across EaP countries (as well as international partners) for publications and re- search projects funded by the EC have been iden- tified. In the following analysis, for each domain, a collaboration between any pair of countries (with- in the EaP and beyond) is counted if an institu- tion from both countries appears as an affiliation of a publication, as co-owners of a patent or as partners of an EC research and innovation project classified within the respective S&T domains. The main actors per EaP country and the na- tional collaboration networks are presented and discussed in Section 5.1, while international col- laborations, within EaP countries and with external partners, are presented in Section 5.2. This chapter is complemented by the interactive networks68, which provide a complete exploratory depiction of all actors for a country, filterable by domain. 68 Available on the Smart Specialisation platform webpage.5.1 Top actors in science and tech- nology in the EaP countries Methodology This section focuses on identifying, for each EaP country and S&T specialisation domain, the main actors producing scientific publications, applying for patents and receiving funding from the EC for research and innovation projects. In doing so, every single analysed record is linked back to the respective extracted domain and the pertinent af- filiation (for publications), applicant (for patents) or beneficiary (for projects) is identified. While each single document is linked to the respective actor for publications and research projects, in the case of patents, whole patent families are assigned to their applicants. The following figures aggregate the three data sources together, providing a unified view of the national research ecosystem. Since this aggre- gation is normally biased towards publications (which is by far the largest dataset), two comple- mentary tables provide the top 10 organisations classified as ‘private company, for profit’ and ‘pub- lic administration’, which includes public hospitals and state-owned companies. Results The following sections present the EaP science and technology ecosystems country by country. The national academies play a central role in Ar- menia, Moldova and Ukraine. In all countries, one or very few comprehensive universities, usually located in the capital city (or some other main cities for Ukraine), also have a backbone role in the national ecosystem. After those, specialised research institutions and universities present rel- evant roles in specific S&T domains or related sets of domains. 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sciences océaniques. Les femmes représentent 39 % des chercheurs en sciences océaniques dans le monde, soit 10 % de plus que la part mondiale des femmes dans la recherche en sciences exactes et naturelles Le pourcentage de femmes dans la recherche en sciences océaniques va d’environ 12 % (Japon) à plus de 63 % (Croatie). En Angola, au Brésil, en Bulgarie, en Croatie, en El Salvador, à Maurice, en Pologne, en République dominicaine, et au Suriname, au moins 50 % des chercheurs en sciences océaniques sont des femmes. En moyenne, 38,6 % de l’ensemble des chercheurs en sciences océaniques sont des femmes – un niveau similaire à celui communiqué en 2017 (38 %) et qui reste supérieur de 10 % à la part mondiale des femmes dans la recherche en sciences exactes et naturelles. Les femmes océanologues prennent de plus en plus souvent la parole La participation des femmes scientifiques aux conférences internationales est un autre indicateur utilisé pour évaluer le rôle des femmes dans les sciences océaniques. Les femmes représentent entre 29 % et 53 % du nombre total des participants aux conférences, selon la catégorie scientifique et la région. Par rapport à l’ évaluation présentée dans l’ édition 2017 du Rapport mondial sur les sciences océaniques, le nombre de participantes par catégorie et par région est plus élevé dans l’analyse de l’ édition 2020. Régions Sciences océaniques % de participantes et de participantsMer MéditerranéeOcéan IndienOcéan Atlantique nordRégions polairesOcéan Paciﬁque Santé et bien-être des populationsSanté des océansFonctions et processus des écosystèmes marinsCroissance bleueOcéan et climatObservations océaniques et données marinesCroûte océanique et géorisques marins 0 50 100 /uni25CF Femmes /uni25CF HommesSciences océaniques – axes principaux Figure 5 (résumé). Proportion (%) de femmes et d’hommes participant aux conférences/colloques scientifiques internationaux organisés entre 2015 et 2018. La section supérieure concerne les conférences/ colloques régionaux ; la section inférieure porte sur les conférences/ colloques thématiques. Source : Sélection de listes de participants aux conférences/colloques internationaux sur les sciences océaniques organisés entre 2015 et 2018. COI RAPPORT MONDIAL SUR LES SCIENCES OCÉANIQUES 2020 / 9RÉSUMÉ EXÉCUTIF ChIffRES ET DONNÉES fACTUELLES Les sciences océaniques doivent s’ouvrir à la jeunesse pour permettre la mise en place de solutions transformatrices véritablement innovantes Il est important de promouvoir les réseaux de scientifiques en début de carrière dans le domaine des sciences océaniques et de faciliter la participation des jeunes scientifiques à la définition des priorités de la recherche.	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returns to idle, awaiting additional material availability. - the optical sorter 1105 is a SpydIR®-R optical sorter provided by National Recovery Technologies (NRT)® - the metal detector is an NRT® MetalDirectorTM sorting system - the AI/ML high speed object identification system is a Max-AI® system provided by Bulk Handling Systems®. - the robotic sorters 1102 , 1106 are Autonomous Quality Control 2 (AQC-2) robotic sorters provided by Bulk Handling Systems®, which are equipped with Max-AI® systems. - AQC-2 Autonomous Quality Control 2 - FIG. 12 illustrates an example compute node 1200 (also referred to as “platform 1200 ,” “device 1200 ,” “appliance 1200 ,” “system 1200 ”, and/or the like), and various components therein, for implementing the techniques (e.g., operations, processes, methods, and methodologies) described herein. - This compute node 1200 provides a closer view of the respective components of node 1200 when implemented as or as part of a computing device or system. - the compute node 1200 can include any combination of the hardware or logical components referenced herein, and may include or couple with any device usable with a communication network or a combination of such networks. In particular, any combination of the components depicted by FIG. - any combination of the components depicted by FIG. 12 can be implemented as a system-on-chip (SoC), a single-board computer (SBC), a system-in-package (SiP), a multi-chip package (MCP), and/or the like, in which a combination of the hardware elements are formed into a single IC or a single package. - SoC system-on-chip - SBC single-board computer - SiP system-in-package - MCP multi-chip package - the compute node 1200 includes physical hardware devices and software components capable of providing and/or accessing content and/or services to/from the remote system 1290 . - the compute node 1200 and/or the remote system 1290 can be implemented as any suitable computing system or other data processing apparatus usable to access and/or provide content/services from/to one another. - the compute node 1200 communicates with remote systems 1290 , and vice versa, to obtain/serve content/services using any suitable communication protocol, such as any of those discussed herein. - the remote system 1290 may have some or all of the same or similar components as the compute node 1200 . - the compute node 1200 and/or the remote system 1290 can be embodied as desktop computers, workstations, laptops, mobile phones (e.g., “smartphones”), tablet computers, portable media players, wearable	[ "returns", "to", "idle", ",", "awaiting", "additional", "material", "availability", ".", "\n", "-", "the", "optical", "sorter", "1105", "\n", "is", "a", "SpydIR", "®", "-R", "optical", "sorter", "provided", "by", "National", "Recovery", "Technologies", "(", "NRT", ")", "®", "\n", "-", "the", "metal", "detector", "\n", "is", "an", "NRT", "®", "MetalDirectorTM", "sorting", "system", "\n", "-", "the", "AI", "/", "ML", "high", "speed", "object", "identification", "system", "\n", "is", "a", "Max", "-", "AI", "®", "system", "provided", "by", "Bulk", "Handling", "Systems", "®", ".", "\n", "-", "the", "robotic", "sorters", "1102", ",", "1106", "\n", "are", "Autonomous", "Quality", "Control", "2", "(", "AQC-2", ")", "robotic", "sorters", "provided", "by", "Bulk", "Handling", "Systems", "®", ",", "which", "are", "equipped", "with", "Max", "-", "AI", "®", "systems", ".", "\n", "-", "AQC-2", "\n", "Autonomous", "Quality", "Control", "2", "\n", "-", "FIG", ".", "12", "\n", "illustrates", "an", "example", "compute", "node", "1200", "(", "also", "referred", "to", "as", "“", "platform", "1200", ",", "”", "“", "device", "1200", ",", "”", "“", "appliance", "1200", ",", "”", "“", "system", "1200", "”", ",", "and/or", "the", "like", ")", ",", "and", "various", "components", "therein", ",", "for", "implementing", "the", "techniques", "(", "e.g.", ",", "operations", ",", "processes", ",", "methods", ",", "and", "methodologies", ")", "described", "herein", ".", "\n", "-", "This", "compute", "node", "1200", "\n", "provides", "a", "closer", "view", "of", "the", "respective", "components", "of", "node", "1200", "when", "implemented", "as", "or", "as", "part", "of", "a", "computing", "device", "or", "system", ".", "\n", "-", "the", "compute", "node", "1200", "\n", "can", "include", "any", "combination", "of", "the", "hardware", "or", "logical", "components", "referenced", "herein", ",", "and", "may", "include", "or", "couple", "with", "any", "device", "usable", "with", "a", "communication", "network", "or", "a", "combination", "of", "such", "networks", ".", "In", "particular", ",", "any", "combination", "of", "the", "components", "depicted", "by", "FIG", ".", "\n", "-", "any", "combination", "of", "the", "components", "depicted", "by", "FIG", ".", "12", "\n", "can", "be", "implemented", "as", "a", "system", "-", "on", "-", "chip", "(", "SoC", ")", ",", "a", "single", "-", "board", "computer", "(", "SBC", ")", ",", "a", "system", "-", "in", "-", "package", "(", "SiP", ")", ",", "a", "multi", "-", "chip", "package", "(", "MCP", ")", ",", "and/or", "the", "like", ",", "in", "which", "a", "combination", "of", "the", "hardware", "elements", "are", "formed", "into", "a", "single", "IC", "or", "a", "single", "package", ".", "\n", "-", "SoC", "\n", "system", "-", "on", "-", "chip", "\n", "-", "SBC", "\n", "single", "-", "board", "computer", "\n", "-", "SiP", "\n", "system", "-", "in", "-", "package", "\n", "-", "MCP", "\n", "multi", "-", "chip", "package", "\n", "-", "the", "compute", "node", "1200", "\n", "includes", "physical", "hardware", "devices", "and", "software", "components", "capable", "of", "providing", "and/or", "accessing", "content", "and/or", "services", "to", "/", "from", "the", "remote", "system", "1290", ".", "\n", "-", "the", "compute", "node", "1200", "and/or", "the", "remote", "system", "1290", "\n", "can", "be", "implemented", "as", "any", "suitable", "computing", "system", "or", "other", "data", "processing", "apparatus", "usable", "to", "access", "and/or", "provide", "content", "/", "services", "from", "/", "to", "one", "another", ".", "\n", "-", "the", "compute", "node", "1200", "\n", "communicates", "with", "remote", "systems", "1290", ",", "and", "vice", "versa", ",", "to", "obtain", "/", "serve", "content", "/", "services", "using", "any", "suitable", "communication", "protocol", ",", "such", "as", "any", "of", "those", "discussed", "herein", ".", "\n", "-", "the", "remote", "system", "1290", "\n", "may", "have", "some", "or", "all", "of", "the", "same", "or", "similar", "components", "as", "the", "compute", "node", "1200", ".", "\n", "-", "the", "compute", "node", "1200", "and/or", "the", "remote", "system", "1290", "\n", "can", "be", "embodied", "as", "desktop", "computers", ",", "workstations", ",", "laptops", ",", "mobile", "phones", "(", "e.g.", ",", "“", "smartphones", "”", ")", ",", "tablet", "computers", ",", "portable", "media", "players", ",", "wearable" ]	[]
century is often regarded as the century of women in STEMM, the twentieth century may be said to have been ‘a long runway’ towards many dramatic changes. I suggest that four topics are particularly important when discussing women researchers in the twentieth century: the impact of 1980: Cong ress passes the Science and Technology Equal Opportunities Ac t 1982: First NSF publication of statistics on women in sci. and eng. 1982–1997: NSF visiting pr ofesso rships for women in sci. and eng. 1986–1998: NSF res. planning gr ants and ca reer ad vancement gr ants for women in sci. and eng. 1989: NSF task fo rce on pr ogra ms on wome n 1990–1991: NSF faculty gr ants for women scientis ts and engineer s progra m (F AW) 1993–pr esent: NSF pr ogra m fo r women and girls (P WG) 2001–pr esent: NSF ADVANCE progra m She figure s: 2003The rising tide (UK) : 1994 WISE (UK) : 1984 Wold and Wennerå s expose gender biased peer review pr ocesse s: 1997 Unit ‘women and science’ starts : 199 8 ~ETAN gr oup (ETAN repor t 2000 ): 1999 Helsinki gr oup (helsinki repor t 2002 ) Stockt aking 10 years of ‘women in science’ policy by the EC 1999–200 9: 201 01997–2000: NSF pr ofessional opportunities for women in R and Ed. 1980 1990 2000 2010 2009: Supporting positiv e activities for FR 2006: Supporting activitie s for female resear cher s (FR)1995: NSF women and science conf erence(now resear ch on gender in sci. and eng. (GSE)) Supporting activities for FR : 2011 Figure 0.1 Support programmes for women in STEMM implemented by NSF (USA), EC (EU) and MEXT (Japan) xxiii xxiii Foreword the two world wars, the introduction of PhD (Doctor of Philosophy) pro - grammes, the Nobel Prize and the creation of international organizations. The two world wars The two world wars were undoubtedly the most significant events of the twentieth century. These tragic events ironically provided opportunities for women to advance in STEMM fields previously dominated by men. Studies show that in the UK and the US, the two world wars promoted women’s participation in the rapidly developing STEMM fields to make up for short - ages in the male workforce. As Sally Horrocks discusses, during and after World War I, women sci - entists gained footholds in academia, industry and government research,	[ "century", "is", "often", "regarded", "as", "the", "century", "of", "women", "in", "STEMM", ",", "\n", "the", "twentieth", "century", "may", "be", "said", "to", "have", "been", "‘", "a", "long", "runway", "’", "towards", "\n", "many", "dramatic", "changes", ".", "I", "suggest", "that", "four", "topics", "are", "particularly", "important", "\n", "when", "discussing", "women", "researchers", "in", "the", "twentieth", "century", ":", "the", "impact", "of", " \n \n \n \n", "1980", ":", " ", "Cong", "ress", "passes", "the", "Science", "and", "Technology", "Equal", "Opportunities", "Ac", "t", "\n", "1982", ":", " ", "First", "NSF", "publication", "of", "statistics", "on", "women", "in", "sci", ".", "and", "eng", ".", "\n", "1982–1997", ":", " ", "NSF", "visiting", "pr", "ofesso", "rships", "for", "women", "in", "sci", ".", "and", "eng", ".", "\n", "1986–1998", ":", " ", "NSF", "res", ".", "planning", "gr", "ants", "and", "ca", "reer", "ad", "vancement", "gr", "ants", "for", "women", "in", "sci", ".", "and", "eng", ".", "\n", "1989", ":", " ", "NSF", "task", "fo", "rce", "on", "pr", "ogra", "ms", "on", "wome", "n", "\n", "1990–1991", ":", " ", "NSF", "faculty", "gr", "ants", "for", "women", "scientis", "ts", "and", "engineer", "s", "progra", "m", "(", "F", "AW", ")", "\n", "1993", "–", "pr", "esent", ":", " ", "NSF", "pr", "ogra", "m", "fo", "r", "women", "and", "girls", "(", "P", "WG", ")", "\n", "2001", "–", "pr", "esent", ":", " ", "NSF", "ADVANCE", " ", "progra", "m", "\n", "She", "figure", "s", ":", "2003The", "rising", "tide", "(", "UK", ")", ":", "1994", "WISE", "(", "UK", ")", ":", "1984", "\n", "Wold", "and", "Wennerå", "s", "expose", "gender", "biased", "peer", "review", "pr", "ocesse", "s", ":", "1997", "\n", "Unit", "‘", "women", "and", "science", "’", "starts", ":", "199", "8", "\n", "~ETAN", "gr", "oup", "(", "ETAN", "repor", "t", "2000", "):", "1999", "\n", "Helsinki", "gr", "oup", "(", "helsinki", "repor", "t", "2002", ")", "\n", "Stockt", "aking", "10", "years", "of", "‘", "women", "in", "science", "’", "policy", "by", "the", "EC", "1999–200", "9", ":", "201", "01997–2000", ":", " ", "NSF", "pr", "ofessional", "opportunities", "for", "women", "in", "R", "and", "Ed", ".", "\n", "1980", "1990", "2000", "2010", "\n", "2009", ":", "Supporting", "positiv", "e", "\n", "activities", "for", "FR", "\n", "2006", ":", "Supporting", "activitie", "s", "\n", "for", "female", "resear", "cher", "s", "(", "FR)1995", ":", " ", "NSF", "women", "and", "science", "conf", "erence(now", "resear", "ch", "on", "gender", "in", "sci", ".", "and", "eng", ".", "(", "GSE", ")", ")", "\n", "Supporting", "activities", "for", "FR", ":", "2011", "\n", "Figure", "0.1", " ", "Support", "programmes", "for", "women", "in", "STEMM", "implemented", "by", "NSF", "(", "USA", ")", ",", "EC", "(", "EU", ")", "and", "MEXT", "(", "Japan", ")", "\n \n", "xxiii", "\n", "xxiii", "\n", "Foreword", "\n", "the", "two", "world", "wars", ",", "the", "introduction", "of", "PhD", "(", "Doctor", "of", "Philosophy", ")", "pro", "\n", "-", "\n", "grammes", ",", "the", "Nobel", "Prize", "and", "the", "creation", "of", "international", "organizations", ".", "\n", "The", "two", "world", "wars", "\n", "The", "two", "world", "wars", "were", "undoubtedly", "the", "most", "significant", "events", "of", "the", "\n", "twentieth", "century", ".", "These", "tragic", "events", "ironically", "provided", "opportunities", "for", "\n", "women", "to", "advance", "in", "STEMM", "fields", "previously", "dominated", "by", "men", ".", "Studies", "\n", "show", "that", "in", "the", "UK", "and", "the", "US", ",", "the", "two", "\n", "world", "wars", "\n ", "promoted", "women", "’s", "\n", "participation", "in", "the", "rapidly", "developing", "STEMM", "fields", "to", "make", "up", "for", "short", "\n", "-", "\n", "ages", "in", "the", "male", "workforce", ".", "\n", "As", "Sally", "Horrocks", "discusses", ",", "during", "and", "after", "World", "War", "I", ",", "women", "sci", "\n", "-", "\n", "entists", "gained", "footholds", "in", "academia", ",", "industry", "and", "government", "research", ",", "\n" ]	[]
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Sharks’ teeth are crumbling in acid seas https://www.sciencedaily.com/releases/2025/08/250827010714.htm Even sharks’ famous tooth-regrowing ability may not save them from ocean acidification. Researchers found that future acidic waters cause shark teeth to corrode, crack, and weaken, threatening their effectiveness as hunting weapons and highlighting hidden dangers for ocean ecosystems. Facebook Twitter Pinterest LinkedIN Email Close Update Privacy Settings What is this?	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average is performed to obtain the final indicator. In line with what was done for the SI, the average 61 https://en.wikipedia.org/wiki/Citation_impact. 174 Part 3 Analysis of scientific and technological potential number of citations per publication for the EaP re- gion within each bibliometric category is used as a baseline to compute the NCI. It is important to consider that Ukraine produces most of the records in the Eastern Partnership and its publications therefore have a greater impact and are cited more often (proportionately). There- fore, most of the computed NCI indicators for Ukraine are higher than 1. This is considered when analysing the results in the following section. 4.2 Results by country For each of the six countries, results are present- ed and discussed in the following pages. Firstly, the bare numbers (i.e. critical mass) of records are presented per S&T specialisation domain, both in the form of a table and a stacked bar chart. Those domains with the highest number of records are highlighted, and special consideration is given to their evolution in recent years, as captured by the compound annual growth rate (CAGR). The dis- tribution of records (by type) per domain is also discussed. The citation impact (for publications) and the specialisation index (both for publications and patents) are then presented for each domain for individual countries62. For publications, a two-di- mensional graph is provided: the graph shows the specialisation index on the x-axis and the normal- ised citation impact on the y-axis. In each graph, EaP countries feature a higher specialisation and higher citation impact for domains scattered to- wards the right and the top parts of the graph, respectively. In the case of patents, a simple bar chart is featured; each bar represents the speciali- sation index of a domain, and special consideration is given to those domains with an SI higher than 1, which signals a relative specialisation of the country in that particular domain. These graphs, elaborated for each of the six EaP countries, are exemplified in the following pages. 62 As per how the specialisation index has been defined, it would make no sense to present its results for the Eastern Partnership region as a whole. Figure 3.23. Example of the figures used to present the citation impact and specialisation index for publications (left) and the specialisation index for patents (right) Specialisation index Specialisation indexNo pubs. 100 500 1 000Normalised citation impact2	[ "average", "is", "performed", "to", "obtain", "the", "final", "indicator", ".", "\n", "In", "line", "with", "what", "was", "done", "for", "the", "SI", ",", "the", "average", "\n", "61", "https://en.wikipedia.org/wiki/Citation_impact", ".", "\n", "174", "\n ", "Part", "3", "Analysis", "of", "scientific", "and", "technological", "potential", "\n", "number", "of", "citations", "per", "publication", "for", "the", "EaP", "re-", "\n", "gion", "within", "each", "bibliometric", "category", "is", "used", "as", "a", "\n", "baseline", "to", "compute", "the", "NCI", ".", "\n", "It", "is", "important", "to", "consider", "that", "Ukraine", "produces", "\n", "most", "of", "the", "records", "in", "the", "Eastern", "Partnership", "and", "\n", "its", "publications", "therefore", "have", "a", "greater", "impact", "\n", "and", "are", "cited", "more", "often", "(", "proportionately", ")", ".", "There-", "\n", "fore", ",", "most", "of", "the", "computed", "NCI", "indicators", "for", "\n", "Ukraine", "are", "higher", "than", "1", ".", "This", "is", "considered", "when", "\n", "analysing", "the", "results", "in", "the", "following", "section", ".", "\n", "4.2", "Results", "by", "country", "\n", "For", "each", "of", "the", "six", "countries", ",", "results", "are", "present-", "\n", "ed", "and", "discussed", "in", "the", "following", "pages", ".", "Firstly", ",", "\n", "the", "bare", "numbers", "(", "i.e.", "critical", "mass", ")", "of", "records", "are", "\n", "presented", "per", "S&T", "specialisation", "domain", ",", "both", "in", "\n", "the", "form", "of", "a", "table", "and", "a", "stacked", "bar", "chart", ".", "Those", "\n", "domains", "with", "the", "highest", "number", "of", "records", "are", "\n", "highlighted", ",", "and", "special", "consideration", "is", "given", "to", "\n", "their", "evolution", "in", "recent", "years", ",", "as", "captured", "by", "the", "\n", "compound", "annual", "growth", "rate", "(", "CAGR", ")", ".", "The", "dis-", "\n", "tribution", "of", "records", "(", "by", "type", ")", "per", "domain", "is", "also", "\n", "discussed", ".", "\n", "The", "citation", "impact", "(", "for", "publications", ")", "and", "the", "\n", "specialisation", "index", "(", "both", "for", "publications", "and", "patents", ")", "are", "then", "presented", "for", "each", "domain", "for", "\n", "individual", "countries62", ".", "For", "publications", ",", "a", "two", "-", "di-", "\n", "mensional", "graph", "is", "provided", ":", "the", "graph", "shows", "the", "\n", "specialisation", "index", "on", "the", "x", "-", "axis", "and", "the", "normal-", "\n", "ised", "citation", "impact", "on", "the", "y", "-", "axis", ".", "In", "each", "graph", ",", "\n", "EaP", "countries", "feature", "a", "higher", "specialisation", "and", "\n", "higher", "citation", "impact", "for", "domains", "scattered", "to-", "\n", "wards", "the", "right", "and", "the", "top", "parts", "of", "the", "graph", ",", "\n", "respectively", ".", "In", "the", "case", "of", "patents", ",", "a", "simple", "bar", "\n", "chart", "is", "featured", ";", "each", "bar", "represents", "the", "speciali-", "\n", "sation", "index", "of", "a", "domain", ",", "and", "special", "consideration", "\n", "is", "given", "to", "those", "domains", "with", "an", "SI", "higher", "than", "\n", "1", ",", "which", "signals", "a", "relative", "specialisation", "of", "the", "\n", "country", "in", "that", "particular", "domain", ".", "These", "graphs", ",", "\n", "elaborated", "for", "each", "of", "the", "six", "EaP", "countries", ",", "are", "\n", "exemplified", "in", "the", "following", "pages", ".", "\n", "62", "As", "per", "how", "the", "specialisation", "index", "has", "been", "defined", ",", "it", "\n", "would", "make", "no", "sense", "to", "present", "its", "results", "for", "the", "Eastern", "\n", "Partnership", "region", "as", "a", "whole", ".", "\n", "Figure", "3.23", ".", "Example", "of", "the", "figures", "used", "to", "present", "the", "citation", "impact", "and", "specialisation", "index", "for", "publications", "(", "left", ")", "\n", "and", "the", "specialisation", "index", "for", "patents", "(", "right", ")", "\n", "Specialisation", "index", "Specialisation", "indexNo", "pubs", ".", "\n", "100", "\n", "500", "\n", "1", "000Normalised", "citation", "impact2", "\n" ]	[ { "end": 2142, "label": "CITATION_ID", "start": 2140 }, { "end": 1412, "label": "CITATION_REF", "start": 1410 } ]
not changing the filters and some homes not taking proper care. He says he always suggests boiling drinking water. At that moment, a patient comes to the door. 'Doctor Ansari? Sorry to trouble you', they say, coughing and explaining that they have finished the medicine he prescribed and need more. He consults his notes on the computer and then reaches to one of his shelves behind him. Taking down a box, saying, 'Another course of this medicine should clear it, but please do come back if the symptoms have not completely cleared'. Another patient pops their head around the door. 'Doctor Ansari, are you free for a moment?' they ask. They explain they are suffering from stomach pain and have not been eating well. Ansari asks how many times they have been to the toilet since the pain started and if they have vomited. He prescribes medicines and recommends that they go to the pharmacy in Harikesh Nagar to buy them. 'Don't forget, 3ml thrice a day. You will be fine'. His smile is reassuring, and the patient leaves on a mission to the pharmacy and better health. We will let Dr Ansari get back to his patients and come back later in the chapter to find out more about not only his medical journey but also the journeys of other slum doctors. As might be expected, not everyone sees Dr Ansari's medical practice as desirable, including the Medical Council and judiciary: One hotly debated topic is the relative quality of providers in the private and public sectors. One side of the debate holds that private-sector providers are mostly 'quacks' with little training and medical competence; the other side notes that anyone able to afford a private doctor will do so, since the care is much better. ( Das and Hammer, 2007, p.340) In the 1996 case of Poonam Verma v. Ashwin Patel, the Supreme Court of India provided a legal definition of 'quack' (Section 41): A person who does not have knowledge of a particular System of Medicine but practices in that System is a Quack and a mere pretender to medical knowledge or skill, or to put it differently, a Charlatan. 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This section provides guidance to governments on how to design ring-fencing rules for mining, considering the various policy objectives and challenges outlined in Section 3. It covers five main design aspects: - · What should be ring-fenced (i.e., mine area, mining activities, etc.)? - · What taxes should be ring-fenced (i.e., profit-based taxes, royalties, etc.)? - · Who should ring-fencing rules apply to (i.e., licence holders, subcontractors, etc.)? - · Is it reasonable to consider some exceptions to ring-fencing rules? - · How to deal with permanent losses? Countries have taken different approaches to the design of ring-fencing rules, as shown in Table 4. The advantages and disadvantages of each are discussed below. ## TABLE 4. Practices identified among 25 resource-rich countries \| Design feature \| Practice among resource-rich countries \| \|-----------------------------------------\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| What should be ring-fenced? \| • Per mining area, expressed as ⁰ mine from mine ⁰ per mining project ⁰ per separate mineral operation ⁰ per mining licence area • Mining from non-mining activities • Upstream from downstream activities \| \| What taxes should be ring- fenced? \| • CIT • RRT • APT \| \| Who should ring-fencing rules apply to? \| • Mining licence holders • Mining licence holders and subcontractors acting as mine operators • Subcontractors providing high-value-added services to mining companies \| ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING ## 4.0 DESIGNING RING-FENCING RULES 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION Source: Author's elaboration. \| Design feature \| Practice among resource-rich countries \| \|-----------------------------------------------------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Is it reasonable to consider some exceptions to ring-fencing rules? \| • No exceptions • Some exceptions, such as the following: ⁰ Two or more mines produce the same resource. ⁰ Two or more mines are adjacent. ⁰ Two or more mines are substantially interdependent. ⁰ Exploration expenditures were incurred in one of the mines owned by the mining company. ⁰ There are unsuccessful exploration expenditures incurred in one of the mines owned by the mining company. \| \| How to deal with permanent losses? \| • Permanent losses are not recoverable. • Permanent losses are permitted for gradual set-off. \| \| Is there a policy preference to reinforce the accrual and matching concepts that exist in financial accounting? \| • Accrual and matching concepts will typically require that costs be matched with corresponding revenues, and this may sometimes	[ "This", "section", "provides", "guidance", "to", "governments", "on", "how", "to", "design", "ring", "-", "fencing", "rules", "for", "mining", ",", "considering", "the", "various", "policy", "objectives", "and", "challenges", "outlined", "in", "Section", "3", ".", "It", "covers", "five", "main", "design", 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8 \| 7 \| 8 \| 13 \| 18 2 \| \| 2 \| 5 \| 7 6 \| \| 6 \| 7 \| 12 \| 15 \| 25 \| 18 51 \| \| 34 \| 41 \| 41 \| \| Congo \| 17 \| 120 \| 8 \| 61 \| 2 \| 30 \| 6 \| 29 \| 17 \| 32 7 \| \| 14 \| 2 \| \| \| 5 \| 6 \| \| 9 \| 12 \| 49 \| \| 15 \| 25 \| 25 \| \| D. R. Congo \| 315 \| 319 \| 211 \| 278 \| 60 \| 26 \| 43 \| \| 217 \| 317 149 \| 271 \| \| 29 \| 23 \| 12 \| \| 12 \| \| 11 12 \| 67 \| 87 \| 19 \| \| 8 \| 8 \| \| Djibouti \| 22 \| 21 \| 12 \| 9 \| 4 \| 4 \| 6 \| 15 8 \| 19 \| 17 8 \| 4 \| \| 2 \| 1 \| 4 \| \| \| 5 \| 13 11 \| 57 \| 44 \| 17 \| \| 18 \| 18 \| \| Equat. Guinea \| 2 \| 2 \| 1 \| 1 \| 0 \| 0 \| 0 \| 0 \| 2 \| 2 1 \| \| 1 \| 0 \| 0 \| 0 \| \| 0 \| 18 \| 18 3 \| 69 \| 74 \| 6 \| \| 11 \| 11 \| \| Eritrea \| 4 \| 2 \| 1 \| 0 \| 1 \| 1 \| 1 \| 1 \| 4 \| 2 0 \| 0 \| \| 1 \| 0 \| 1 \| \| 1 \| \| 9 \| 35 \| 19 \| \| 34 \| 32 \| 32 \| \| Eswatini \| 3 \| 2 \| 2 \| 1 \| 1 \| 0 \| 1 \| 1 \| 3 \| 2 1 \| 0 \| \| 0 \| 0 \| 0 \| 1 \| \| \| 2 2 6 \| 57 49 \| 45 \| \| 33 \| 22 14 24 \| 22 14 24 \| \| Ethiopia Gabon \| 156 35 \| 264 31 \| 77 \| 158 \| 52 \| 64 \| 28 \| 41 9 \| 156 35 31 \| 264 65 1 \| 128 2 \| 46 \| 1 2 \| 49 \| 22 3 \| 3 \| 26	[ "8", " ", "\|", "7", " ", "\|", "8", " ", "\|", "13", " ", "\|", "18", "2", " ", "\|", " ", "\|", "2", " ", "\|", "5", " ", "\|", "7", "6", " ", "\|", " ", "\|", "6", " ", "\|", "7", " ", "\|", "12", " ", "\|", "15", " ", "\|", "25", " ", "\|", "18", "51", " ", "\|", " ", "\|", "34", " ", "\|", "41", " ", "\|", "41", " ", "\|", "\n", "\|", "Congo", " ", "\|", "17", " ", "\|", "120", " ", "\|", "8", " ", "\|", "61", " ", "\|", "2", " ", "\|", "30", " ", "\|", "6", " ", "\|", "29", " ", "\|", "17", " ", "\|", "32", "7", " ", "\|", " ", "\|", "14", " ", "\|", "2", " ", "\|", " ", "\|", " ", "\|", "5", " ", "\|", "6", " ", "\|", " ", "\|", "9", " ", "\|", "12", " ", "\|", "49", " ", "\|", " ", "\|", "15", " ", "\|", "25", " ", "\|", "25", " ", "\|", "\n", "\|", "D.", "R.", "Congo", " ", "\|", "315", " ", "\|", "319", " ", "\|", "211", " ", "\|", "278", " ", "\|", "60", " ", "\|", "26", " ", "\|", "43", " ", "\|", " ", "\|", "217", " ", "\|", "317", "149", " ", "\|", "271", " ", "\|", " ", "\|", "29", " ", "\|", "23", " ", "\|", "12", " ", "\|", " ", "\|", "12", " ", "\|", " ", "\|", "11", "12", " ", "\|", "67", " ", "\|", "87", " ", "\|", "19", " ", "\|", " ", "\|", "8", " ", "\|", "8", " ", "\|", "\n", "\|", "Djibouti", " ", "\|", "22", " ", "\|", "21", " ", "\|", "12", " ", "\|", "9", " ", "\|", "4", " ", "\|", "4", " ", "\|", "6", " ", "\|", "15", "8", " ", "\|", "19", " ", "\|", "17", "8", " ", "\|", "4", " ", "\|", " ", "\|", "2", " ", "\|", "1", " ", "\|", "4", " ", "\|", " ", "\|", " ", "\|", "5", " ", "\|", "13", "11", " ", "\|", "57", " ", "\|", "44", " ", "\|", "17", " ", "\|", " ", "\|", "18", " ", "\|", "18", " ", "\|", "\n", "\|", "Equat", ".", "Guinea", " ", "\|", "2", " ", "\|", "2", " ", "\|", "1", " ", "\|", "1", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", "2", " ", "\|", "2", "1", " ", "\|", " ", "\|", "1", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", " ", "\|", "0", " ", "\|", "18", " ", "\|", "18", "3", " ", "\|", "69", " ", "\|", "74", " ", "\|", "6", " ", "\|", " ", "\|", "11", " ", "\|", "11", " ", "\|", "\n", "\|", "Eritrea", " ", "\|", "4", " ", "\|", "2", " ", "\|", "1", " ", "\|", "0", " ", "\|", "1", " ", "\|", "1", " ", "\|", "1", " ", "\|", "1", " ", "\|", "4", " ", "\|", "2", "0", " ", "\|", "0", " ", "\|", " ", "\|", "1", " ", "\|", "0", " ", "\|", "1", " ", "\|", " ", "\|", "1", " ", "\|", " ", "\|", "9", " ", "\|", "35", " ", "\|", "19", " ", "\|", " ", "\|", "34", " ", "\|", "32", " ", "\|", "32", " ", "\|", "\n", "\|", "Eswatini", " ", "\|", "3", " ", "\|", "2", " ", "\|", "2", " ", "\|", "1", " ", "\|", "1", " ", "\|", "0", " ", "\|", "1", " ", "\|", "1", " ", "\|", "3", " ", "\|", "2", "1", " ", "\|", "0", " ", "\|", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", "1", " ", "\|", " ", "\|", " ", "\|", "2", "2", "6", " ", "\|", "57", "49", " ", "\|", "45", " ", "\|", " ", "\|", "33", " ", "\|", "22", "14", "24", " ", "\|", "22", "14", "24", " ", "\|", "\n", "\|", "Ethiopia", "Gabon", " ", "\|", "156", "35", " ", "\|", "264", "31", " ", "\|", "77", " ", "\|", "158", " ", "\|", "52", " ", "\|", "64", " ", "\|", "28", " ", "\|", "41", "9", " ", "\|", "156", "35", "31", " ", "\|", "264", "65", "1", " ", "\|", "128", "2", " ", "\|", "46", " ", "\|", "1", "2", " ", "\|", "49", " ", "\|", "22", "3", " ", "\|", "3", " ", "\|", "26" ]	[]
on temporary contracts. Uncertainty about employment can be a significant source of stress for principals, while a return to teaching may be undesirable. In Bosnia and Herzegovina, a director is allowed to be reappointed for up to two consecutive terms in the same school. In North Macedonia, the Republic of Moldova and Spain, school directors have a four- or five-year term, after which they may return to their previous positions. In Portugal, school principals can only serve two four-year terms in the same position, after which they must move to a different school or return to the classroom (OECD, 2019; 2020). In Poland, while teachers are employed on indefinite contracts, school principal positions are for a fixed term of between one and five school years, as defined by law. In Kyrgyzstan, regulations state that principals are appointed for 5 years, with a maximum tenure of 10 years in the same school. In China and the Philippines, principals rotate between schools every few years. This system is meant to protect principals from prolonged exposure to high-stress environments and to foster diverse experiences that can enhance a principal’s skill set. However, frequent moves can disrupt personal life and community ties, which can adversely affect a principal’s job satisfaction and overall well-being. In the United States, principals on tenure were 68% less likely to leave and those with collective bargaining contracts were 56% less likely to change to non-principal positions than those without these benefits (Yan, 2019). In Sweden, principals with low job security are more likely to seek support for anxiety, depression and sleep problems (Persson et al., 2024). Overall, no single contractual approach maximizes effectiveness and minimizes stress. Instead, a balanced approach that combines stability with accountability appears most beneficial. Countries should consider flexible yet stable contract arrangements that provide security to principals while also holding them accountable through periodic reviews focused on short-term achievements and long-term strategic goals. Understanding how contracts impact principals is crucial for policymakers seeking to improve educational leadership in diverse systems. Aligning contract terms with educational goals can improve school leadership and well-being, creating a stronger and more resilient education system (Day et al., 2020). A few countries offer school principals opportunities for career progression A few countries provide a separate career structure and salary scales for school principals, recognizing their unique responsibilities. 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and displayed on the with high resolution, image interpolation such as upconversion can be performed in the broadcast data decompression by the decoder. The above-described broadcasting system utilizing artificial intelligence is suitable for ultra-high definition television (UHDTV: 4K, 8K) broadcasting, which needs a large amount of broadcast data. As an application of artificial intelligence in the , a recording device including artificial intelligence may be provided in the , for example. With such a structure, the artificial intelligence in the recording device can learn the user's preference, so that TV programs that suit the user's preference can be recorded automatically. <Parallel Computer> Building a cluster using a plurality of computers of one embodiment of the present invention can constitute a parallel computer. illustrates a large . In the , a plurality of are stored in a . The can have a configuration in a perspective view of , for example. In , the includes a , and the motherboard includes a plurality of . A is inserted in the . In addition, the includes a , a , and a , each of which is connected to the .	[ "and", "displayed", "on", "the", " ", "with", "high", "resolution", ",", "image", "interpolation", "such", "as", "upconversion", "can", "be", "performed", "in", "the", "broadcast", "data", "decompression", "by", "the", "decoder", ".", "\n\n", "The", "above", "-", "described", "broadcasting", "system", "utilizing", "artificial", "intelligence", "is", "suitable", "for", "ultra", "-", "high", "definition", "television", "(", "UHDTV", ":", "4", "K", ",", "8", "K", ")", "broadcasting", ",", "which", "needs", "a", "large", "amount", "of", "broadcast", "data", ".", "\n\n", "As", "an", "application", "of", "artificial", "intelligence", "in", "the", " ", ",", "a", "recording", "device", "including", "artificial", "intelligence", "may", "be", "provided", "in", "the", " ", ",", "for", "example", ".", "With", "such", "a", "structure", ",", "the", "artificial", "intelligence", "in", "the", "recording", "device", "can", "learn", "the", "user", "'s", "preference", ",", "so", "that", "TV", "programs", "that", "suit", "the", "user", "'s", "preference", "can", "be", "recorded", "automatically", ".", "\n\n", "&", "lt;Parallel", "Computer&gt", ";", "\n\n", "Building", "a", "cluster", "using", "a", "plurality", "of", "computers", "of", "one", "embodiment", "of", "the", "present", "invention", "can", "constitute", "a", "parallel", "computer", ".", "\n\n", "illustrates", "a", "large", " ", ".", "In", "the", " ", ",", "a", "plurality", "of", " ", "are", "stored", "in", "a", " ", ".", "\n\n", "The", " ", "can", "have", "a", "configuration", "in", "a", "perspective", "view", "of", ",", "for", "example", ".", "In", ",", "the", " ", "includes", "a", " ", ",", "and", "the", "motherboard", "includes", "a", "plurality", "of", " ", ".", "A", " ", "is", "inserted", "in", "the", " ", ".", "In", "addition", ",", "the", " ", "includes", "a", " ", ",", "a", " ", ",", "and", "a", " ", ",", "each", "of", "which", "is", "connected", "to", "the", " ", "." ]	[]
The World Bank, GDP (current US$) , 2022 . https://data.worldbank.org/indicator/NY.GDP.MKTP.CD (accessed January 2025). UNEP (United Nations Environment Program), The Global Goals Life Below Water , 2024. https://www.unep.org/explore -topics/sustainable -development -goals/why -do-sustainable - development -goals -matter/goal -14 (accessed March 2024). 44 Vito, The climate impact of the European plastic value chain and how to reduce it , 2021. https://vito.be/en/news/climate -impact -european -plastics -value -chain -and-how -reduce -it (accessed June 2024). Watkins, E., Romagnoli, V., Kirhensteine, I., Ruckley, F., Mitsios, A., Pantzar, M., Saveyn, H., and Garbarino, E., Support to the Circular Plastics Alliance in Establishing a Work Plan to Develop Guidelines and Standards on Design -for- Recycling of Plastic Products , 2020. https://publications.jrc.ec.europa.eu/repository/handle/JRC122453 (accessed October 2024). 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Electronic Equipment Mismanaged waste Inadequately managed waste , which could be inappropriately disposed (e.g., disposed in open dumps, in unspecified landfills, unaccounted, etc.) , uncollected, and/or inappropriately treated/managed (e.g., by unauthorized third parties) and that could create routes for potential losses and releases in the environment Plastic loss The quantity of macroplastic or microplastics that is lost from plastic management processes or by consumers Plastic release The quantity of macroplastic or microplastics that is lost from e.g., the production phase, use phase, etc ., and is ultimately released to the environment (i.e., the fraction of lost plastic which is not recollected) Plastic consumption The quantity of plastics that is consumed by end -users (i.e., “apparent consumption”, calculated as semi -finished or finished production minus exports plus imports) Plastic demand The total quantity of plastics demanded by plastic converters to manufacture plastic 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5,3 ₋₂ \| 14,3 ₋₂ \| … 9496 12 \| 8421 ₋₂ \| 13 019 ₋₂ \| … \| ₋₂ \| ₋₂ \| 29 ₋₂ \| EST \| \| 6,5 ₋₂ \| 10,2 ₋₂ \| 122 ₋₂ 10 \| 062 ₋₂ 14 359 \| ₋₂ 15 862 ₋₂ \| 21 ₋₂ \| 21 ₋₂ \| 25 ₋₂ \| 27 ₋₂ \| FIN \| \| 5,4 ₋₂ \| 8,9 ₋₂ \| 12 347 ₋₂ 10 \| 195 ₋₂ 13 571 \| ₋₂ 14 569 ₋₂ \| 19 ₋₂ \| 19 ₋₂ \| 25 ₋₂ \| 27 ₋₂ \| FRA \| \| 4,5 ₋₁ \| 9,2 ₋₁ \| 13 818 ₋₂ 12 \| ₋₂ 15 687 \| 20 695 ₋₂ \| 22 ₋₂ 18 ₋₄ \| 20 ₋₂ \| 25 ₋₂ \| 33 ₋₂ \| DEU \| \| 4,1 ₋₂ \| 7,1 ₋₂ \| 6013 ₋₄ 7233 \| 633 ₋₄ 6666 \| ₋₂ ₋₄ 3269 \| ₋₄ \| 22 ₋₄ \| 20 ₋₄ 18 ₋₂ \| 10 ₋₄ 44 \| GRC \| \| 4,7 ₋₂ \| 10,4 ₋₂ \| ₋₂ 7260 \| 6834 \| 17 104 \| ₋₂ 19 \| ₋₂ 19 ₋₂ \| \| ₋₂ \| HUN \| \| \| \| 7153 16 \| ₋₂ 649 \| ₋₂ \| 661 ₋₂ 30 \| 27 ₋₂ \| 22 ₋₂ \| 24 ₋₂ \| ISL \| \| 7,1 ₋₁ \| 14,9 ₋₁ \| 18 596 ₋₂ … 10 \| 629 ₋₂ 13 ₋₂ 12 \| ₋₂ 14 17 \| 878 ₋₂ \| ₋₂ … 10 ₋₂ \| 11 ₋₂ \| 16 ₋₂ \| IRL \| \| 3,0 ₋₂ 4,2 ₋₂ \| 12,0 ₋₂ 7,4 ₋₂ \| ₋₂ \| 869 732 ₋₂ 11 \| 122 ₋₂ 370 ₋₂ \| 911 ₋₂ \| 26 ₋₂ \| 23 ₋₂ \| 24 ₋₂ \| ITA \| \| \| \| 9368 7419 ₋₂ \| 12 6966 \| \| 11 \| 19 ₋₂ 20 ₋₂ \| \| \| LVA \| \| 4,6 ₋₂ … \| 12,7 ₋₂ … \| … \| ₋₂ \| 8038 ₋₂ \| ₋₂ \| 19 ₋₂ \| 22 ₋₂ … \| 17 ₋₂ \| \| \| 4,3 ₋₂ \| 12,7 ₋₂ \| 9827 ₋₂ \| … ₋₂ 8220 \| … \| 6196 … \| … 17 ₋₂ \| 18 ₋₂ \| … \| LIE \| \| \| \| \| 8115 \| ₋₂ 8572 \| … 21 ₋₂ \| \| \| 18 ₋₂ \| LTU \|	[ "5,3", "₋₂", " ", "\|", "14,3", "₋₂", " ", "\|", "…", "9496", "12", " ", "\|", "8421", "₋₂", " ", "\|", "13", "019", "₋₂", " ", "\|", "…", " ", "\|", "₋₂", " ", "\|", "₋₂", " ", "\|", "29", "₋₂", " ", "\|", "EST", " ", "\|", "\n", "\|", "6,5", "₋₂", " ", "\|", "10,2", "₋₂", " ", "\|", "122", "₋₂", "10", " ", "\|", "062", "₋₂", "14", "359", " ", "\|", "₋₂", "15", "862", "₋₂", " ", "\|", "21", "₋₂", " ", "\|", "21", "₋₂", " ", "\|", "25", "₋₂", " ", "\|", "27", "₋₂", " ", "\|", "FIN", " ", "\|", "\n", "\|", "5,4", "₋₂", " ", "\|", "8,9", "₋₂", " ", "\|", "12", "347", "₋₂", "10", " ", "\|", "195", "₋₂", "13", "571", " ", "\|", "₋₂", "14", "569", "₋₂", " ", "\|", "19", "₋₂", " ", "\|", "19", "₋₂", " ", "\|", "25", "₋₂", " ", "\|", "27", "₋₂", " ", "\|", "FRA", " ", "\|", "\n", "\|", "4,5", "₋₁", " ", "\|", "9,2", "₋₁", " ", "\|", "13", "818", "₋₂", "12", " ", "\|", "₋₂", "15", "687", " ", "\|", "20", "695", "₋₂", " ", "\|", "22", "₋₂", "18", "₋₄", " ", "\|", "20", "₋₂", " ", "\|", "25", "₋₂", " ", "\|", "33", "₋₂", " ", "\|", "DEU", " ", "\|", "\n", "\|", "4,1", "₋₂", " ", "\|", "7,1", "₋₂", " ", "\|", "6013", "₋₄", "7233", " ", "\|", "633", "₋₄", "6666", " ", "\|", "₋₂", "₋₄", "3269", " ", "\|", "₋₄", " ", "\|", "22", "₋₄", " ", "\|", "20", "₋₄", "18", "₋₂", " ", "\|", "10", "₋₄", "44", " ", "\|", "GRC", " ", "\|", "\n", "\|", "4,7", "₋₂", " ", "\|", "10,4", "₋₂", " ", "\|", "₋₂", "7260", " ", "\|", "6834", " ", "\|", "17", "104", " ", "\|", "₋₂", "19", " ", "\|", "₋₂", "19", "₋₂", " ", "\|", " ", "\|", "₋₂", " ", "\|", "HUN", " ", "\|", "\n", "\|", " ", "\|", " ", "\|", "7153", "16", " ", "\|", "₋₂", "649", " ", "\|", "₋₂", " ", "\|", "661", "₋₂", "30", " ", "\|", "27", "₋₂", " ", "\|", "22", "₋₂", " ", "\|", "24", "₋₂", " ", "\|", "ISL", " ", "\|", "\n", "\|", "7,1", "₋₁", " ", "\|", "14,9", "₋₁", " ", "\|", "18", "596", "₋₂", "…", "10", " ", "\|", "629", "₋₂", "13", "₋₂", "12", " ", "\|", "₋₂", "14", "17", " ", "\|", "878", "₋₂", " ", "\|", "₋₂", "…", "10", "₋₂", " ", "\|", "11", "₋₂", " ", "\|", "16", "₋₂", " ", "\|", "IRL", " ", "\|", "\n", "\|", "3,0", "₋₂", "4,2", "₋₂", " ", "\|", "12,0", "₋₂", "7,4", "₋₂", " ", "\|", "₋₂", " ", "\|", "869", "732", "₋₂", "11", " ", "\|", "122", "₋₂", "370", "₋₂", " ", "\|", "911", "₋₂", " ", "\|", "26", "₋₂", " ", "\|", "23", "₋₂", " ", "\|", "24", "₋₂", " ", "\|", "ITA", " ", "\|", "\n", "\|", " ", "\|", " ", "\|", "9368", "7419", "₋₂", " ", "\|", "12", "6966", " ", "\|", " ", "\|", "11", " ", "\|", "19", "₋₂", "20", "₋₂", " ", "\|", " ", "\|", " ", "\|", "LVA", " ", "\|", "\n", "\|", "4,6", "₋₂", "…", " ", "\|", "12,7", "₋₂", "…", " ", "\|", "…", " ", "\|", "₋₂", " ", "\|", "8038", "₋₂", " ", "\|", "₋₂", " ", "\|", "19", "₋₂", " ", "\|", "22", "₋₂", "…", " ", "\|", "17", "₋₂", " ", "\|", " ", "\|", "\n", "\|", "4,3", "₋₂", " ", "\|", "12,7", "₋₂", " ", "\|", "9827", "₋₂", " ", "\|", "…", "₋₂", "8220", " ", "\|", "…", " ", "\|", "6196", "…", " ", "\|", "…", "17", "₋₂", " ", "\|", "18", "₋₂", " ", "\|", "…", " ", "\|", "LIE", " ", "\|", "\n", "\|", " ", "\|", " ", "\|", " ", "\|", "8115", " ", "\|", "₋₂", "8572", " ", "\|", "…", "21", "₋₂", " ", "\|", " ", "\|", " ", "\|", "18", "₋₂", " ", "\|", "LTU", " ", "\|", "\n" ]	[]
community may value in a broker but also their ability to negotiate and see clear ways forward when problems seem unattainable: 'An educated person can approach problems in different ways, to help the community more effectively. They would be able to understand and imple -ment solutions better.' The idea that a broker would work more effectivity if they were educated also came through the interviews, with comments such as: 'If a broker is well educated, they will have a better understanding of how to plan and execute tasks. They can catch on quickly and act more effectively. They are also less likely to make mistakes.' ## Overview of data collection in Delhi for our research experiment	[ "community", "may", "value", "in", "a", "broker", "but", "also", " ", "their", " ", "ability", " ", "to", " ", "negotiate", " ", "and", " ", "see", " ", "clear", " ", "ways", " ", "forward", " ", "when", " ", "problems", " ", "seem", "unattainable", ":", "\n\n", "'", "An", "educated", "person", "can", "approach", "problems", "in", "different", "ways", ",", "to", "help", "the", "community", "more", "effectively", ".", "They", "would", "be", "able", "to", "understand", "and", "imple", "-ment", "solutions", "better", ".", "'", "\n\n", "The", "idea", "that", "a", "broker", "would", "work", "more", "effectivity", "if", "they", "were", "educated", "also", "came", "through", "the", "interviews", ",", "with", "comments", "such", "as", ":", "\n\n", "'", "If", "a", "broker", "is", "well", "educated", ",", "they", "will", "have", "a", "better", "understanding", "of", "how", "to", "plan", "and", "execute", "tasks", ".", "They", "can", "catch", "on", "quickly", "and", "act", "more", "effectively", ".", "They", "are", "also", "less", "likely", "to", "make", "mistakes", ".", "'", "\n\n", "#", "#", "Overview", "of", "data", "collection", "in", "Delhi", "for", "our", "research", "experiment" ]	[]
productivity and sustain growth in this changing world . The core focus of a competitiveness agenda should be to raise productivity growth, which is the most important driver of long-term growth and leads to rising standards of living over time. Promoting competitiveness should not be seen in a narrow sense of a zero-sum game focused on conquering global market shares and raising trade surpluses. It should also not lead to policies of defending “national champions” that can stifle competition and innovation, or using wage repression to lower relative costs. Competitiveness today is less about relative labour costs and more about knowledge and skills embodied in the labour force. Beyond this broad objective, a focus on sectoral or industrial competitiveness can be particularly useful in situations where otherwise productive companies are disadvantaged by an unlevel global playing field, be it asymmetries in regulation or large subsidies abroad. In such scenarios, levelling the playing field may be necessary for continued productivity growth. Finally, a modern competitiveness agenda must also encompass security. Security is a precondition for sustainable growth, as rising geopolitical risks can increase uncertainty and dampen investment, while major geopolitical shocks or sudden stops in trade can be extremely disruptive. 13THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 1Three transformations ahead for Europe Europe now faces three major transformations, the first of which is the need to accelerate innovation and find new growth engines . The EU’s competitiveness is currently being squeezed from two sides. On the one side, EU companies are facing weaker foreign demand – especially from China – and rising competitive pressures from Chinese companies. The ECB finds that the share of sectors in which China is directly competing with the euro area exporters03 is now close to 40%, up from 25% in 2002v. The EU’s share in world trade is declining, with a notable fall since the onset of the pandemic04 [see Figure 5] . On the other side, Europe’s position in the advanced technologies that will drive future growth is declining. Only four of the world’s top 50 tech companies are European and the EU’s global position in tech is deteriorating: from 2013 to 2023, its share of global tech revenues dropped from 22% to 18%, while the US share rose from 30% to 38%. 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contestations 3 Inventing a career across borders in the early 1930s: The case of cytogeneticists Eileen W. Erlanson and E. K. Janaki Ammal – Savithri Preetha Nair 79 4 Vlasta Kálalová Di- Lotti in Iraq: Medical practice and scientific research – Adéla Jůnová Macková 103 5 Early years of the International Conference of Women Engineers and Scientists: Shaping transnational collaboration in the Cold War era, 1964– 1975 – Emily Rees Koerner and Graeme Gooday 125 viii Negotiating in/visibility III In/ visibilities in medicine and care: Treating, teaching, reforming 6 ‘A model of devotion to the school’: Female doctors in secondary schools in interwar Romania – Camelia Zavarache 147 7 Women and the practice of Western medicine in late Republican China: Evidence from Sichuan – Jean Corbi 172 8 Agency and coercion: Fighting ‘women’s illnesses’ with grassroots science and medicine during the Great Famine in China, 1958– 1962 – Kathryn Edgerton- Tarpley 192 IV Intimate knowledge and in/ visible domesticities: Science, medicine and the home 9 The curious case of Yashoda Devi, a woman Ayurvedic practitioner in colonial India – Saurav Kumar Rai 217 10 Lady Irwin College: Domestic science post- secondary education for three women graduates in India – Anne Hardgrove 236 11 Clara Park: A mother’s intimate knowledge and child science – Marga Vicedo 257 V Towards visible change? Publics, pedagogies and politics of science 12 The valuable ‘s’: Publics and counterpublics of abortion and contraception in late- twentieth- century Greece – Evangelia Chordaki 281 13 The power of autobiography: Documenting women scientists through a lecture series at the University of Illinois – Bethany G. Anderson and Kristen Allen Wilson 301 14 How to do science as a woman and laugh? Insights and lessons from Hungary – Andrea Pető 321 Select bibliography 334 Index 353 Figures 0.1 Support programmes for women in STEMM implemented by NSF (USA), EC (EU) and MEXT (Japan) xxii 0.2 Nobel Prize women in science and international exchanges xxix 1.1 Reinet Maasdorp and the Cavendish Research Group, Cambridge, 1935 (courtesy of Margaret Kettlewell) 40 3.1 Eileen Erlanson (later Macfarlane), dressed in Indian sari, undated (courtesy of the McCamic family) 95 4.1 Vlasta Kálalová Di- Lotti with nurse Marie Marianinová and son Radbor, Baghdad, 1928 (courtesy of the State Regional Archives in Trebon, Czech Republic) 115 9.1 List of 108 books published by Yashoda Devi (illustration from Yashoda Devi, Samsar ka Nari Itihas (Bharat ka Nari	[ "contestations", "\n ", "3", "Inventing", "a", "career", "across", "borders", "in", "the", "early", "1930s", ":", " \n", "The", "case", "of", "cytogeneticists", "Eileen", "W.", "Erlanson", "and", "\n \n", "E.", "K.", "Janaki", "Ammal", "–", 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of people (Justice R.K. Agrawal and Justice Mohan M. Shantanagoudar). People having no recognised and approved qualifications, having little knowledge about the indigenous medi -cines are becoming medical practitioners and playing with the lives of thousands and millions of people. Sometimes such quacks commit blunders and precious lives are lost.' ( Business Standard , 2018) Utilising the services of private providers, operating as 'quacks' within the slums may have poor consequences, not only for the individuals involved but also for the public healthcare system. Patients delayed from receiving genuine treatment risk recovery and well-being. The delay to a professional diagnosis can lead to the patient being transferred to the public health system in greater need of care than originally first required at the outset of the symptoms ( Singh and Trivedi, 2024 ; Pai, et al., 2024). In this chapter, we explore the world of what some have termed private or infor -mal healthcare providers. We believe these doctors are examples of medical entrepreneurship. The basic concept in Kirzner's theory of entrepreneurship is alertness ( Kirzner, 1997 ; 1973). 'Alertness leads individuals to make discoveries that are valuable in the satisfaction of human wants' (Yu, 2001, p. 48). The private health -care providers are satisfying the wants of our communities. Due to inequalities in health care access, private medical services have sprung up within neighbourhoods to cater for individuals unable to access or ignored when attending a government healthcare facility. There are three parts to this chapter. First, to consider the supply side, we set out the findings from our census and survey in each of our three neigh -bourhoods. Second, focusing on demand, we listen to medical providers' voices to explore the extent and type of medical conditions treated regularly within the communities. Third, utilising the methodological tool developed by Das and Hammer (2005), we conduct an experiment to explore quality and competence. Each part starts with quotes from the private healthcare provider interviews, followed by some of the findings already documented in the literature and then our own findings from our three settlements. ## The number of private healthcare providers in the three settlement types Dr Kartik, a doctor in one of our neighbourhoods told us: 'At our clinics, poor people come to visit. I treat them at less cost accord -ingly. Also, I possess good knowledge also. Those who did not benefit from anywhere, I've cured them.	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"of", "human", "wants", "'", "(", "Yu", ",", "2001", ",", "p.", "48", ")", ".", "The", "private", "health", "-care", "providers", "are", "satisfying", "the", "wants", "of", "our", "communities", ".", "Due", "to", "inequalities", "in", "health", "care", "access", ",", "private", "medical", "services", "have", "sprung", "up", "within", "neighbourhoods", "to", "cater", "for", "individuals", "unable", "to", "access", "or", "ignored", "when", "attending", "a", "government", "healthcare", "facility", ".", "There", "are", "three", "parts", "to", "this", "chapter", ".", "First", ",", "to", "consider", "the", "supply", "side", ",", "we", "set", "out", "the", "findings", "from", "our", "census", "and", "survey", "in", "each", "of", "our", "three", "neigh", "-bourhoods", ".", "Second", ",", "focusing", "on", "demand", ",", "we", "listen", "to", "medical", "providers", "'", "voices", "to", "explore", "the", "extent", "and", "type", "of", "medical", "conditions", "treated", "regularly", "within", 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the actual usage and benefits of the expenditure for a particular project. In the absence of specific guidance, taxpayers may consider the most favourable apportionment methods from a tax liability perspective. If tax administrations disagree with the approach taken by the taxpayers, this may result in disputes and uncertainty. To mitigate such outcomes, tax authorities may consider issuing guidance for taxpayers on how to apportion shared direct, indirect, and general revenues and expenditures for ring-fencing purposes. This should include clear definitions of the revenues and expenditures, as well as a method for apportionment and appropriate apportionment keys. Where such guidance is considered, the following section provides some practical insights. ## 5.2.1 Defining Direct, Indirect, and General For the purpose of apportionment, revenues and expenditures are usually categorized according to their nature by direct, indirect, and general categories. This categorization will generally have implications for the method of allocation of those revenues or expenses, as well as the relevant allocation keys needed to achieve reasonable outcomes that are consistent with the underlying objectives of the ring-fencing rules. - · 'Direct' revenues and expenditures can be directly and exclusively attributed to a specific licence or business activity. - · 'Indirect' revenues and expenditures have a bearing on a specific licence or business activity, as well as other licences or business activities. - · 'General' revenues and expenditures are those that have no bearing on the specific licence or business activity but are shared revenues and costs that relate to the licences and various other activities of the enterprise as a whole. Before the costs are allocated into the different categories using the methods outlined below, it may also be important to determine whether the particular type of costs actually belongs in the particular category and is eligible to be allocated to the particular mining licence area or business activity. For example, where a country applies ring-fencing rules to separate the mining activities from non-mining activities, the expenses not related to the mining activities (e.g., expenses related to speculative investment activities) should not be included in any of the categories mentioned above, where the income or expenses from these activities are subject to a separate ring-fencing regime. ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES ## 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION ## TABLE 6. 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as education institutions are expected to deliver an expanding set of results <!-- image --> School leadership is conceptualized and enacted in various ways, along the four dimensions of setting expectations, focusing on learning, fostering collaboration and developing people. The focus of school leadership is generally on the three areas of knowledge and skills related to people (e.g. caring, communication, networking, trust and confidence), instruction (e.g. observation, feedback, pedagogy, curriculum and assessment expertise) and organization (e.g. data use, technology, strategic thinking, resource allocation, management and reporting). The different contexts of schools - for example, urban vs rural, poor vs well-resourced, small vs large, public vs private, homogenous vs diverse, stable vs in emergency, and autonomous vs controlled - affect leadership. School leaders may be constrained by the context in which they operate in enacting leadership. Evidence on leadership's impact on the achievement of education goals focuses on two levels - the academic, social, emotional and other personal development needs of individual students and teachers ; and school community objectives, such as learning, equality, inclusion, respect, engagement, harmony, cohesion, solidarity, justice, innovation, efficiency, sustainability, resilience, satisfaction and well-being - which are stepping stones to achieving these goals at the societal level. Research often focuses on whether observable characteristics, such as gender, formal education qualifications, socioeconomic and cultural background, beliefs, or personality traits, are associated with good leadership and positive education outcomes. However, such variables are not easy to measure, whether inputs, such as the nature and qualities of leadership, or outcomes, especially if one goes beyond numeracy and literacy skills. For example, it is difficult to assess whether a school promotes equity and inclusion. While a particular school leader might promote a chosen ethos, such outcomes are not the result of one person but of a succession of people, each of whom have left their mark, cumulatively establishing a school culture that may attract like-minded individuals. Such compounding factors make it difficult to draw causal interpretations. Small-scale, ethnographic research may better suit such analyses, but its guidance will be limited as the conclusions are highly dependent on context. Standards of good leadership have emerged, at least partly informed by evidence. The report reviews the global prevalence of such standards and the extent to which they are related to various governance and accountability regimes. Standards can influence the development of professionalism, certification, initial and continuous education policies, and appraisal, although care has	[ "as", "education", "institutions", "are", "expected", "to", "deliver", "an", "expanding", "set", "of", "results", "\n\n", "<", "!", "--", "image", "--", ">", "\n\n", "School", "leadership", "is", "conceptualized", "and", "enacted", "in", "various", "ways", ",", "along", "the", "four", "dimensions", "of", "setting", "expectations", ",", "focusing", "on", "learning", ",", "fostering", "collaboration", "and", "developing", "people", ".", "The", "focus", "of", "school", "leadership", "is", "generally", "on", "the", "three", "areas", "of", "knowledge", "and", "skills", "related", "to", "people", "(", "e.g.", "caring", ",", "communication", ",", "networking", ",", "trust", "and", "confidence", ")", ",", "instruction", "(", "e.g.", "observation", ",", "feedback", ",", "pedagogy", ",", "curriculum", "and", "assessment", "expertise", ")", "and", "organization", "(", "e.g.", "data", "use", ",", "technology", ",", "strategic", "thinking", ",", "resource", "allocation", ",", "management", "and", "reporting", ")", ".", "The", "different", "contexts", "of", "schools", "-", "for", "example", ",", "urban", "vs", "rural", ",", "poor", "vs", "well", "-", "resourced", ",", "small", "vs", "large", ",", "public", "vs", "private", ",", "homogenous", "vs", "diverse", ",", "stable", "vs", "in", "emergency", ",", "and", "autonomous", "vs", "controlled", "-", "affect", "leadership", ".", "School", "leaders", "may", "be", "constrained", "by", "the", "context", "in", "which", "they", "operate", "in", "enacting", "leadership", ".", "\n\n", "Evidence", "on", "leadership", "'s", "impact", "on", "the", "achievement", "of", "education", "goals", "focuses", "on", "two", "levels", "-", "the", "academic", ",", "social", ",", "emotional", "and", "other", "personal", "development", "needs", "of", "individual", "students", "and", "teachers", ";", "and", "school", "community", "objectives", ",", "such", "as", "learning", ",", "equality", ",", "inclusion", ",", "respect", ",", "engagement", ",", "harmony", ",", "cohesion", ",", "solidarity", ",", "justice", ",", "innovation", ",", "efficiency", ",", "sustainability", ",", "resilience", ",", "satisfaction", "and", "well", "-", "being", "-", "which", "are", "stepping", "stones", "to", "achieving", "these", "goals", "at", "the", "societal", "level", ".", "Research", "often", "focuses", "on", "whether", "observable", "characteristics", ",", "such", "as", "gender", ",", "formal", "education", "qualifications", ",", "socioeconomic", "and", "cultural", "background", ",", "beliefs", ",", "or", "personality", "traits", ",", "are", "associated", "with", "good", "leadership", "and", "positive", "education", "outcomes", ".", "\n\n", "However", ",", "such", "variables", "are", "not", "easy", "to", "measure", ",", "whether", "inputs", ",", "such", "as", "the", "nature", "and", "qualities", "of", "leadership", ",", "or", "outcomes", ",", "especially", "if", "one", "goes", "beyond", "numeracy", "and", "literacy", "skills", ".", "For", "example", ",", "it", "is", "difficult", "to", "assess", "whether", "a", "school", "promotes", "equity", "and", "inclusion", ".", "While", "a", "particular", "school", "leader", "might", "promote", "a", "chosen", "ethos", ",", "such", "outcomes", "are", "not", "the", "result", "of", "one", "person", "but", "of", "a", "succession", "of", "people", ",", "each", "of", "whom", "have", "left", "their", "mark", ",", "cumulatively", "establishing", "a", "school", "culture", "that", "may", "attract", "like", "-", "minded", "individuals", ".", "Such", "compounding", "factors", "make", "it", "difficult", "to", "draw", "causal", "interpretations", ".", "Small", "-", "scale", ",", "ethnographic", "research", "may", "better", "suit", "such", "analyses", ",", "but", "its", "guidance", "will", "be", "limited", "as", "the", "conclusions", "are", "highly", "dependent", "on", "context", ".", "\n\n", "Standards", "of", "good", "leadership", "have", "emerged", ",", "at", "least", "partly", "informed", "by", "evidence", ".", "The", "report", "reviews", "the", "global", "prevalence", "of", "such", "standards", "and", "the", "extent", "to", "which", "they", "are", "related", "to", "various", "governance", "and", "accountability", "regimes", ".", "Standards", "can", "influence", "the", "development", "of", "professionalism", ",", "certification", ",", "initial", "and", "continuous", "education", "policies", ",", "and", "appraisal", ",", "although", "care", "has" ]	[]
quarantine centres, complementing government efforts. Efforts to reach vulnerable populations were significant. ## Coherence Development partner funding was strategically aligned with the Government of Kenya 's response plan , thanks to the role of the government and the co-ordination mechanisms. The World Bank, AfDB, and International Monetary Fund (IMF) provided funding to support Kenya's budget shortfalls, prioriti sing healthcare, social protection, and development of micro, small and medium enterprises (MSME). Funding aligned with government priorities, including intensive care unit (ICU) expansion, oxygen generation, and cash transfers for vulnerable populations. Key initiatives included World Bank support for testing and isolation centres, as well as AfDB and the United States Agency for International Development (USAID) assistance for small businesses and health systems. ## Effectiveness The early results of the collective response to COVID-19 in Kenya indicate significant achievements, although some gaps remained. Development co-operation enhan ced Kenya's COVID -19 response, expanding ICU capacity, oxygen supply and laboratories while supporting socio-economic relief. International partners played a vital role in supporting and enhancing the effectiveness of the COVID-19 vaccination campaign. International support was crucial to Kenya's COVID -19 vaccination efforts. However, vaccine hesitancy and logistical challenges led to low initial uptake, with only 7% fully vaccinated by the end of 2021. Innovative strategies, including mobile vaccination units, community health volunteers and the use of local religious influencers, helped increase coverage to 21% by 2023. However, disparities in remote areas remained, highlighting the continued need for international co-operation. Development assistance significantly bolstered Kenya's pandemic response, particularly in health and emergency sectors. At the same time, other critical areas such as agriculture, transport and storage, banking and financial services, and the production sector were deprioritised. These shifts may have longer term implications for economic development and underscore the challenge of responding to urgent crisisrelated needs in ways that do not overlook other critical areas. ## Efficiency Innovations in resource mobilisation and management contributed to the efficiency of the response. Kenya and international partners used innovative strategies such as digital vaccine tracking, local production of personal protective equipment (PPE), and rapid cash transfers through the National Safety Net Programme (NSNP) to enhance efficiency and strengthen local capacity for future health crises. Efforts to alleviate the secondary social and economic effects of the pandemic were enabled by flexible funding and represented an integral part to the overall response strategy. 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\| … \| … \| \| … \| 2.5 3.1 ᵢ \| … \| 14.7 \| COG \| 8.0 \| \| \| \| \| \| \| \| \| \| ᵢ \| 3.0 ₋₁ \| \| 22 ₋₁ … \| … \| 3 ₋₁ \| … \| … \| … \| … … \| … \| … \| … 100 \| 100 \| \| … … \| … … \| … … \| … \| 3.5 ᵢ \| 21.2 ᵢ 15.7 \| 15.9 \| CIV COD \| \| \| \| \| \| \| \| \| \| \| \| 3.4 \| \| … … … … \| … \| … \| … \| … \| … \| … \| \| … \| … \| 95 ₋₁ \| 13 \| … 100 \| … 71 \| … \| … 81 \| 2.2 ᵢ \| 8.6 ᵢ \| … … \| DJI \| \| \| \| \| \| \| \| \| \| \| \| \| \| … … \| … … \| … \| … \| … \| … \| … \| \| … … \| … 91 \| 100 \| 66 \| \| 100 … \| \| 3.6 \| 3.0 ₋₁ … … \| … \| \| GNQ \| \| \| \| \| \| \| \| \| \| \| \| \| \| … … … \| … \| … … \| … … \| … … \| … \| … \| \| … \| … \| 37 71 ₋₁ ᵢ \| … 77 ₋₁ \| 11 \| … … \| 80 ₋₂ \| … … \| … … \| … \| 16.4 16.6 \| … … \| ERI \| \| \| \| \| \| \| \| \| \| \| … \| \| 84 ₋₂ … … \| … \| 37 ₋₂ \| … … \| … … \| … … \| … … \| \| … 69 ₊₁ \| … 23 \| 82 95 \| … \| 86 ₋₂ … \| … \| … 100 \| … 6.3 3.7 ₋₁ \| 5.4 23.7 \| 23.0 ₋₁ \| SWZ ETH \| \| \| \| \| \| \| ₋₁ \| \| \| \| \| \| \| \| … … … \| … \| … … \| … \| … \| … … \| … … \| … \| \| 23 ₋₂ \| ₋₁ \| … \| … \| … … \| … \| … …	[ "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "2.5", "3.1", "ᵢ", " ", "\|", "…", " ", "\|", "14.7", " ", "\|", "COG", " ", "\|", "8.0", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "ᵢ", " ", "\|", "3.0", "₋₁", "\|", "\n", "\|", "22", "₋₁", "…", " ", "\|", "…", " ", "\|", "3", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "100", " ", "\|", "100", " ", "\|", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "3.5", "ᵢ", " ", "\|", "21.2", "ᵢ", "15.7", " ", "\|", "15.9", " ", "\|", "CIV", "COD", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "3.4", " ", "\|", "\n", "\|", "…", "…", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", "95", "₋₁", " ", "\|", "13", " ", "\|", "…", "100", " ", "\|", "…", "71", " ", "\|", "…", " ", "\|", "…", "81", " ", "\|", "2.2", "ᵢ", " ", "\|", "8.6", "ᵢ", " ", "\|", "…", "…", " ", "\|", "DJI", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", "…", " ", "\|", "…", "91", " ", "\|", "100", " ", "\|", "66", " ", "\|", " ", "\|", "100", "…", " ", "\|", " ", "\|", "3.6", " ", "\|", "3.0", "₋₁", "…", "…", " ", "\|", "…", " ", "\|", " ", "\|", "GNQ", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "…", "…", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", "37", "71", "₋₁", "ᵢ", "\|", "…", "77", "₋₁", " ", "\|", "11", " ", "\|", "…", "…", " ", "\|", "80", "₋₂", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "16.4", "16.6", " ", "\|", "…", "…", " ", "\|", "ERI", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "…", " ", "\|", "\n", "\|", "84", "₋₂", "…", "…", " ", "\|", "…", " ", "\|", "37", "₋₂", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", " ", "\|", "…", "69", "₊₁", " ", "\|", "…", "23", " ", "\|", "82", "95", " ", "\|", "…", " ", "\|", "86", "₋₂", "…", " ", "\|", "…", " ", "\|", "…", "100", " ", "\|", "…", "6.3", "3.7", "₋₁", " ", "\|", "5.4", "23.7", " ", "\|", "23.0", "₋₁", " ", "\|", "SWZ", "ETH", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "₋₁", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "…", "…", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", " ", "\|", "23", "₋₂", " ", "\|", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", "…", " " ]	[]
this paper that gen- uine progress in our ﬁeld — climbing the right hill, not just the hill on whose slope we currently sit — depends on maintaining clarity around big picture notions such as meaning andunderstanding in task design and reporting of experimental results. After brieﬂy reviewing the ways in which large LMs are spoken about and summarizing the re- cent ﬂowering of “BERTology” papers ( x2), we offer a working deﬁnition for “meaning” ( x3) and a series of thought experiments illustrating the im- possibility of learning meaning when it is not in the training signal ( x4,5). We then consider the human language acquisition literature for insight into what information humans use to bootstrap lan- guage learning (x6) and the distributional seman- tics literature to discuss what is required to ground distributional models ( x7).x8 presents reﬂections on how we look at progress and direct research effort in our ﬁeld, and in x9, we address possible counterarguments to our main thesis. 2 Large LMs: Hype and analysis Publications talking about the application of large LMs to meaning-sensitive tasks tend to describe the models with terminology that, if interpreted at face value, is misleading. Here is a selection from academically-oriented pieces (emphasis added): (1) In order to train a model that understands sentence relationships, we pre-train for a binarized next sentence prediction task. (Devlin et al., 2019) (2) Using BERT, a pretraining language model, has been successful for single-turn machine comprehension . . . (Ohsugi et al., 2019) (3) The surprisingly strong ability of these models to re- call factual knowledge without any ﬁne-tuning demon- 5186strates their potential as unsupervised open-domain QA systems. (Petroni et al., 2019) If the highlighted terms are meant to describe human-analogous understanding, comprehension, or recall of factual knowledge, then these are gross overclaims. If, instead, they are intended as techni- cal terms, they should be explicitly deﬁned. One important consequence of imprudent use of terminology in our academic discourse is that it feeds AI hype in the popular press. As NLP gains public exposure and is more widely used in applied contexts, it is increasingly important that the actual capabilities of our systems be accurately represented. In some cases, NLP experts speaking with the media are being appropriately careful, as in these two quotes in the New York Times :1 (4) These systems are still a really long way from truly understanding running	[ "this", "paper", "that", "gen-", "\n", "uine", "progress", "in", "our", "ﬁeld", "—", "climbing", "the", "right", "hill", ",", "\n", "not", "just", "the", "hill", "on", "whose", "slope", "we", "currently", "sit", "—", "\n", "depends", "on", "maintaining", "clarity", "around", "big", "picture", "\n", "notions", "such", "as", "meaning", "andunderstanding", "in", "task", "\n", "design", "and", "reporting", "of", "experimental", "results", ".", "\n", "After", "brieﬂy", "reviewing", "the", "ways", "in", "which", "large", "\n", "LMs", "are", "spoken", "about", "and", "summarizing", "the", "re-", "\n", "cent", "ﬂowering", "of", "“", "BERTology", "”", "papers", "(", "x2", ")", ",", "we", "\n", "offer", "a", "working", "deﬁnition", "for", "“", "meaning", "”", "(", "x3", ")", "and", 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responsible for implementing these policies. The National Library plays an essential role in preserving literary heritage and promoting public reading. The same ministry is responsible for copyright and intellectual property through the Burkinabè Office of Copyrights (Bureau Burkinabè du Droit d’Auteur – BBDA). The Ministry of National Education, Literacy and the Promotion of National Languages (MENAPLN) oversees the development of educational programmes and the production of textbooks adapted to the country’s socio-cultural realities. The National Centre for School Textbooks and School Supplies (Centre National des Manuels et Fournitures Scolaires – CENAMAFS), under the supervision of the MENAPLN, is specifically responsible for publishing, producing and distributing school textbooks. Law No. 049-2019/AN on the orientation of the book and public reading sector in Burkina Faso, 2 adopted in 2019, elevates the sector to a national priority. This text aims to structure the entire book supply chain, from creation to distribution, with the active involvement of the State. The latter offers financial and technical support to boost the sector, while promoting works in national languages and French. Digital publishing, the inclusion of Burkinabè works in school curricula, and the organization of events such as literary fairs are among the concrete measures introduced. The law was recently supplemented by Decree No. 2024-0456 3, adopted in 2024, which establishes operational guidelines for the book trade and aims to optimize the contribution of the book industry to the national economy by improving the legal framework and professionalizing the industry. In order to work as a book trade operator in Burkina Faso, a licence must be obtained, issued for a renewable period of five years. 4 Population 23 million (2023) Urban population 33% (2023) Mobile phone subscription (2021) 112% Internet users (2022) 20%Literacy rate (≥15 years old) 34% (2022) GDP per capita US$883 (2023) Book sector 2023 estimated data Publishing houses 98 Titles published 222 (2022) Bookstores 3 Public libraries 34 Public libraries per capita 1 per 676,470 inhabitants Jobs 1,400 71 Part 4 • National mappings Foire Internationale du Livre de Ouagadougou – FILO / © MINISTÈRE DE LA COMMUNICATION, DE LA CULTURE, DES ARTS ET DU TOURISME These efforts are also based on the legal deposit system introduced in 1996 (Law No. 042/96/ADP), now governed by the new law of 2019, which requires publications to be kept with the National Library. Although still in the deployment phase, the integration of the digital repository is a	[ "responsible", "for", "implementing", "these", "policies", ".", "The", "National", "Library", "plays", "an", "essential", "role", "in", "preserving", "literary", "heritage", "and", "promoting", "public", "reading", ".", "The", "same", "ministry", "is", "responsible", "for", "copyright", "and", "intellectual", "property", "through", "the", "Burkinabè", "Office", "of", "Copyrights", "(", "Bureau", "Burkinabè", "du", "Droit", "d’Auteur", "–", "BBDA", ")", ".", "\n", "The", "Ministry", "of", "National", "Education", ",", "Literacy", "and", "the", "Promotion", "of", "National", "Languages", "(", "MENAPLN", ")", "oversees", "the", "development", "of", "educational", "programmes", "and", "the", "production", "of", "textbooks", "adapted", "to", "the", "country", "’s", "socio", "-", "cultural", "realities", ".", "The", "National", "Centre", "for", "School", "Textbooks", "and", "School", "Supplies", "(", "Centre", "National", "des", "Manuels", "et", "Fournitures", "Scolaires", "–", "CENAMAFS", ")", ",", "under", "the", "supervision", "of", "the", "MENAPLN", ",", "is", "specifically", "responsible", "for", "publishing", ",", "producing", "and", "distributing", "school", "textbooks", ".", "\n", "Law", "No", ".", "049", "-", "2019", "/", "AN", "on", "the", "orientation", "of", "the", "book", "and", "public", "reading", "sector", "in", "Burkina", "Faso", ",", "\n", "2", "\n", "adopted", "in", "2019", ",", "elevates", "the", "sector", "to", "a", "national", "priority", ".", "This", "text", "aims", "to", "structure", "the", "entire", "book", "supply", "chain", ",", "from", "creation", "to", "distribution", ",", "with", "the", "active", "involvement", "of", "the", "State", ".", "The", "latter", "offers", "financial", "and", "technical", "support", "to", "boost", "the", "sector", ",", "while", "promoting", "works", "in", "national", "languages", "and", "French", ".", "Digital", "publishing", ",", "the", "inclusion", "of", "Burkinabè", "works", "in", "school", "curricula", ",", "and", "the", "organization", "of", "events", "such", "as", "literary", "fairs", "are", "among", "the", "concrete", "measures", "introduced", ".", "The", "law", "was", "recently", "supplemented", "by", "Decree", "No", ".", "2024", "-", "0456", "\n", "3", ",", "adopted", "in", "2024", ",", "\n", "which", "establishes", "operational", "guidelines", "for", "the", "book", "trade", "and", "aims", "to", "optimize", "the", "contribution", "of", "the", "book", "industry", "to", "the", "national", "economy", "by", "improving", "the", "legal", "framework", "and", "professionalizing", "the", "industry", ".", "In", "order", "to", "work", "as", "a", "book", "trade", "operator", "in", "Burkina", "Faso", ",", "a", " ", "licence", "must", "be", "obtained", ",", "issued", "for", "a", " ", "renewable", "period", "of", "five", "years", ".", "\n", "4", "Population", "23", "million", "\n", "(", "2023", ")", "\n", "Urban", "population", "33", "%", "\n", "(", "2023", ")", "\n", "Mobile", "phone", " \n", "subscription", "(", "2021", ")", "112", "%", "\n", "Internet", "users", "(", "2022", ")", "20%Literacy", "rate", "(", "≥15", "years", "old", ")", "34", "%", "\n", "(", "2022", ")", "\n", "GDP", "per", "capita", "US$", "883", "\n", "(", "2023", ")", "\n", "Book", "sector", " \n", "2023", "estimated", "data", "\n", "Publishing", "houses", "98", "\n", "Titles", "published", "222", "(", "2022", ")", "\n", "Bookstores", "3", "\n", "Public", "libraries", "34", "\n", "Public", "libraries", "per", "capita", "\n", "1", "per", "676,470", " ", "inhabitants", "\n", "Jobs", "1,400", "\n", "71", "\n", "Part", "4", "•", "National", "mappings", "\n ", "Foire", "Internationale", "du", "Livre", "de", "Ouagadougou", "–", "FILO", "/", "©", "MINISTÈRE", "DE", "LA", "COMMUNICATION", ",", "DE", "LA", "CULTURE", ",", "DES", "ARTS", "ET", "DU", "TOURISME", "These", "efforts", "are", "also", "based", "on", "the", "legal", "\n", "deposit", "system", "introduced", "in", "1996", "(", "Law", "No", ".", "042/96", "/", "ADP", ")", ",", "now", "governed", "by", "the", "new", "law", "of", "2019", ",", "which", "requires", "publications", "to", "be", "kept", "with", "the", "National", "Library", ".", "Although", "still", "in", "the", "deployment", "phase", ",", "the", "integration", "of", "the", "digital", "repository", "is", "a" ]	[]
classification of socio-economic objectives NACE statistical classification of economic activities NCI normalised citation impact NICE international classification of good and services R&D research and development R&I research and innovation S&T scientific and technological S3 smart specialisation strategies SI specialisation index SITC standard international trade classification SME small medium enterprises STI science, technology, innovation UAV unmanned aerial vehicle UNIDO United Nations Industrial Development Organization USPTO United States Patent and Trademark Office WIPO World Intellectual Property OrganisationSmart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation 257 258 List of figures and tables JRC Joint Research Centre LDA Latent Dirichlet Allocation algorithm LQ location quotient NABS classification of socio-economic objectives NACE statistical classification of economic activities NCI normalised citation impact NICE international classification of good and services R&D research and development R&I research and innovation S&T scientific and technological S3 smart specialisation strategies SI specialisation index SITC standard international trade classification SME small medium enterprises STI science, technology, innovation UAV unmanned aerial vehicle UNIDO United Nations Industrial Development Organization USPTO United States Patent and Trademark Office WIPO World Intellectual Property OrganisationLIST OF FIGURES Figure I. Summary scheme of the methodological steps leading to the selection and definition of a list of specialisation domains for each country and the potential cooperation areas for the whole region and with international partners ............................. 5 Figure IIa. Summary table for the EaP region, showcasing the alignment between the country’s economic clusters (representing the E&I specialisation domains) and the S&T specialisation domains .................................................................................................................................. 6 Figure IIb. The most relevant S&T specialisation domains by EaP countries ..................... 8 Figure III. Example of one such interactive visualisation tool, depicting the main analysed actors and collaboration networks in the Eastern Partnership ........................... 22 Figure IV. Number of publications and EC projects in collaboration between EaP actors in different countries .................................................................................................................................. 23 Figure V. Number of publications and EC projects in collaboration between EaP actors in different countries .................................................................................................................................. 24 Figure VI. Number of publications and EC projects in collaboration between EaP actors and partners outside of the EaP ............................................................................................................ 25 Figure 1.1. Summary scheme of the methodological steps leading to the selection and definition of a list of specialisation domains for each country and the potential cooperation areas for the whole region and with international partners .......................... 31 Figure 2.1. Importance of Agriculture in EaP countries ............................................................. 40 Figure 2.2. Distribution of employment in Manufacturing for five	[ "classification", "of", "socio", "-", "economic", "objectives", "\n", "NACE", "statistical", "classification", "of", "economic", "activities", "\n", "NCI", "normalised", "citation", "impact", "\n", "NICE", "international", "classification", "of", "good", "and", "services", "\n", "R&D", "research", "and", "development", "\n", "R&I", "research", "and", "innovation", "\n", "S&T", "scientific", "and", "technological", "\n", "S3", "smart", "specialisation", "strategies", "\n", "SI", "specialisation", "index", "\n", "SITC", "standard", "international", "trade", "classification", "\n", "SME", "small", "medium", "enterprises", "\n", "STI", "science", ",", "technology", ",", "innovation", "\n", "UAV", "unmanned", "aerial", "vehicle", "\n", "UNIDO", "United", "Nations", "Industrial", "Development", "\n", "Organization", "\n", "USPTO", "United", "States", "Patent", "and", "Trademark", "Office", "\n", "WIPO", "World", "Intellectual", "Property", "OrganisationSmart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation", "257", "\n", "258", "\n", "List", "of", "figures", "and", "tables", "\n", "JRC", "Joint", "Research", "Centre", "\n", "LDA", "Latent", "Dirichlet", "Allocation", "algorithm", "\n", "LQ", "location", "quotient", "\n", "NABS", "classification", "of", "socio", "-", "economic", "objectives", "\n", "NACE", "statistical", "classification", "of", "economic", "activities", "\n", "NCI", "normalised", "citation", "impact", "\n", "NICE", "international", "classification", "of", "good", "and", "services", "\n", "R&D", "research", "and", "development", "\n", "R&I", "research", "and", "innovation", "\n", "S&T", "scientific", "and", "technological", "\n", "S3", "smart", "specialisation", "strategies", "\n", "SI", "specialisation", "index", "\n", "SITC", "standard", "international", "trade", "classification", "\n", "SME", "small", "medium", "enterprises", "\n", "STI", "science", ",", "technology", ",", "innovation", "\n", "UAV", "unmanned", "aerial", "vehicle", "\n", "UNIDO", "United", "Nations", "Industrial", "Development", "\n", "Organization", "\n", "USPTO", "United", "States", "Patent", "and", "Trademark", "Office", "\n", "WIPO", "World", "Intellectual", "Property", "OrganisationLIST", "OF", "FIGURES", "\n", "Figure", "I.", "Summary", "scheme", "of", "the", "methodological", "steps", "leading", "to", "the", "selection", "\n", "and", "definition", "of", "a", "list", "of", "specialisation", "domains", "for", "each", "country", "and", "the", "potential", "\n", "cooperation", "areas", "for", "the", "whole", "region", "and", "with", "international", "partners", ".............................", "5", "\n", "Figure", "IIa", ".", "Summary", "table", "for", "the", "EaP", "region", ",", "showcasing", "the", "alignment", "between", "the", "\n", "country", "’s", "economic", "clusters", "(", "representing", "the", "E&I", "specialisation", "domains", ")", "and", "the", "S&T", "\n", "specialisation", "domains", "..................................................................................................................................", "6", "\n", "Figure", "IIb", ".", "The", "most", "relevant", "S&T", "specialisation", "domains", "by", "EaP", "countries", ".....................", "8", "\n", "Figure", "III", ".", "Example", "of", "one", "such", "interactive", "visualisation", "tool", ",", "depicting", "the", "main", "\n", "analysed", "actors", "and", "collaboration", "networks", "in", "the", "Eastern", "Partnership", "...........................", "22", "\n", "Figure", "IV", ".", "Number", "of", "publications", "and", "EC", "projects", "in", "collaboration", "between", "EaP", "actors", "\n", "in", "different", "countries", "..................................................................................................................................", "23", "\n", "Figure", "V.", "Number", "of", "publications", "and", "EC", "projects", "in", "collaboration", "between", "EaP", "actors", "\n", "in", "different", "countries", "..................................................................................................................................", "24", "\n", "Figure", "VI", ".", "Number", "of", "publications", "and", "EC", "projects", "in", "collaboration", "between", "EaP", "actors", "\n", "and", "partners", "outside", "of", "the", "EaP", "............................................................................................................", "25", "\n", "Figure", "1.1", ".", "Summary", "scheme", "of", "the", "methodological", "steps", "leading", "to", "the", "selection", "\n", "and", "definition", "of", "a", "list", "of", "specialisation", "domains", "for", "each", "country", "and", "the", "potential", "\n", "cooperation", "areas", "for", "the", "whole", "region", "and", "with", "international", "partners", "..........................", "31", "\n", "Figure", "2.1", ".", "Importance", "of", "Agriculture", "in", "EaP", "countries", ".............................................................", "40", "\n", "Figure", "2.2", ".", "Distribution", "of", "employment", "in", "Manufacturing", "for", "five" ]	[]
can utilize any suitable AI and/or ML technique(s) (e.g., such as those discussed herein) or those later developed as appropriate to a given implementation (e.g., object recognition, pattern matching, edge detection, and/or the like). In some implementations, the AI/ML system(s) , potentially in conjunction with the , may distinguish between 2D and 3D objects for directing (e.g., via a conveyor or the like) to an appropriate MHU (or set of MHUs ) for sorting. For example, milk cartons, bottles, cans, and/or the like, may be recognized as 3D materials as compared to 2D materials, such as paper, OCC, foil, plastic sheeting, and/or the like. With this feedback, the and/or individual MHUs (e.g., robotic sorters, optical sorters, and/or the like) may expel, redirect, or otherwise separate 2D objects from 3D objects so that each is appropriately processed and handled. may also include input and located at both the input and output of the MRF, respectively. On the output side, the MRF may be equipped with one or more . Examples of include balers, stretch wrappers, case erectors, carton and tray formers, baggers, palletizers, and case sealers. These are designed to bundle, bale, or otherwise package materials from a recoverable material stream for subsequent shipment to a receiving facility or the like. A packaging machine (e.g., baler) may also be used to package a residual stream for transport to a landfill or other suitable disposal facility. The may receive from the and/or from one or more , such as operating status (e.g., whether normal, in need of servicing, jammed, and/or the like), amount of material processed, capacity, service information, and/or the like. The is configured to control the including, for example, commanding it/them to start or stop, adjust baling or packaging sizes, and/or the like. On the input side, a MRF may be equipped with one or more infeed or . These input- are configured to receive incoming solid waste streams from one or more sources (e.g., conveyor from a pile, a shredder, hopper, unbaler, waste collection vehicles, and/or other solid waste sources), and direct the solid waste streams to the start of the sorting pipeline (e.g., screen depicted in or the like). In some implementations, infeed or and/or supply the with a data streams , which can include parameters such as operating status, amount of solid waste being accepted, speed of infeed, nature of the infeed solid waste stream, and other	[ "can", "utilize", "any", "suitable", "AI", "and/or", "ML", "technique(s", ")", "(", "e.g.", ",", "such", "as", "those", "discussed", "herein", ")", "or", "those", "later", "developed", "as", "appropriate", "to", "a", "given", "implementation", "(", "e.g.", ",", "object", "recognition", ",", "pattern", "matching", ",", "edge", "detection", ",", "and/or", "the", "like", ")", ".", "\n\n", "In", "some", "implementations", ",", "the", "AI", "/", "ML", "system(s", ")", ",", "potentially", "in", "conjunction", "with", "the", " ", ",", "may", "distinguish", "between", "2D", "and", "3D", "objects", "for", "directing", "(", "e.g.", ",", "via", "a", "conveyor", "or", "the", "like", ")", "to", "an", "appropriate", "MHU", " ", "(", "or", "set", "of", "MHUs", ")", "for", "sorting", ".", "For", "example", ",", "milk", "cartons", ",", "bottles", ",", "cans", ",", "and/or", "the", "like", ",", "may", "be", "recognized", "as", "3D", "materials", "as", "compared", "to", "2D", "materials", ",", "such", "as", "paper", ",", "OCC", ",", "foil", ",", "plastic", "sheeting", ",", "and/or", "the", "like", ".", "With", "this", "feedback", ",", "the", " ", "and/or", "individual", "MHUs", " ", "(", "e.g.", ",", "robotic", "sorters", ",", "optical", "sorters", ",", "and/or", "the", "like", ")", "may", "expel", ",", "redirect", ",", "or", "otherwise", "separate", "2D", "objects", "from", "3D", "objects", "so", "that", "each", "is", "appropriately", "processed", "and", "handled", ".", "\n\n", "may", "also", "include", "input", "and", " ", "located", "at", "both", "the", "input", "and", "output", "of", "the", "MRF", ",", "respectively", ".", "On", "the", "output", "side", ",", "the", "MRF", "may", "be", "equipped", "with", "one", "or", "more", " ", ".", "Examples", "of", " ", "include", "balers", ",", "stretch", "wrappers", ",", "case", "erectors", ",", "carton", "and", "tray", "formers", ",", "baggers", ",", "palletizers", ",", "and", "case", "sealers", ".", "These", " ", "are", "designed", "to", "bundle", ",", "bale", ",", "or", "otherwise", "package", "materials", "from", "a", "recoverable", "material", "stream", "for", "subsequent", "shipment", "to", "a", "receiving", "facility", "or", "the", "like", ".", "A", "packaging", "machine", " ", "(", "e.g.", ",", "baler", ")", "may", "also", "be", "used", "to", "package", "a", "residual", "stream", "for", "transport", "to", "a", "landfill", "or", "other", "suitable", "disposal", "facility", ".", "The", " ", "may", "receive", " ", "from", "the", " ", "and/or", " ", "from", "one", "or", "more", " ", ",", "such", "as", "operating", "status", "(", "e.g.", ",", "whether", "normal", ",", "in", "need", "of", "servicing", ",", "jammed", ",", "and/or", "the", "like", ")", ",", "amount", "of", "material", "processed", ",", "capacity", ",", "service", "information", ",", "and/or", "the", "like", ".", "The", " ", "is", "configured", "to", "control", "the", " ", "including", ",", "for", "example", ",", "commanding", "it", "/", "them", "to", "start", "or", "stop", ",", "adjust", "baling", "or", "packaging", "sizes", ",", "and/or", "the", "like", ".", "\n\n", "On", "the", "input", "side", ",", "a", "MRF", "may", "be", "equipped", "with", "one", "or", "more", "infeed", "or", " ", ".", "These", "input-", " ", "are", "configured", "to", "receive", "incoming", "solid", "waste", "streams", "from", "one", "or", "more", "sources", "(", "e.g.", ",", "conveyor", "from", "a", "pile", ",", "a", "shredder", ",", "hopper", ",", "unbaler", ",", "waste", "collection", "vehicles", ",", "and/or", "other", "solid", "waste", "sources", ")", ",", "and", "direct", "the", "solid", "waste", "streams", "to", "the", "start", "of", "the", "sorting", "pipeline", "(", "e.g.", ",", "screen", " ", "depicted", "in", " ", "or", "the", "like", ")", ".", "In", "some", "implementations", ",", "infeed", "or", " ", "and/or", " ", "supply", "the", " ", "with", "a", "data", "streams", ",", " ", "which", "can", "include", "parameters", "such", "as", "operating", "status", ",", "amount", "of", "solid", "waste", "being", "accepted", ",", "speed", "of", "infeed", ",", "nature", "of", "the", "infeed", "solid", "waste", "stream", ",", "and", "other" ]	[]
Inglehart and Genes, 2000 ; Verme, 2009 ; Bavetta et al., 2014 ; Steptoe et al., 2015) (the items for these scales are shown in Table 2.1). When considering how the neighbourhood in which you live affects percep -tions of the community and the involvement within it, we use the seven-item scale devised by Auerbach (2019) . This was developed using as a springboard the World Bank's Measuring Social Capital scale (World Bank, 2004) and the active social capital scale devised by Krishna (2002) . We elected to use this scale due to Auerbach's extensive research work in India's slums (Auerbach, 2019 ; Auerbach, 2017 ; Auerbach and Thachil, 2018 ; Auerbach and Thachil, 2023). The seven items are set out in Table 2.2 . Table 2.1 Measures: Neighbourhood Cohesion Index (NCI) and subjective well-being (SWB) \| Neighbourhood Cohesion Index (NCI) \| Neighbourhood Cohesion Index (NCI) \| \|--------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Item \| Item description \| \| NCI1 (ATTR) \| Overall, I am very attracted to living in this neighbourhood \| \| NCI2 (ATTR) \| I feel like I belong to this neighbourhood \| \| NCI3 (NEI) \| I visit with my neighbours in their homes \| \| NCI4 (NEI) \| The friendships I have with people in my neighbourhood mean a lot \| \| NCI5 (ATTR) \| Given the opportunity, I would like to move out of this neighbourhood (R) \| \| NCI6 (NEI) \| If people in my neighbourhood were planning something, I'd think of it as something 'we' were doing rather than 'they' were doing \| \| NCI7 (NEI) \| If I need advice, I could go to someone in my neighbourhood \| \| NCI8 (SOC) \| I agree with most of my neighbourhood about what's important in life \| \| NCI9 (SOC) \| I believe my neighbours would help me in an emergency \| \| NCI10 (SOC) \| I feel loyal to people in my neighbourhood \| \| NCI11 (NEI) \| I borrow things and exchange favours with my neighbours \| \| NCI12 (SOC) \| I'd be willing to work with others to improve my neighbourhood \| \| NCI13 (ATTR) \| I plan to remain a resident of this neighbourhood for a number of years \| \| NCI14 (SOC) \| I think of myself as similar to people who live in this neighbourhood \| \| NCI15 (NEI) \| I have never invited neighbours over to my house to	[ " ", "Inglehart", "and", "Genes", ",", "2000", ";", "Verme", ",", "2009", ";", "Bavetta", " ", "et", " ", "al", ".", ",", " ", "2014", ";", " ", "Steptoe", " ", "et", " ", "al", ".", ",", "2015", ")", " ", "(", "the", " ", "items", " ", "for", " ", "these", " ", "scales", " ", "are", "shown", "in", "Table", "2.1", ")", ".", "\n\n", 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Adamu, A. Y. (2019). Selection and appointment of higher education leaders in Ethiopia: An assessment of implementation. Bahir Dar Journal of Education , 19 (1), 1-19. Adamu, A. Y. (2023). Barriers to women's participation in and contribution to leadership in Ethiopian higher education. Education Policy Analysis Archives , 31 . Alghofaily, L. (2019). Women leadership in higher education in Saudi Arabia. International Journal of Social Sciences , 8 (2), 14-32. Alotaibi, F. T. (2020). Saudi women and leadership: Empowering women as leaders in higher education institutions. Open Journal of Leadership, 9 (03), 156-177. Australian Universities Accord Panel. (2024). Australian Universities Accord Final Report . https://www.education.gov.au/ australian-universities-accord/resources/final-report Ayoubi, R. M., Youssef, R. A. E. A., and Massoud, H. K. (2024). Getting women into HE leadership calls for specific policies. University World News. https://www.universityworldnews.com/post.php?story=20240118092427365 Blancas, A., Bassindale, P., Cader, I. Galán-Muros, V., Gallegos, G., Roser-Chinchilla, J., and Valentini, A. (2023). The Contribution of Higher Education Institutions to Sustainable Cities and Communities . UNESCO International Institute for Higher Education in Latin America and the Caribbean and Times Higher Education. https://unesdoc. unesco.org/ark:/48223/pf0000388276 Bush, T., Ki-rezi-, J., Ashford, R., and Glover, D. (2022). School leadership and gender in Africa: A systematic overview. Research in Educational Administration and Leadership , 7 (4), 680-712. Calderon, A. (2022). More women are DVCs - the next move up is a challenge. Campus Morning Mail. https://campusmorningmail.com.au/news/more-women-are-dvcs-the-next-move-up-is-a-challenge Cheung, F. M. (2021). The 'state' of women's leadership in higher education. American Council for Education - International Briefs for Higher Education Leaders , 9 . https://www.acenet.edu/Documents/Womens-Rep-in-Higher-Ed-Leaders hip-Around-the-World.pdf Damian-Timosenco, G. (2023). Governing TVET in Uzbekistan: Finding footing on shifting ground. Helvetas Blog . https://www.helvetas.org/en/switzerland/how-you-can-help/follow-us/blog/knowledge-and-learning/ governing-vocational-training-in-uzbekistan Dietz, G., Cortés, M., and Selene, L. (2019). Las universidades interculturales en México, logros y retos de un nuevo subsistema de educación superior [Intercultural universities in Mexico, achievements and challenges of a new higher education subsystem]. Estudios sobre las Culturas Contemporáneas , XXV (49). ETF. (2022). Key Policy Developments in Education, Training and Employment - Armenia 2022 . European Training Foundation. https://www.etf.europa.eu/sites/default/files/2023-03/Country%20Fiche\_Armenia\_2022\_EN\_web.pdf ETF. (2024). Gender Dimension of Labour Market Transitions: Implications for Activation and Skills Development Policies of the EU Neighbouring Countries . European Training Foundation. https://www.etf.europa.eu/sites/default/files/2024-04/ Gender%20dimension%20of%20LM%20transitions.pdf Ethiopia Federal Ministry of Education. (2022). Education Statistics Annual Abstract 2021/22 . https://moe.gov.et/storage/ Books/ESAA%202014%20EC%20(2021-22%20G.C)%20Final.pdf EUA. (2017). University Autonomy in Europe III: The Scorecard 2017 . European University Association. https://www.eua.eu/ publications/reports/university-autonomy-in-europe-iii-the-scorecard-2017.html EUA. (2022). Women in university leadership - some progress but more to do. 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12 before transitioning to production and reproces sed CNTR_1M_2020 and EEZ_1M_2020 using the same methods as with previous versions. The final output is a simplified one, where "holes" caused by geometric inconsistencies are no longer classified as MICO or INCO but are instead labelled as "problematic." T hese gaps may result from mismatched coastlines between CNTR and EEZ data or geometries that do not extend to the ± 90° latitude and ± 180° longitude limits. 2.2.2 Challenges with the attributes Unique country codes are crucial for computing and reporting country -level metrics in DOPA. Its functions rely on internationally recognized country codes, including alpha -2 and alpha -3 codes as per ISO 3166 standard3 and M49 numerical codes as per the United Nations (UN)4. Using these officially assigned codes ensures compatibility with global datasets like the WDPA, the baseline dataset in DOPA necessary for calculating protected area coverage, that also use internationally recognized country codes . This approach worked well with the previous administrative baseline layer based on FAO (2015) and Flanders Marine Institute (2019) datasets. However, the GISCO '’s products (both 2024 and 2020 versions ) present new country codes. Below is a non -exhaustive list of relevant characteristics that impact the current DOPA back -end process: 1. Use of d ifferent codes : although unique official codes exist for countries and territories, the GISCO datasets use the sov ereign state's code for several overseas territories. For example, internationally recognized codes exist for Guadeloupe, French Guiana, Martinique, and Réunion (“GP”, “GF”, “MT”, and “RE” ISO -2 codes, respectively). While the GAUL dataset uses these codes , the GISCO dataset assigns the “FR” ISO -2 code for France to these territories instead. Since DOPA calculates indicators and metrics at the country /territory level, this coding approach hinders the ability to calculate separate values for these territorie s. 2. Presence of non -officially assigned codes : some of the country codes used in the GISCO dataset s do not match any officially assigned codes. In most cases, these non-officially assigned codes correspond to disputed territories (e.g., the code “XH” in the CNTR_ID field, which corresponds to the disputed territory of Jammu and Kashmir, does not exist in the list of ISO -2 codes as per ISO 3166 standard). 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as well as of the preconditions that should be in place for ring-fencing benefits to outweigh its costs. 9 See Article 11 sub-article 11.2 of the model Production Sharing Agreement in Uganda. Available here: https://www.unoc.co.ug/wp-content/uploads/2018/06/ MPSA.pdf 10 Ring-fencing of PSA has been discussed in Guyana in regard to its Stabroek PSA. See Ram (2019). 11 The United Kingdom requires banks with more than GBP 25 billion in deposits to separate their domestic retail banking operations from riskier wholesale and investment banking operations. This is done to insulate core banking services, such as deposit-taking, from the effects of a future global financial crisis. 12 Australia has ring-fencing in the energy sector to ensure the financial separation of electricity and gas distribution and retailing activities. The goal of ring-fencing is to facilitate the provision of effective retail competition by preventing the exercise of leverage by the monopoly service provider in the sector (Australian Energy Regulator, 2023).3.0 THE BENEFITS AND RISKS OF RING -FENCING 4.0 DESIGNING RING -FENCING RULES 5.0 THE IMPLEMENTATION OF RING -FENCING RULES 6.0 CONCLUSION 2.0 THE FUNDAMENTALS OF RING -FENCING 1.0 INTRODUCTION 3.0 The Benefits and Risks of Ring-Fencing 13 Ring-Fencing Mining Income: A toolkit for tax administrators and policy-makersResource-rich developing countries should weigh the benefits and challenges of introducing ring-fencing rules and carefully consider ways to reduce potential risks, as explained below. 3.1 The Benefits 3.1.1 Ring-Fencing Delivers Early Government Revenues In a typical mining project, substantial upfront costs are incurred when a new mine is explored and developed before production begins. Once production starts, these costs will be recouped through the successful exploitation of the mine. In the absence of ring-fencing rules, a company that undertakes two or more mining projects in the host country can offset exploration and development costs from one mine against the profits of another mine, which is potentially already generating taxable income, thus accelerating the tax savings while deferring tax payments to a later stage (or creating a permanent saving if the new mine does not become profitable). Such tax savings may also be available for other non-mining activities requiring significant upfront costs. This timing difference can amount to several years or even decades. 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Saudi Arabia \| 1310 \| 1211 \| 603 \| 2 552 \| 306 \| 1 273 \| 401 \| 386 \| 337 \| 195 \| 1 \| 11 \| 5 \| 2 \| 101 \| 115 \| \| \| 25 \| 19 \| \| 46 \| 46 \| 46 \| 23 \| 46 \| 46 \| 46 \| 46 \| 23 \| \| Slovakia \| 2 \| 4 \| 0 \| 0 \| 0 \| \| 2 \| 2 \| 2 \| 4 \| 0 \| 0 \| 0 \| 1 \| 2 \| \| 2 \| 9 \| 13 \| 13 \| 15 \| 22 \| 22 \| 22 \| 22 \| 22 \| 22 \| 22 \| 22 \| 22 \| \| Slovenia \| 1 \| 0 \| 0 \| 0 \| 0 \| 1 0 \| \| 0 \| 1 \| \| 0 \| 0 \| 0 \| 0 \| 1 \| 0 \| 2 \| \| \| \| 1 46 \| 1 \| \| 7 \| 14 \| 13 \| 13 \| 13 \| 13 \| 13 \| \| Spain \| 66 \| 69 \| 30 \| 31 \| 19 \| 17 \| 1 16 \| 20 \| 66 \| 0 69 \| 16 \| 16 \| 12 \| 10 \| 9 \| 13 \| \| 7 \| 7 \| \| 29 \| 25 \| 25 \| 25 \| 25 \| 25 \| 25 \| 25 \| 25 \| 25 \| \| Sweden \| 113 \| 98 \| 69 \| 47 \| 11 \| 17 \| 33 \| 34 \| 113 \| 98 \| 60 \| 35 \| 7 \| 10 \| 29 \| 28 \| 4 \| \| 4 \| 61 \| 45 48 \| 10 \| 17 \| 17 \| 17 \| 17 \| 17 \| 17 \| 17 \| 17 \| \| Switzerland \| 165 \| 165 \| 72 \| 66 \| 68 \| \| \| 26 \| \| 165 \| 46 \| \| 55 \| 61 \| 13 \| 14 \| 8 \| 10 \| \| \| \| 40 \| 41 15 \| 44 \| 44 \| 44 \| 44 \| 44 \| 44 \| 44 \| \| Türkiye United Arab Emirates* \| 440 \| 227 \| 122 \| 21 \| 67 \| 73 16 \| 26 \| 190 \| 164 434 \| 227 \| 5 \| 43 2 \| 8 \|	[ "Saudi", "Arabia", " ", "\|", "1310", " ", "\|", "1211", " ", "\|", "603", " ", "\|", "2", "552", " ", "\|", "306", " ", "\|", "1", "273", " ", "\|", "401", " ", "\|", "386", " ", "\|", "337", " ", "\|", "195", " ", "\|", "1", " ", "\|", "11", " ", "\|", "5", " ", "\|", "2", " ", "\|", "101", " ", "\|", "115", " ", "\|", " ", "\|", " ", "\|", "25", " ", "\|", "19", " ", "\|", " ", "\|", "46", " ", "\|", "46", " ", "\|", "46", " ", "\|", "23", " ", "\|", "46", " ", "\|", "46", " ", "\|", "46", " ", "\|", "46", " ", "\|", "23", " ", "\|", "\n", "\|", "Slovakia", " ", "\|", "2", " ", "\|", "4", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", " ", "\|", "2", " ", "\|", "2", " ", "\|", "2", " ", "\|", "4", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", "1", " ", "\|", "2", " ", "\|", " ", "\|", "2", " ", "\|", "9", " ", "\|", "13", " ", "\|", "13", " ", "\|", "15", " ", "\|", "22", " ", "\|", "22", " ", "\|", "22", " ", "\|", "22", " ", "\|", "22", " ", "\|", "22", " ", "\|", "22", " ", "\|", "22", " ", "\|", "22", " ", "\|", "\n", "\|", "Slovenia", " ", "\|", "1", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", "1", "0", " ", "\|", " ", "\|", "0", " ", "\|", "1", " ", "\|", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", "1", " ", "\|", "0", " ", "\|", "2", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "1", "46", " ", "\|", "1", " ", "\|", " ", "\|", "7", " ", "\|", "14", " ", "\|", "13", " ", "\|", "13", " ", "\|", "13", " ", "\|", "13", " ", "\|", "13", " ", "\|", "\n", "\|", "Spain", " ", "\|", "66", " ", "\|", "69", " ", "\|", "30", " ", "\|", "31", " ", "\|", "19", " ", "\|", "17", " ", "\|", "1", "16", " ", "\|", "20", " ", "\|", "66", " ", "\|", "0", "69", " ", "\|", "16", " ", "\|", "16", " ", "\|", "12", " ", "\|", "10", " ", "\|", "9", " ", "\|", "13", " ", "\|", " ", "\|", "7", " ", "\|", "7", " ", "\|", " ", "\|", "29", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "\n", "\|", "Sweden", " ", "\|", "113", " ", "\|", "98", " ", "\|", "69", " ", "\|", "47", " ", "\|", "11", " ", "\|", "17", " ", "\|", "33", " ", "\|", "34", " ", "\|", "113", " ", "\|", "98", " ", "\|", "60", " ", "\|", "35", " ", "\|", "7", " ", "\|", "10", " ", "\|", "29", " ", "\|", "28", " ", "\|", "4", " ", "\|", " ", "\|", "4", " ", "\|", "61", " ", "\|", "45", "48", " ", "\|", "10", " ", "\|", "17", " ", "\|", "17", " ", "\|", "17", " ", "\|", "17", " ", "\|", "17", " ", "\|", "17", " ", "\|", "17", " ", "\|", "17", " ", "\|", "\n", "\|", "Switzerland", " ", "\|", "165", " ", "\|", "165", " ", "\|", "72", " ", "\|", "66", " ", "\|", "68", " ", "\|", " ", "\|", " ", "\|", "26", " ", "\|", " ", "\|", "165", " ", "\|", "46", " ", "\|", " ", "\|", "55", " ", "\|", "61", " ", "\|", "13", " ", "\|", "14", " ", "\|", "8", " ", "\|", "10", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "40", " ", "\|", "41", "15", " ", "\|", "44", " ", "\|", "44", " ", "\|", "44", " ", "\|", "44", " ", "\|", "44", " ", "\|", "44", " ", "\|", "44", " ", "\|", "\n", "\|", "Türkiye", "United", "Arab", "Emirates", "*", " ", "\|", "440", " ", "\|", "227", " ", "\|", "122", " ", "\|", "21", " ", "\|", "67", " ", "\|", "73", "16", " ", "\|", "26", " ", "\|", "190", " ", "\|", "164", "434", " ", "\|", "227", " ", "\|", "5", " ", "\|", "43", "2", " ", "\|", "8", " ", "\|" ]	[]
\| SC5 \| When people here are free, do they mostly socialise and spend time with their own social group, or do they mix with other social groups? \| \| SC6 \| People in this settlement only really care about their own household and don't care about the welfare of the settlement as a whole (R). \| \| SC7 \| Generally speaking, how much do you (mainly) trust people in this settlement? \| majority in both colonies were Hindu, belonging to the scheduled caste, migrating from Uttar Pradesh (UP). However, there were statistically significant differences between the two colonies with a higher proportion of Muslims in Bhalswa (22.6% Bhalswa vs 5.5% Sanjay), a higher proportion of general and 'backward' caste in Bhalswa (42.4% Bhalswa vs 31.9% Sanjay) and a higher proportion of migrants from UP in Sanjay colony (71.7% Sanjay vs 63.7% Bhalswa). For the 639 partici -pants, the mean number of years of education (8.78 years) and the age of the main household wage earner (38.62 years) were not statistically significantly different in the two colonies. Almost one third of households in Sanjay colony reported their main occupation as a self-employed business owner, whereas in Bhalswa, this was true for less than one fifth of households. The average monthly income in Sanjay colony was statistically significantly less at Rs. 16,681.70/- (£172.82 (£1=Rs.96.52/- conversion rate)) compared with Bhalswa at Rs. 18,935.98/(£196.18). Monthly income was positively correlated with the household owning a refrigerator with a freezer (r=0.280, p<0.01), washing machine (r=0.331, p<0.01) and scooter/motorcycle (r=0.367, p<0.01) in both communities. These wealth indi -cators show positive associations with monthly income. Those in Sanjay colony were more likely to carry out employment within their own community compared to those in Bhalswa (35.4% Sanjay vs 12% Bhalswa). Where a statistically significant difference was found regarding wealth indi -cators, only the ownership of a smartphone was more likely in Sanjay than in Bhalswa. For scooter, bicycle, electricity, refrigerator and washing machine, Bhalswa residents were statistically more likely to own these items than those in Sanjay ( Table 2.3). ## Data analysis Data were collected using Qualtrics and exported into Stata 17 for analysis. Initially, descriptive statistical analysis was undertaken to obtain means and Table 2.3 Demographic variables - Sanjay colony (slum/JJ) and Bhalswa (resettlement) \| \| N (%) \| N (%) \| \|----------------------------------------------\|--------------------\|-----------------\| \| \| Sanjay colony (JJ) \| Bhalswa (RS) \| \| Household religion	[ "\n", "\|", "SC5", " ", "\|", "When", "people", "here", "are", "free", ",", "do", "they", "mostly", "socialise", "and", "spend", "time", "with", "their", "own", "social", "group", ",", "or", "do", "they", "mix", "with", "other", "social", "groups", "?", " ", "\|", "\n", "\|", "SC6", " ", "\|", "People", "in", "this", "settlement", "only", "really", "care", "about", "their", "own", "household", "and", "do", "n't", "care", "about", "the", "welfare", "of", "the", "settlement", "as", "a", "whole", "(", "R", ")", ".", " ", "\|", "\n", "\|", "SC7", " ", "\|", "Generally", "speaking", ",", "how", "much", "do", "you", "(", "mainly", ")", "trust", 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"household", "wage", "earner", "(", "38.62", "years", ")", "were", "not", "statistically", "significantly", "different", "in", " ", "the", " ", "two", " ", "colonies", ".", " ", "Almost", " ", "one", " ", "third", " ", "of", " ", "households", " ", "in", " ", "Sanjay", " ", "colony", " ", "reported", "their", " ", "main", " ", "occupation", " ", "as", " ", "a", " ", "self", "-", "employed", " ", "business", " ", "owner", ",", " ", "whereas", " ", "in", " ", "Bhalswa", ",", "this", "was", "true", "for", "less", "than", "one", "fifth", "of", "households", ".", "The", "average", "monthly", "income", "in", " ", "Sanjay", " ", "colony", " ", "was", " ", "statistically", " ", "significantly", " ", "less", " ", "at", " ", "Rs", ".", " ", "16,681.70/-", " ", "(", "£", "172.82", "(", "£", "1", "=", "Rs.96.52/-", " ", "conversion", " ", "rate", ")", ")", " ", "compared", " ", "with", " ", "Bhalswa", " ", "at", " ", "Rs", ".", " ", "18,935.98/(£196.18", ")", ".", "Monthly", "income", "was", "positively", "correlated", "with", "the", "household", "owning", "a", "refrigerator", "with", "a", "freezer", "(", "r=0.280", ",", "p<0.01", ")", ",", "washing", "machine", "(", "r=0.331", ",", "p<0.01", ")", "and", "scooter", "/", "motorcycle", "(", "r=0.367", ",", "p<0.01", ")", "in", "both", "communities", ".", "These", "wealth", "indi", "-cators", "show", "positive", "associations", "with", "monthly", "income", ".", "Those", "in", "Sanjay", "colony", "were", "more", "likely", "to", "carry", "out", "employment", "within", "their", "own", "community", "compared", "to", "those", "in", "Bhalswa", "(", "35.4", "%", "Sanjay", "vs", "12", "%", "Bhalswa", ")", ".", "\n\n", "Where", "a", "statistically", " ", "significant", " ", "difference", " ", "was", " ", "found", " ", "regarding", " ", "wealth", " ", "indi", "-cators", ",", " ", "only", " ", "the", " ", "ownership", " ", "of", " ", "a", " ", "smartphone", " ", "was", " ", "more", " ", "likely", " ", "in", " ", "Sanjay", " ", "than", " ", "in", "Bhalswa", ".", " ", "For", " ", "scooter", ",", " ", "bicycle", ",", " ", "electricity", ",", " ", "refrigerator", " ", "and", " ", "washing", " ", "machine", ",", "Bhalswa", "residents", "were", "statistically", "more", "likely", "to", "own", "these", "items", "than", "those", "in", "Sanjay", "(", "Table", "2.3", ")", ".", "\n\n", "#", "#", "Data", "analysis", "\n\n", "Data", " ", "were", " ", "collected", " ", "using", " ", "Qualtrics", " ", "and", " ", "exported", " ", "into", " ", "Stata", " ", "17", " ", "for", " ", "analysis", ".", "Initially", ",", " ", "descriptive", " ", "statistical", " ", "analysis", " ", "was", " ", "undertaken", " ", "to", " ", "obtain", " ", "means", " ", "and", "\n\n", "Table", "2.3", "Demographic", "variables", "-", "Sanjay", "colony", "(", "slum", "/", "JJ", ")", "and", "Bhalswa", "(", "resettlement", ")", "\n\n", "\|", " ", "\|", "N", "(", "%", ")", " ", "\|", "N", "(", "%", ")", " ", "\|", "\n", "\|----------------------------------------------\|--------------------\|-----------------\|", "\n", "\|", " ", "\|", "Sanjay", "colony", "(", "JJ", ")", "\|", "Bhalswa", "(", "RS", ")", " ", "\|", "\n", "\|", "Household", "religion" ]	[]
- an air system 322 or load cell in a conveyor 322 can be used to provide sorting via mass and/or density. For example, a conveyor 322 may detect higher density (and thus more massive) objects, which control system 302 can use to redirect the detected materials to an appropriate processing stage in the MRF. - a result of the density separation at operation 1004 is a waste stream 1006 of heavy contaminants (e.g., aggregates, textiles, construction debris, and/or other similarly dense materials). - This heavy contaminant stream 1006 can be passed through an AQC station at operation 1008 , where the control system 302 directs one or more MHUs 322 to further extract any possibly recyclable/recoverable materials. - the AQC station is the same or similar as the AQC-2 robotic sorters 1102 , 1106 discussed infra w.r.t FIG. 11 . - This waste stream may rejoin the final product of process 800 in operation 822 , if of sufficient purity, or may be returned to an earlier block of process 800 for reprocessing. - a heavy contaminant residue stream 1012 remains. - This residue stream 1012 may be sent to a landfill, a waste energy generation plant, another suitable disposal facility, or may be returned back to an earlier stage in the MRF for reprocessing as appropriate. - control system 302 performs or causes further quality control processes and/or sorting to be performed on the residue stream 1012 , either automatically via one or more MHUs 322 and/or via human processing, to ensure that any recyclable materials that remain are extracted prior to final disposal of the residue. - a system for separating lightweight material that is configured to receive a mixture of 2D and 3D recyclable materials is also included, wherein the 2D and 3D objects are separated by shape. These 3D objects are then sorted according to material. - the objects removed can include, but are not limited to: paper, cardboard, film plastic and other general residual components. - the remaining stream includes the lightweight recyclable containers. - the automated system may include any form of robotic sorting such as but not limited to a six axis robot, parallel robot, or delta robot. - a multiple component solid waste facility that requires un-processable material to be removed prior to the size, density and shape sorting components. This presort is done using a large automated system to remove	[ "-", "an", "air", "system", "322", "or", "load", "cell", "in", "a", "conveyor", "322", "\n", "can", "be", "used", "to", "provide", "sorting", "via", "mass", "and/or", "density", ".", "For", "example", ",", "a", "conveyor", "322", "may", "detect", "higher", "density", "(", "and", "thus", "more", "massive", ")", "objects", ",", "which", "control", "system", "302", "can", "use", "to", "redirect", "the", "detected", "materials", "to", "an", "appropriate", "processing", "stage", "in", "the", "MRF", ".", "\n", "-", "a", "result", "of", "the", "density", "separation", "at", "operation", "1004", "\n", "is", "a", "waste", "stream", "1006", "of", "heavy", "contaminants", "(", "e.g.", ",", "aggregates", ",", "textiles", ",", "construction", "debris", ",", "and/or", "other", "similarly", "dense", "materials", ")", ".", "\n", "-", "This", "heavy", "contaminant", "stream", "1006", "\n", "can", "be", "passed", "through", "an", "AQC", "station", "at", "operation", "1008", ",", "where", "the", "control", "system", "302", "directs", "one", "or", "more", "MHUs", "322", "to", "further", "extract", "any", "possibly", "recyclable", "/", "recoverable", "materials", ".", "\n", "-", "the", "AQC", "station", "\n", "is", "the", "same", "or", "similar", "as", "the", "AQC-2", "robotic", "sorters", "1102", ",", "1106", "discussed", "infra", "w.r.t", "FIG", ".", "11", ".", "\n", "-", "This", "waste", "stream", "\n", "may", "rejoin", "the", "final", "product", "of", "process", "800", "in", "operation", "822", ",", "if", "of", "sufficient", "purity", ",", "or", "may", "be", "returned", "to", "an", "earlier", "block", "of", "process", "800", "for", "reprocessing", ".", "\n", "-", "a", "heavy", "contaminant", "residue", "stream", "1012", "\n", "remains", ".", "\n", "-", "This", "residue", "stream", "1012", "\n", "may", "be", "sent", "to", "a", "landfill", ",", "a", "waste", "energy", "generation", "plant", ",", "another", "suitable", "disposal", "facility", ",", "or", "may", "be", "returned", "back", "to", "an", "earlier", "stage", "in", "the", "MRF", "for", "reprocessing", "as", "appropriate", ".", "\n", "-", "control", "system", "302", "\n", "performs", "or", "causes", "further", "quality", "control", "processes", "and/or", "sorting", "to", "be", "performed", "on", "the", "residue", "stream", "1012", ",", "either", "automatically", "via", "one", "or", "more", "MHUs", "322", "and/or", "via", "human", "processing", ",", "to", "ensure", "that", "any", "recyclable", "materials", "that", "remain", "are", "extracted", "prior", "to", "final", "disposal", "of", "the", "residue", ".", "\n", "-", "a", "system", "for", "separating", "lightweight", "material", "\n", "that", "is", "configured", "to", "receive", "a", "mixture", "of", "2D", "and", "3D", "recyclable", "materials", "is", "also", "included", ",", "wherein", "the", "2D", "and", "3D", "objects", "are", "separated", "by", "shape", ".", "These", "3D", "objects", "are", "then", "sorted", "according", "to", "material", ".", "\n", "-", "the", "objects", "removed", "\n", "can", "include", ",", "but", "are", "not", "limited", "to", ":", "paper", ",", "cardboard", ",", "film", "plastic", "and", "other", "general", "residual", "components", ".", "\n", "-", "the", "remaining", "stream", "\n", "includes", "the", "lightweight", "recyclable", "containers", ".", "\n", "-", "the", "automated", "system", "\n", "may", "include", "any", "form", "of", "robotic", "sorting", "such", "as", "but", "not", "limited", "to", "a", "six", "axis", "robot", ",", "parallel", "robot", ",", "or", "delta", "robot", ".", "\n", "-", "a", "multiple", "component", "solid", "waste", "facility", "\n", "that", "requires", "un", "-", "processable", "material", "to", "be", "removed", "prior", "to", "the", "size", ",", "density", "and", "shape", "sorting", "components", ".", "This", "presort", "is", "done", "using", "a", "large", "automated", "system", "to", "remove" ]	[]
of EU law flagged duplication across 169 require - ments, including differences (29%) and outright inconsistencies (11%). Second, EU companies face an extra burden due to national transposition, for instance as Member States “gold plate” of EU legislation or implement laws with divergent requirements and standards from one country to another. As touched on in chapter 2, GDPR in particular has been implemented with a large degree of fragmentation which undermines the EU’s digital goals. Third, EU regu - lation imposes a proportionally higher burden on SMEs and small mid-caps than on larger companies, yet the EU lacks a framework to assess these costs. About 80% of Commission Work Programme items are relevant to SMEs but only around half of impact assessments substantially focused on these companies. The EU also lacks a commonly agreed definition of small mid-caps and readily available statistical data. To start lowering the “stock” of regulation, the report recommends appointing a new Commission Vice Pres - ident for Simplification to streamline the acquis, while adopting a single, clear methodology to quantify the cost of the new regulatory “flow” . At the start of each Commission mandate, before adopting new EU legislation, a fixed period of at least six months should be devoted to systematically assessing and stress-testing all existing regulation by sector of economic activity. On this basis, a second phase should focus on pursuing the codification and consolidation of EU legislation by policy area. This process should include simplifying and removing overlap and inconsistencies across the whole “legislative chain”, with priority given to those economic sectors where Europe is particularly exposed to international competition. This exercise should be run by all members of the College of Commissioners within their respective competencies and coordinated by a Vice-President for Simplification. To ensure that new legislation is consistent with this simplification drive, a single methodology should be developed and consistently applied within the Commission across its impact assessments. This methodology should be applied to all new legislation and be adopted by co-legislators when amending legislation. It is also recommended to add a new standard requirement in the article on the transposition of directives requiring Member States to systemati - cally assess new legislation using the same methodology as the EU institutions. At the same time, the Single Market Enforcement Taskforce (SMET) should be strengthened and focused on evaluating and addressing instances of incorrect transposition and transposition which exceeds	[ "of", "EU", "law", "flagged", "duplication", "across", "169", "require", "-", "\n", "ments", ",", "including", "differences", "(", "29", "%", ")", "and", "outright", "inconsistencies", "(", "11", "%", ")", ".", "Second", ",", "EU", "companies", "face", "an", "extra", "burden", "\n", "due", "to", "national", "transposition", ",", "for", "instance", "as", "Member", "States", "“", "gold", "plate", "”", "of", "EU", "legislation", "or", "implement", "laws", "with", "\n", "divergent", "requirements", "and", "standards", "from", "one", "country", "to", "another", ".", "As", "touched", "on", "in", "chapter", "2", ",", "GDPR", "in", "particular", "\n", "has", "been", "implemented", "with", "a", "large", "degree", "of", "fragmentation", "which", "undermines", "the", "EU", "’s", "digital", "goals", ".", "Third", ",", "EU", "regu", "-", "\n", "lation", "imposes", "a", "proportionally", "higher", "burden", "on", "SMEs", "and", "small", "mid", "-", "caps", "than", "on", "larger", "companies", ",", "yet", "the", "EU", "\n", "lacks", "a", "framework", "to", "assess", "these", "costs", ".", "About", "80", "%", "of", "Commission", "Work", "Programme", "items", "are", "relevant", "to", "SMEs", "but", "\n", "only", "around", "half", "of", "impact", "assessments", "substantially", "focused", "on", "these", "companies", ".", "The", "EU", "also", "lacks", "a", "commonly", "\n", "agreed", "definition", "of", "small", "mid", "-", "caps", "and", "readily", "available", "statistical", "data", ".", "\n", "To", "start", "lowering", "the", "“", "stock", "”", "of", "regulation", ",", "the", "report", "recommends", "appointing", "a", "new", "Commission", "Vice", "Pres", "-", "\n", "ident", "for", "Simplification", "to", "streamline", "the", "acquis", ",", "while", "adopting", "a", "single", ",", "clear", "methodology", "to", "quantify", "the", "\n", "cost", "of", "the", "new", "regulatory", "“", "flow", "”", ".", "At", "the", "start", "of", "each", "Commission", "mandate", ",", "before", "adopting", "new", "EU", "legislation", ",", "\n", "a", "fixed", "period", "of", "at", "least", "six", "months", "should", "be", "devoted", "to", "systematically", "assessing", "and", "stress", "-", "testing", "all", "existing", "\n", "regulation", "by", "sector", "of", "economic", "activity", ".", "On", "this", "basis", ",", "a", "second", "phase", "should", "focus", "on", "pursuing", "the", "codification", "\n", "and", "consolidation", "of", "EU", "legislation", "by", "policy", "area", ".", "This", "process", "should", "include", "simplifying", "and", "removing", "overlap", "\n", "and", "inconsistencies", "across", "the", "whole", "“", "legislative", "chain", "”", ",", "with", "priority", "given", "to", "those", "economic", "sectors", "where", "Europe", "\n", "is", "particularly", "exposed", "to", "international", "competition", ".", "This", "exercise", "should", "be", "run", "by", "all", "members", "of", "the", "College", "of", "\n", "Commissioners", "within", "their", "respective", "competencies", "and", "coordinated", "by", "a", "Vice", "-", "President", "for", "Simplification", ".", "To", "\n", "ensure", "that", "new", "legislation", "is", "consistent", "with", "this", "simplification", "drive", ",", "a", "single", "methodology", "should", "be", "developed", "\n", "and", "consistently", "applied", "within", "the", "Commission", "across", "its", "impact", "assessments", ".", "This", "methodology", "should", "be", "applied", "\n", "to", "all", "new", "legislation", "and", "be", "adopted", "by", "co", "-", "legislators", "when", "amending", "legislation", ".", "It", "is", "also", "recommended", "to", "add", "\n", "a", "new", "standard", "requirement", "in", "the", "article", "on", "the", "transposition", "of", "directives", "requiring", "Member", "States", "to", "systemati", "-", "\n", "cally", "assess", "new", "legislation", "using", "the", "same", "methodology", "as", "the", "EU", "institutions", ".", "At", "the", "same", "time", ",", "the", "Single", "Market", "\n", "Enforcement", "Taskforce", "(", "SMET", ")", "should", "be", "strengthened", "and", "focused", "on", "evaluating", "and", "addressing", "instances", "of", "\n", "incorrect", "transposition", "and", "transposition", "which", "exceeds" ]	[]
\| . xvi \| \| Leadership in education \| 1 \| \| CHAPTER 1. Introduction..................................................................................................................................................................................5 \| \| \| Expectations of leaders at the school and system level have been changing...........................................................................................10 \| \| \| Guide to the report ........................................................................................................................................................................................................13 \| \| \| Recommendations.........................................................................................................................................................................................................17 \| \| \| CHAPTER 2. School leadership: Roles, impact and standards........................................................................................................... \| 23 \| \| School principals are expected to fulfil various leadership roles.................................................................................................................. \| 25 \| \| The impact of school principals can be significant..............................................................................................................................................31 \| \| \| Leadership standards can guide action and certification................................................................................................................................ \| 39 \| \| Conclusion....................................................................................................................................................................................................................... \| 42 \| \| CHAPTER 3. School leadership: Selection, training and conditions.................................................................................................. \| 45 \| \| Improving selection processes is needed to professionalize principals' careers.....................................................................................47 \| \| \| Countries need to do more to prepare and train school leaders................................................................................................................... \| 57 \| \| Countries try to make principalship an attractive career path...................................................................................................................... \| 67 \| \| Conclusion........................................................................................................................................................................................................................74 \| \| \| CHAPTER 4. Shared school leadership...................................................................................................................................................... \| 77 \| \| School personnel can lead if given opportunities and support...................................................................................................................... \| 79 \| \| Students can exercise leadership through formal channels and informally ............................................................................................. \| 87 \| \| Engaged parents and community members can steer schools towards their goals ............................................................................. \| 90 \| \| Conclusion....................................................................................................................................................................................................................... \| 94 \| \| CHAPTER 5. System leadership .................................................................................................................................................................. \| 97 \| \| System leaders need to set expectations for quality and equity ................................................................................................................. \| 99 \| \| System leaders should be instructional leaders .............................................................................................................................................. \| 105 \| \| Civil servants are often not selected to serve as system leaders..............................................................................................................108 \| \| \| Conclusion..................................................................................................................................................................................................................... \| 112 \| \| CHAPTER 6. Political leadership............................................................................................................................................................... \| 115 \| \| Political motivations determine education system development.............................................................................................................. \| 117 \| \| The direction of education is influenced by many other actors................................................................................................................... \| 127 \| \| Conclusion..................................................................................................................................................................................................................... \| 137 \| \| Monitoring education in the Sustainable Development Goals \| 139 \| \|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-----------------------------------------\| \| CHAPTER 7. Introduction............................................................................................................................................................................ \| 143 \| \| Conference on Education Data and Statistics ................................................................................................................................................... \| 145 \| \| SDG 4 Scorecard.......................................................................................................................................................................................................... \| 145 \| \| 2025 Comprehensive Review................................................................................................................................................................................. \| 147 \| \| CHAPTER 8. Primary and secondary education .................................................................................................................................. \| 150 \| \| Access and completion.............................................................................................................................................................................................. \| 152 \| \| Learning ......................................................................................................................................................................................................................... \| 157 \| \| Focus 8.1. Mathematics anxiety negatively affects mathematics performance...................................................................................164 \| \| \| CHAPTER 9. Early childhood education ................................................................................................................................................. \| 170 \| \| Focus 9.1. Preschool leadership needs attention............................................................................................................................................. \| 177 \| \|	[ "\|", ".", "xvi", " ", "\|", "\n", "\|", "Leadership", "in", "education", " ", "\|", "1", " ", "\|", "\n", "\|", "CHAPTER", "1", ".", "Introduction", "..................................................................................................................................................................................", "5", " ", "\|", " ", "\|", "\n", "\|", "Expectations", "of", "leaders", "at", "the", "school", "and", "system", "level", "have", "been", "changing", "...........................................................................................", "10", " ", "\|", " ", "\|", "\n", "\|", "Guide", "to", "the", "report", "........................................................................................................................................................................................................", "13", " ", "\|", " ", "\|", "\n", "\|", "Recommendations", ".........................................................................................................................................................................................................", "17", " ", "\|", " ", "\|", "\n", "\|", "CHAPTER", "2", ".", "School", "leadership", ":", "Roles", ",", "impact", "and", "standards", "...........................................................................................................", " ", "\|", "23", " ", "\|", "\n", "\|", "School", "principals", "are", "expected", "to", "fulfil", "various", "leadership", "roles", "..................................................................................................................", " ", "\|", "25", " ", "\|", "\n", 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"\|", "45", " ", "\|", "\n", "\|", "Improving", "selection", "processes", "is", "needed", "to", "professionalize", "principals", "'", "careers", ".....................................................................................", "47", " ", "\|", " ", "\|", "\n", "\|", "Countries", "need", "to", "do", "more", "to", "prepare", "and", "train", "school", "leaders", "...................................................................................................................", " ", "\|", "57", " ", "\|", "\n", "\|", "Countries", "try", "to", "make", "principalship", "an", "attractive", "career", "path", "......................................................................................................................", " ", "\|", "67", " ", "\|", "\n", "\|", "Conclusion", "........................................................................................................................................................................................................................", "74", "\|", " ", "\|", "\n", "\|", "CHAPTER", "4", ".", "Shared", "school", "leadership", "......................................................................................................................................................", " ", "\|", "77", " ", "\|", "\n", "\|", "School", "personnel", "can", "lead", "if", "given", "opportunities", "and", "support", "......................................................................................................................", " ", "\|", "79", " ", "\|", "\n", "\|", "Students", "can", "exercise", "leadership", "through", "formal", "channels", "and", "informally", ".............................................................................................", " ", "\|", "87", " ", "\|", "\n", "\|", "Engaged", 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- the memory circuitry 1203 can include resistor-based and - the storage 1204 (also referred to as “storage circuitry 1204 ”) provides persistent storage of information, such as data, OSs, apps, instructions 1204 x , and/or other software elements. - the storage 1204 may be embodied as a magnetic disk storage device, hard disk drive (HDD), microHDD, solid-state drive (SSD), optical storage device, flash memory devices, memory card (e.g., secure digital (SD) card, eXtreme Digital (XD) picture card, USB flash drives, SIM cards, and/or the like), and/or any combination thereof. - the storage circuitry 1204 can also include specific storage units, such as storage devices and/or storage disks that include optical disks (e.g., DVDs, CDs/CD-ROM, Blu-ray disks, and the like), flash drives, floppy disks, hard drives, and/or any number of other hardware devices in which information is stored for any duration (e.g., for extended time periods, permanently, for brief instances, for temporarily buffering, and/or caching). Additionally or alternatively, the storage circuitry 1204 can include resistor-based and/or transistor-less memory architectures. Further, any number of technologies may be used for the storage 1204 in addition to, or instead of, the previously described technologies, such as, for example, resistance change memories, phase change memories, holographic memories, chemical memories, among many others. Additionally or alternatively, the storage circuitry 1204 can include any of the devices or components discussed previously w.r.t the memory 1203 . - optical disks e.g., DVDs, CDs/CD-ROM, Blu-ray disks, and the like - Instructions 1201 x , 1203 x , 1204 x in the form of computer programs, computational logic/modules (e.g., including the sorting logic discussed herein), source code, middleware, firmware, object code, machine code, microcode ( ⁇ code), or hardware commands/instructions, when executed, implement or otherwise carry out various functions, processes, methods, algorithms, operations, tasks, actions, techniques, and/or other aspects of the present disclosure. - the instructions 1201 x , 1203 x , 1204 x may be written in any combination of one or more programming languages, including object oriented programming languages, procedural programming languages, scripting languages, markup languages, machine language, and/or some other suitable programming languages including proprietary programming languages and/or development tools, or any other suitable technologies. - 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in 1990. • MPD III – (2001–2021) issued six years late in 2007. • MPD IV – (2021–2041) still under review (2024). The Master Plans created by the Delhi Development Authority (DDA), established in 1957 as a statutory body, under the jurisdiction of the Ministry of Housing and Urban Affairs, attempt to “pioneer the process of development in the city”.6 Each Master Plan sets out detailed land use categories, including urban development areas and rural zones. However, the Master Plans haven’t predicted the number of people coming into the city and thus changes to the number of planned colonies as a proportion of different colonies imply that many citizens have built their homes and businesses on illegal spaces. Indeed, there has been “haphazard and unplanned growth of the capital city of the country, notwithstanding Master Plans prepared for the city and in existence for last more than 40 years, wherein the planners have envisioned planned growth with beautiful city in mind” .7 The third Master Plan aimed to make Delhi a global metropolis and a ‘world-class’ city ( DDA (2007) 2010:1). It will become ‘slum free’ through in situ slum development and rehabili - tation for the ‘economically weaker sections’ ( Routray, 2022 , p. 60). The draft MPD 2041 ( DDA, 2021 ) is set out over 487 pages in two volumes – Visions 2041 and Enabling Policy Framework and Spatial Development Strategy and Action Plan . The overall vision is to “Foster a Sustainable, Liveable and Vibrant Delhi”. There are three main Goals and six Objectives to achieve the vision. Objective 4 – Shelter and Social Infrastructure – includes the need for the “regeneration of planned and unplanned areas” (p. 9). The MPD 2041 notes that although Delhi is one of the fastest growing megacities in the world, the second highest performer and the fastest growing economy in Asia Pacific, issues in the city, including “disparate living conditions”, are a “threat to its market potential and global attractiveness” (p. 1). With highly dense populations living in ‘unplanned’ areas, the MPD 2041 recommends a need for a “nuanced policy for regeneration in the city” (p.3). Over the last 20 years migration and high land values have caused a “growth of unplanned settlements in the city” (p. 4). 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know that school principals, often invisible, can make or break a reform with their leadership. Connecting vision with practical reality is critical. Collective and collaborative action by these leaders can drive progress. It requires emotional intelligence, self-awareness and social awareness. Education ministers, juggling multiple demands and tenures lasting often little more than two years, must employ strategic approaches such as coalition building to implement policies. Principals, too, face time constraints that hinder their ability to focus on core challenges like improving learning outcomes. With such complex roles, leaders deserve training, particularly to learn how they can draw in others to support them achieve their goals. But this publication shows us that fewer than half of countries explicitly emphasise teacher collaboration and only one-third focus on it in leadership programs. Without ever mentioning it, this report modestly exemplifies leadership. It provides valuable knowledge, expertise, and potential solutions and invites education actors at all levels to discuss how they can contribute to improvement. Learning is about collaboration, and this report facilitates that process. We must seize this opportunity to elevate leadership as a powerful tool for improving education from within. Jutta Urpilainen European Commissioner for International Partnerships and Chair of the Advisory Board for the GEM Report ## Acknowledgements This report would not have been possible without the valuable contributions of numerous people and institutions. The Global Education Monitoring Report (GEM Report) team would like to acknowledge their support and thank them for their time and effort. The GEM Report Advisory Board's members and its chairperson, Jutta Urpilainen, provided constructive guidance and feedback. Special thanks go to our engaged and committed funders, whose financial support ensures the preparation, release and dissemination of the GEM Report's publications. We would like to acknowledge the role of UNESCO and its leadership. We are grateful to many individuals, divisions and units at UNESCO headquarters, notably in the Education Sector and in various administrative services, for facilitating our daily work. The UNESCO Institute for Statistics plays a key role as the principal data provider but also through our partnership in support of SDG 4 monitoring, notably in the national SDG 4 benchmarking process. We would like to thank its director, Silvia Montoya, and her dedicated staff for the close collaboration. Additional thanks go to colleagues at other UNESCO institutes and to its regional and field office network. The GEM Report team would like to thank the following	[ "know", "that", "school", "principals", ",", "often", "invisible", ",", "can", "make", "or", "break", "a", "reform", "with", "their", "leadership", ".", "Connecting", "vision", "with", "practical", "reality", "is", "critical", ".", "\n\n", "Collective", "and", "collaborative", "action", "by", "these", "leaders", "can", "drive", "progress", ".", "It", "requires", "emotional", "intelligence", ",", "self", "-", "awareness", "and", "social", "awareness", ".", "Education", "ministers", ",", "juggling", "multiple", "demands", "and", "tenures", "lasting", "often", "little", "more", "than", "two", "years", ",", "must", "employ", "strategic", "approaches", "such", "as", "coalition", "building", "to", "implement", "policies", ".", "Principals", ",", "too", ",", "face", "time", "constraints", "that", "hinder", "their", "ability", "to", "focus", "on", "core", "challenges", "like", "improving", "learning", "outcomes", ".", "\n\n", "With", "such", "complex", "roles", ",", "leaders", "deserve", "training", ",", "particularly", "to", "learn", "how", "they", "can", "draw", "in", "others", "to", "support", "them", "achieve", "their", "goals", ".", " ", "But", "this", "publication", "shows", "us", "that", "fewer", "than", "half", "of", "countries", "explicitly", "emphasise", "teacher", "collaboration", "and", "only", "one", "-", "third", "focus", "on", "it", "in", "leadership", "programs", ".", "\n\n", "Without", "ever", "mentioning", "it", ",", "this", "report", "modestly", "exemplifies", "leadership", ".", "It", "provides", "valuable", "knowledge", ",", "expertise", ",", "and", "potential", "solutions", "and", "invites", "education", "actors", "at", "all", "levels", "to", "discuss", "how", "they", "can", "contribute", "to", "improvement", ".", "Learning", "is", "about", "collaboration", ",", "and", "this", "report", "facilitates", "that", "process", ".", "We", "must", "seize", "this", "opportunity", "to", "elevate", "leadership", "as", "a", "powerful", "tool", "for", "improving", "education", "from", "within", ".", "\n\n", "Jutta", "Urpilainen", "European", "Commissioner", "for", "International", "Partnerships", "and", "Chair", "of", "the", "Advisory", "Board", "for", "the", "GEM", "Report", "\n\n", "#", "#", "Acknowledgements", "\n\n", "This", "report", "would", "not", "have", "been", "possible", "without", "the", "valuable", "contributions", "of", "numerous", "people", "and", "institutions", ".", "The", "Global", "Education", "Monitoring", "Report", "(", "GEM", "Report", ")", "team", "would", "like", "to", "acknowledge", "their", "support", "and", "thank", "them", "for", "their", "time", "and", "effort", ".", "\n\n", "The", "GEM", "Report", "Advisory", "Board", "'s", "members", "and", "its", "chairperson", ",", "Jutta", "Urpilainen", ",", "provided", "constructive", "guidance", "and", "feedback", ".", "Special", "thanks", "go", "to", "our", "engaged", "and", "committed", "funders", ",", "whose", "financial", "support", "ensures", "the", "preparation", ",", "release", "and", "dissemination", "of", "the", "GEM", "Report", "'s", "publications", ".", "\n\n", "We", "would", "like", "to", "acknowledge", "the", "role", "of", "UNESCO", "and", "its", "leadership", ".", "We", "are", "grateful", "to", "many", "individuals", ",", "divisions", "and", "units", "at", "UNESCO", "headquarters", ",", "notably", "in", "the", "Education", "Sector", "and", "in", "various", "administrative", "services", ",", "for", "facilitating", "our", "daily", "work", ".", "The", "UNESCO", "Institute", "for", "Statistics", "plays", "a", "key", "role", "as", "the", "principal", "data", "provider", "but", "also", "through", "our", "partnership", "in", "support", "of", "SDG", "4", "monitoring", ",", "notably", "in", "the", "national", "SDG", "4", "benchmarking", "process", ".", "We", "would", "like", "to", "thank", "its", "director", ",", "Silvia", "Montoya", ",", "and", "her", "dedicated", "staff", "for", "the", "close", "collaboration", ".", "Additional", "thanks", "go", "to", "colleagues", "at", "other", "UNESCO", "institutes", "and", "to", "its", "regional", "and", "field", "office", "network", ".", "\n\n", "The", "GEM", "Report", "team", "would", "like", "to", "thank", "the", "following" ]	[]
to a vector that includes a tuple of one or more features. - forward propagation or “forward pass” at least in some examples, in the context of ML, refers to the calculation and storage of intermediate variables (including outputs) for a neural network in order from the input layer to the output layer. - hidden layer in the context of ML and NNs, at least in some examples refers to an internal layer of neurons in an ANN that is not dedicated to input or output. - hidden unit refers to a neuron in a hidden layer in an ANN. - hyperparameter at least in some examples refers to characteristics, properties, and/or parameters for an ML process that cannot be learnt during a training process. Hyperparameter are usually set before training takes place, and may be used in processes to help estimate model parameters. Examples of hyperparameters include model size (e.g., in terms of memory space, bytes, number of layers, and the like); training data shuffling (e.g., whether to do so and by how much); number of evaluation instances, iterations, epochs (e.g., a number of iterations or passes over the training data), or episodes; number of passes over training data; regularization; learning rate (e.g., the speed at which the algorithm reaches (converges to) optimal weights); learning rate decay (or weight decay); momentum; number of hidden layers; size of individual hidden layers; weight initialization scheme; dropout and gradient clipping thresholds; the C value and sigma value for SVMs; the k in k-nearest neighbors; number of branches in a decision tree - the term “inference engine” at least in some examples refers to a component of a computing system that applies logical rules to a knowledge base to deduce new information. - the term “intelligent agent” at least in some examples refers to a software agent or other autonomous entity which acts, directing its activity towards achieving goals upon an environment using observation through sensors and consequent actuators (i.e. it is intelligent). Intelligent agents may also learn or use knowledge to achieve their goals. - instance-based learning or “memory-based learning” in the context of ML at least in some examples refers to a family of learning algorithms that, instead of performing explicit generalization, compares new problem instances with instances seen in training, which have been stored in memory. - instance-based algorithms include k-nearest neighbor, and the like), decision tree Algorithms (e.g., Classification	[ "to", "a", "vector", "that", "includes", "a", "tuple", "of", "one", "or", "more", "features", ".", "\n", "-", "forward", "propagation", "\n", "or", "“", "forward", "pass", "”", "at", "least", "in", "some", "examples", ",", "in", "the", "context", "of", "ML", ",", "refers", "to", "the", "calculation", "and", "storage", "of", "intermediate", "variables", "(", "including", "outputs", ")", "for", "a", "neural", "network", "in", "order", "from", "the", "input", "layer", "to", "the", "output", "layer", ".", "\n", "-", "hidden", "layer", "\n", "in", "the", "context", "of", "ML", "and", "NNs", ",", "at", "least", "in", "some", "examples", "refers", "to", "an", "internal", "layer", "of", "neurons", "in", "an", "ANN", "that", "is", "not", "dedicated", "to", "input", "or", "output", ".", "\n", "-", "hidden", "unit", "\n", "refers", "to", "a", "neuron", "in", "a", "hidden", "layer", "in", "an", "ANN", ".", "\n", "-", "hyperparameter", "\n", "at", "least", "in", "some", "examples", "refers", "to", "characteristics", ",", "properties", ",", "and/or", "parameters", "for", "an", "ML", "process", "that", "can", "not", "be", "learnt", "during", "a", "training", "process", ".", "Hyperparameter", "are", "usually", "set", "before", "training", "takes", "place", ",", "and", "may", "be", "used", "in", "processes", "to", "help", "estimate", "model", "parameters", ".", "Examples", "of", "hyperparameters", "include", "model", "size", "(", "e.g.", ",", "in", "terms", "of", "memory", "space", ",", "bytes", ",", "number", "of", "layers", ",", "and", "the", "like", ")", ";", "training", "data", "shuffling", "(", "e.g.", ",", "whether", "to", "do", "so", "and", "by", "how", "much", ")", ";", "number", "of", "evaluation", "instances", ",", "iterations", ",", "epochs", "(", "e.g.", ",", "a", "number", "of", "iterations", "or", "passes", "over", "the", "training", "data", ")", ",", "or", "episodes", ";", "number", "of", "passes", "over", "training", "data", ";", "regularization", ";", "learning", "rate", "(", "e.g.", ",", "the", "speed", "at", "which", "the", "algorithm", "reaches", "(", "converges", "to", ")", "optimal", "weights", ")", ";", "learning", "rate", "decay", "(", "or", "weight", "decay", ")", ";", "momentum", ";", "number", "of", "hidden", "layers", ";", "size", "of", "individual", "hidden", "layers", ";", "weight", "initialization", "scheme", ";", "dropout", "and", "gradient", "clipping", "thresholds", ";", "the", "C", "value", "and", "sigma", "value", "for", "SVMs", ";", "the", "k", "in", "k", "-", "nearest", "neighbors", ";", "number", "of", "branches", "in", "a", "decision", "tree", "\n", "-", "the", "term", "“", "inference", "engine", "”", "at", "least", "in", "some", "examples", "\n", "refers", "to", "a", "component", "of", "a", "computing", "system", "that", "applies", "logical", "rules", "to", "a", "knowledge", "base", "to", "deduce", "new", "information", ".", "\n", "-", "the", "term", "“", "intelligent", "agent", "”", "at", "least", "in", "some", "examples", "\n", "refers", "to", "a", "software", "agent", "or", "other", "autonomous", "entity", "which", "acts", ",", "directing", "its", "activity", "towards", "achieving", "goals", "upon", "an", "environment", "using", "observation", "through", "sensors", "and", "consequent", "actuators", "(", "i.e.", "it", "is", "intelligent", ")", ".", "Intelligent", "agents", "may", "also", "learn", "or", "use", "knowledge", "to", "achieve", "their", "goals", ".", "\n", "-", "instance", "-", "based", "learning", "\n", "or", "“", "memory", "-", "based", "learning", "”", "in", "the", "context", "of", "ML", "at", "least", "in", "some", "examples", "refers", "to", "a", "family", "of", "learning", "algorithms", "that", ",", "instead", "of", "performing", "explicit", "generalization", ",", "compares", "new", "problem", "instances", "with", "instances", "seen", "in", "training", ",", "which", "have", "been", "stored", "in", "memory", ".", "\n", "-", "instance", "-", "based", "algorithms", "\n", "include", "k", "-", "nearest", "neighbor", ",", "and", "the", "like", ")", ",", "decision", "tree", "Algorithms", "(", "e.g.", ",", "Classification" ]	[]
Wilcox, S. (2013). Audit of the mining industry. In Inter-American Center of Tax Administrations, Prevention and control of tax evasion: Proceedings of CIAT Technical Conference. https:// www.ciat.org/Biblioteca/ConferenciasTecnicas/2013/Ingles/2013\_topic3.2\_Wilcox\_ASI.pdf <!-- image -->	[ "Wilcox", ",", "S.", "(", "2013", ")", ".", "Audit", "of", "the", "mining", "industry", ".", "In", "Inter", "-", "American", "Center", "of", "Tax", "Administrations", ",", "Prevention", "and", "control", "of", "tax", "evasion", ":", "Proceedings", "of", "CIAT", "Technical", "Conference", ".", "https://", "www.ciat.org/Biblioteca/ConferenciasTecnicas/2013/Ingles/2013\\_topic3.2\\_Wilcox\\_ASI.pdf", "\n\n", "<", "!", "--", "image", "--", ">" ]	[ { "end": 276, "label": "CITATION_SPAN", "start": 0 } ]
esos ámbitos. ## Se espera que los líderes escolares excedan en sus funciones a pesar de los escasos recursos de que disponen. - Hay demasiadas exigencias en el funcionamiento de las escuelas como para dejar tiempo suficiente a las y los directores para establecer una visión. Las expectativas que se tienen de los directores suelen ser demasiado altas. Los directores escolares juegan un rol fundamental a la hora de aplicar de manera eficaz las reformas. En algunos países, están además sometidos a un intenso escrutinio debido a los nuevos mecanismos de rendición de cuentas. Sin embargo, una encuesta realizada a directores de 14 países de ingresos medios reveló que estos dedican el 68 % de su tiempo a tareas rutinarias de gestión. Aproximadamente un tercio de los directores de centros públicos y un quinto de los directores de centros privados de los países de la OCDE declararon carecer de tiempo suficiente para desempeñar funciones de liderazgo pedagógico. ## Los líderes escolares no deben ser héroes. Al compartir el liderazgo se construyen mejores escuelas.	[ "esos", "ámbitos", ".", "\n\n", "#", "#", "Se", "espera", "que", "los", "líderes", "escolares", "excedan", "en", "sus", "funciones", "a", "pesar", "de", "los", "escasos", "recursos", "de", "que", "disponen", ".", "\n\n", "-", "", "Hay", "demasiadas", "exigencias", "en", "el", "funcionamiento", "de", "las", "escuelas", "como", "para", "dejar", "tiempo", "suficiente", "a", "las", "y", "los", "directores", "para", "establecer", "una", "visión", ".", "Las", "expectativas", "que", "se", "tienen", "de", "los", "directores", "suelen", "ser", "demasiado", "altas", ".", "Los", "directores", "escolares", "juegan", "un", "rol", "fundamental", "a", "la", "hora", "de", "aplicar", "de", "manera", "eficaz", "las", "reformas", ".", "En", "algunos", "países", ",", "están", "además", "sometidos", "a", "un", "intenso", "escrutinio", "debido", "a", "los", "nuevos", "mecanismos", "de", "rendición", "de", "cuentas", ".", "Sin", "embargo", ",", "una", "encuesta", "realizada", "a", "directores", "de", "14", "países", "de", "ingresos", "medios", "reveló", "que", "estos", "dedican", "el", "68", "%", "de", "su", "tiempo", "a", "tareas", "rutinarias", "de", "gestión", ".", "Aproximadamente", "un", "tercio", "de", "los", "directores", "de", "centros", "públicos", "y", "un", "quinto", "de", "los", "directores", "de", "centros", "privados", "de", "los", "países", "de", "la", "OCDE", "declararon", "carecer", "de", "tiempo", "suficiente", "para", "desempeñar", "funciones", "de", "liderazgo", "pedagógico", ".", "\n\n", "#", "#", "Los", "líderes", "escolares", "no", "deben", "ser", "héroes", ".", "Al", "compartir", "el", "liderazgo", "se", "construyen", "mejores", "escuelas", "." ]	[]
the State Regional Archives in Trebon, Czech Republic) 116 Negotiating in/visibility (partly counting on donations from Czechoslovak companies) was so high that by the end of 1928 any information regarding the enterprise had dis - appeared from the archival documents.61 It is therefore likely that the idea failed to materialize. Conclusion Vlasta Kálalová Di- Lotti ended up staying in Baghdad for almost seven years, working tirelessly throughout her stay on all the tasks she set out to accomplish. Her large medical practice speaks of the success she achieved – the only setback was the failure to find a successor to take over and main - tain such a practice (she offered it for free) after her illness prevented her from continuing her work. In autumn 1931, Kálalová Di- Lotti decided to return to Czechoslovakia. She feared not only for the health of her children, but also for her own health. She suffered from high fevers, most likely the outcome of dengue fever. In the spring of 1932, after futile attempts to find a successor among Czechoslovak or foreign doctors to continue her work, she left for her homeland and her clinic closed its doors.62 Vlasta Kálalová Di- Lotti also worked to improve health conditions for the Iraqi population, especially women, who could not be treated by a male doctor. She sought to extend compulsory education for midwives, who were to be allowed to practise their profession with only basic reading and writ - ing skills. We cannot document today how much influence she had on the founding of the first medical school in Iraq, but at its inauguration she took a place of honour next to King Faisal I.63 The Office of the President of the Republic has preserved a copy of a cer - tificate issued to Vlasta Kálalová Di- Lotti in January 1933 as an evaluation of her medical practice in Baghdad: We confirm in addition to your request that you established a surgical institute (Mustausaf Čechoslovak) in Baghdad in 1925 with the moral and material support of the President of the Republic and that you ran the same as an inde - pendent surgeon until 31 March 1932. Your clinic was equipped according to the model of our hospital surgical departments. 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infrastructure, and enforcement efforts. More insights can be gained by integrating exist - ing data and collecting further information, such as Making roads safer by repurposing private intent traffic data \| 153Uber and Waze data on average speeds on road seg - ments and on road obstacles; Google Maps data on land use; and weather data on driving conditions. The researchers also invested in a massive data collection effort that is surveying the infrastructure and video-taping and coding the behavior of road users in 200 crash black spots in the city. The analysis of these new data will generate hypotheses to optimize the policy response to the road safety problem. Overall, developing spatially integrated datasets that leverage administrative, social media, private, and more traditional sources can help to fill data gaps and pave the way for smart and socially beneficial investments and policies. Source: Milusheva et al. 2020. Note: Data shown are for July 2017–July 2018.Map S4.2.1 By combining police reports and crowdsourced data, researchers were able to identify the 5 percent of roads where half of the crashes occur in Nairobi Notes 1. WDR 2021 and World He alth Organization (WHO) team calculations based on a comparison of reported deaths from the WHO Global Status Report on Road Safety (WHO 2018). 2. WHO (2018) . 3. Milusheva et al. (2020) . 4. The new algorithms build on work by Finkel, Grenager, and Manning (2005); Gelernter and Balaji (2013); and Ritter et al. (2011). References Finkel, Jenny Rose, Trond Grenager, and Christopher Mann - ing. 2005. “Incorporating Non-local Inf ormation into Information Extraction Systems by Gibbs Sampling.” In 43rd Annual Meeting of the Association for Computational Linguistics: Proceedings of the Conference, edited by Kevin Knight, Hwee Tou Ng, and Kemal Oflazer, 363–70. New Brunswick, NJ: Association for Computational Linguis-tics. https://www.aclweb.org/anthology/P05-1045. Gelernter, Judith, and Shilpa Balaji. 2013. “An Algorithm for Local Geoparsing of Microtext.” GeoInformatica 17 (4): 635–67. https://doi.org/10.1007/s10707-012-0173-8. Milusheva, Sveta, Robert Marty, Guadalupe Bedoya, Eliza- beth Resor, Sarah Williams, and Arianna Legovini. 2020. “Can Crowdsourcing Create the Missing Crash Data?” In COMPASS ’20: Proceedings of the 3rd ACM SIGCAS Confer - ence on Computing and Sustainable Societies, 305–06. New York: Association for Computing Machinery. https://doi .org/10.1145/3378393.3402264. Ritter, Alan, Sam Clark, Mausam, and Oren Willi Etzioni. 2011. “Named Entity Recognition in Tweets: An Exper - imental Study.” In Conference on Empirical Methods in Natural Language Processing: Proceedings of the Conference, 1524–34. Stroudsburg, PA: Association for Computa-tional Linguistics.	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largest scientific partner of EaP institutions, followed by Germany, Poland and the United States. At some distance, other European countries follow: France, the UK, Italy, Spain and Switzerland can be ob- served as recurrent partners. A considerable share of these co-publications is the result of great en- deavours in physics, mainly classified under the Fundamental physics and mathematics domain. China is the only Asian country appearing on the list. In EC-funded projects, the first top European partners are repeated, complemented by Belgium and Netherlands – very active countries in Horizon 2020 – and Greece and Romania, which are geo- graphically closer to the EaP countries. The Russian Federation so far concentrated a larg- er proportion of scientific collaborations within Bi- otechnology, Chemistry and chemical engineering, Energy, Nanotechnology and materials and Optics and photonics. The remaining domains present a more evenly distributed collaboration pattern, notably in Agrifood, Environmental sciences and industries or Electric and electronic technologies. Some specific relationships emerge, notably with Poland in Transportation and ICT and computer science or with the United States in Health and wellbeing. 6. Summary of the strengths of each S&T specialisation do- main for each EaP country 6.1 Selection of the most relevant domains per country Based on the evidence shown in Chapter 4 for critical mass, specialisation and excellence per domain, the following sections present synthet- ic indicators supporting the selection of the S&T specialisation domains for each Eastern Partnership country. For each country, each do- main is characterised by the indicators below. 1. Critical mass a. The domain is within the country’s top 5 by number of publications b. The domain is within the country’s top 5 by number of patents 2. Specialisation a. The domain is within the country’s top 5 by relative specialisation for publications, in relation to the EaP b. The domain is within the country’s top 5 by relative specialisation for patents, in relation to the EaP 3. Excellence a. The domain is within the country’s top 5 by normalised citation impact for publications b. The domain is within the country’s top 5 by number of EU-funded projects (Horizon 2020) The previous chapters have provided diverse and complementary evidence on the thematics, col- laborations and STI ecosystems related to each domain. 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22 The selected portable NiMH batteries exhibit different internal resistances ranging from 2 m Ωup to 130 m Ω(see Figure 4). Increasing the size of the batteries tends to correlate with lower internal resistance. A “D” NiMH battery has a larger cell construction than a “AAA” battery (diameter of “AAA” 10 mm and “D” 33 mm); thus, the D battery has a greater electrode contact area with the electrolyte, reducing the internal resistance [ 33]. While the internal resistance is lower in bigger NiMH batteries (C and D designations), the specific energy density of the NiMH batteries is larger in AA and AAA batteries (see Figure 4). In all cases, there are differences between the rated capacity (Wh/kg declared label) and the tested capacity (Wh/kg JRC test). In most cases, the capacity declared by the manufacturer is larger than the capacity measured in this study. These differences could be related to the manufacturer’s date of production, testing equipment, changes in the cell during transportation and distribution, to name a few. Figure 4. Portable NiMH batteries specific energy and internal resistance with manufacturers and designation. The difference in resistance and specific energy of batteries of the same size can also be related to the internal construction of the batteries. Figure 5 shows the X-ray tomography scan of the cross-sectional view of two AAA NiMH batteries with different rated capacities (see Figure 5a NiMH 900 mAh and Figure 5b NiMH 1000 mAh). The reconstructed CT data are evaluated by the VGSTUDIO MAX 3.4 software. Figure 4. Portable NiMH batteries specific energy and internal resistance with manufacturers and designation. Batteries 2025, 11, x FOR PEER REVIEW 9 of 21 Figure 5. X-ray tomography scan cross-sectional view of AAA NiMH battery: (a) GP 900 mAh and (b) Tronic 1000 mAh rated capacity. 3.2. Discharge Analysis of Portable NiMH Batteries The discharge is performed by following the procedure in standard IEC 61951-2. Fig- ure 6 shows the discharge proﬁle of diﬀerent sizes of portable NiMH batteries. The bat- teries are discharged at a rate of 0.2 C until a cut-oﬀ voltage of 1 V (no resting period between charging and discharging is used). The discharge voltage proﬁles of the diﬀerent NiMH batteries with sizes AAA, AA, C, and D are similar (see Figure 6a–d). The starting discharge voltage is between 1.38 V and 1.45 V, depending on the brand and battery size. 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deflator and exchange rate have an important effect on results. Depending on the objective of the comparison, one or the other indicator may be more relevant. GDP at current prices offers insights into market value, GDP at constant prices into volume growth, while purchasing power adjustment allows a comparison from the consumer perspective. 12THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 1FIGURE 4 GDP per capita gap GDP per capita, 2023, constant PPP prices (EUR) Source: AMECO, 2024. At the same time, three external conditions – in trade, energy and defence – that supported growth in Europe after the end of the Cold War have been fading . First, even as domestic growth slowed, the EU benefitted significantly from burgeoning world trade under multilateral rules. Between 2000 and 2019, international trade as a share of GDP rose from 30% to 43% in the EU, whereas in the US it rose from 25% to 26%. Trade openness ensured that Europe could import freely goods and services it lacked, ranging from raw materials to advanced technologies, while exporting manufactured goods in which it specialised, particularly to the growing markets of Asia. However, the multilateral trading order is now in deep crisis and the era of rapid world trade growth looks to have passed: the IMF projects world trade to grow at 3.2% over the medium term, a pace well below its annual average from 2000-19 of 4.9%iv. Second, as relations normalised with Russia, Europe was able to satisfy its demand for imported energy by procuring ample pipeline gas, which accounted for around 45% of the EU’s natural gas imports in 2021. But this source of relatively cheap energy has now disappeared at huge cost to Europe. The EU has lost more than a year of GDP growth while having to re-direct massive fiscal resources to energy subsidies and building new infrastructure for importing liquefied natural gas. Third, the era of geopolitical stability under US hegemony allowed the EU largely to separate economic policy from security considerations, as well as to use the “peace dividend” from lower defence spending to support its domestic goals. The geopolitical environment is however now in flux owing to Russia’s unwar - ranted aggression against Ukraine, deteriorating US-China relations and rising instability in Africa, which is a source of many commodities that are critical to the world economy. 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can includes obtained from deployed at various locations within the MRF, and status information (also referred to as “ ”, “ ”, “ ”, and/or the like) from . The can include any measurements, events, and/or other data related to one or more events or phenomena, which may be based on the specific sensing means employed by an . The can include any information related to the operation of and/or including operational states (e.g., active, inactive, idle, sleeping, off, on, and/or the like), parameters and/or conditions of individual components or elements (e.g., compute system measurements, metrics, statistics including any of those discussed herein), maintenance/servicing data/statistics of and/or , and/or any other measurements and/or metrics to assist with the management of the MRF. Additionally or alternatively, the data streams can include data from other sources including sources outside of the MRF (e.g., sensor data from waste collection vehicles and/or other relevant vehicles, weather report data from weather stations, historical (stored) data collected from , historical (stored) data collected from , historical MHU configurations, historical sorting logic settings and/or configurations, and/or the like). Any other data, measurements, metrics, statistics, and/or parameters may be monitored, collected, analyzed, and/or controlled for individual MHUs and/or according to implementation and/or use case. The can record and/or store the received data stream data (e.g., including data from , and/or other data) for later use, and/or provide the to the AI/ML system(s) for training and/or generating inferences. The can include individual data items from the data streams , , and/or the can include analyzed, fused, or otherwise processed data based on the received , and/or other collected data, measurements, and/or metrics. When used for training AI/ML models, the may be referred to as “ ”, “ ”, and/or the like. The includes data to be used for AI/ML model training including the inputs data and/or labels for supervised training. When used for generating inferences, the may be referred to as “ ”, “ ”, “ ”, and/or the like. In some cases, the may overlap with the , however these data sets are at least logically different. As mentioned previously, the AI/ML system(s) builds, trains, optimizes, validates, and/or tests one or more AI/ML models using a . In some implementations, the AI/ML system(s) include AI/ML engine(s) that execute or operate the trained AI/ML models to generate or determine inferences. In these implementations, the AI/ML system(s) provides AI/ to	[ "can", "includes", " ", "obtained", "from", " ", "deployed", "at", "various", "locations", "within", "the", "MRF", ",", "and", "status", "information", " ", "(", "also", "referred", "to", "as", "“", "”", ",", "“", "”", ",", "“", "”", ",", "and/or", "the", "like", ")", "from", " ", ".", "The", " ", "can", "include", "any", "measurements", ",", "events", ",", "and/or", "other", "data", "related", "to", "one", "or", "more", "events", "or", "phenomena", ",", "which", "may", "be", "based", "on", "the", "specific", "sensing", "means", "employed", "by", "an", " ", ".", "The", " ", "can", "include", "any", "information", "related", "to", "the", "operation", "of", " ", "and/or", " ", "including", "operational", "states", "(", "e.g.", ",", "active", ",", "inactive", ",", "idle", ",", "sleeping", ",", "off", ",", "on", ",", "and/or", "the", "like", ")", ",", "parameters", "and/or", "conditions", "of", "individual", "components", "or", "elements", "(", "e.g.", ",", "compute", "system", "measurements", ",", "metrics", ",", "statistics", "including", "any", "of", "those", "discussed", "herein", ")", ",", "maintenance", "/", "servicing", "data", "/", "statistics", "of", " ", "and/or", " ", ",", "and/or", "any", "other", "measurements", "and/or", "metrics", "to", "assist", "with", "the", "management", "of", "the", "MRF", ".", "Additionally", "or", "alternatively", ",", "the", "data", "streams", "can", "include", "data", "from", "other", "sources", "including", "sources", "outside", "of", "the", "MRF", "(", "e.g.", ",", "sensor", "data", "from", "waste", "collection", "vehicles", "and/or", "other", "relevant", "vehicles", ",", "weather", "report", "data", "from", "weather", "stations", ",", "historical", "(", "stored", ")", "data", "collected", "from", " ", ",", "historical", "(", "stored", ")", "data", "collected", "from", " ", ",", "historical", "MHU", "configurations", ",", "historical", "sorting", "logic", "settings", "and/or", "configurations", ",", "and/or", "the", "like", ")", ".", "Any", "other", "data", ",", "measurements", ",", "metrics", ",", "statistics", ",", "and/or", "parameters", "may", "be", "monitored", ",", "collected", ",", "analyzed", ",", "and/or", "controlled", "for", "individual", "MHUs", " ", "and/or", " ", "according", "to", "implementation", "and/or", "use", "case", ".", "\n\n", "The", " ", "can", "record", "and/or", "store", "the", "received", "data", "stream", "data", " ", "(", "e.g.", ",", "including", "data", "from", " ", ",", " ", "and/or", "other", "data", ")", "for", "later", "use", ",", "and/or", "provide", "the", " ", "to", "the", "AI", "/", "ML", "system(s", ")", " ", "for", "training", "and/or", "generating", "inferences", ".", "The", " ", "can", "include", "individual", "data", "items", "from", "the", "data", "streams", ",", ",", "and/or", "the", " ", "can", "include", "analyzed", ",", "fused", ",", "or", "otherwise", "processed", "data", "based", "on", "the", "received", " ", ",", " ", "and/or", "other", "collected", "data", ",", "measurements", ",", "and/or", "metrics", ".", "When", "used", "for", "training", "AI", "/", "ML", "models", ",", "the", " ", "may", "be", "referred", "to", "as", "“", "”", ",", "“", "”", ",", "and/or", "the", "like", ".", "The", " ", "includes", "data", "to", "be", "used", "for", "AI", "/", "ML", "model", "training", "including", "the", "inputs", "data", "and/or", "labels", "for", "supervised", "training", ".", "When", "used", "for", "generating", "inferences", ",", "the", " ", "may", "be", "referred", "to", "as", "“", "”", ",", "“", "”", ",", "“", "”", ",", "and/or", "the", "like", ".", "In", "some", "cases", ",", "the", " ", "may", "overlap", "with", "the", " ", ",", "however", "these", "data", "sets", "are", "at", "least", "logically", "different", ".", "\n\n", "As", "mentioned", "previously", ",", "the", "AI", "/", "ML", "system(s", ")", " ", "builds", ",", "trains", ",", "optimizes", ",", "validates", ",", "and/or", "tests", "one", "or", "more", "AI", "/", "ML", "models", "using", "a", " ", ".", "In", "some", "implementations", ",", "the", "AI", "/", "ML", "system(s", ")", " ", "include", "AI", "/", "ML", "engine(s", ")", "that", "execute", "or", "operate", "the", "trained", "AI", "/", "ML", "models", "to", "generate", "or", "determine", "inferences", ".", "In", "these", "implementations", ",", "the", "AI", "/", "ML", "system(s", ")", " ", "provides", "AI/", " ", "to" ]	[]
the ring-fencing rules, which is to avoid the deferral of taxes where there are several mining projects in different stages, such as a producing mine and a mine at the exploration or development stage. ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES ## 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION - · For revenues, a method based on the contribution of each licence area to the total revenues from mining activities fits the purpose. General and indirect revenues can often be linked to mining revenues. For instance, income earned from bank interest will usually be generated from the excess cash that is achieved from selling the minerals. ## 5.3 How to Mitigate the Risk of Domestic Transfer Pricing Abuse in the Context of Ring-Fencing Mining investors might over-allocate expenditures to mature mining projects or profitable activities to reduce the profits of those projects or activities. Similarly, there might be cases where mining investors will shift profits from profitable projects to loss-making projects or to non-mining activities subject to a lower tax burden. These profit or expense (deduction) shifting strategies are well known approaches that may be a result of an arrangement between related parties (belonging into the same MNE group) and/or can be also result of arrangements agreed with third parties-i.e. the investor could instruct the third-party service provider to contract and invoice a specific expense to a specific legal entity, which faces the highest effective tax rate and thus optimizing the tax benefit. Tax administrations are equally aware of such practices and address them either by applying transfer pricing rules or other special anti-avoidance rules designed to prevent the income or expense (deduction) shifting. The existing transfer pricing risk can be observed between separate legal entities, but equally, it may be demonstrated where different parts of the same entity are treated as separate taxpayers due to the application of ring-fencing rules. To address this challenge and to deal with such valuation/transfer pricing risks, the resource-rich countries often apply transfer pricing rules based on the arm's-length principle not only to cross-border transactions but also to transactions between different legal entities that operate in the same jurisdiction (domestic transactions). Where ring-fencing is used and the different parts of the same legal entity are subject to different tax treatment or there is a risk of profit shifting between the ring-fenced	[ "the", "ring", "-", "fencing", "rules", ",", "which", "is", "to", "avoid", "the", "deferral", "of", "taxes", "where", "there", "are", "several", "mining", "projects", "in", "different", "stages", ",", "such", "as", "a", "producing", "mine", "and", "a", "mine", "at", "the", "exploration", "or", "development", "stage", ".", "\n\n", "#", "#", "1.0", "INTRODUCTION", "\n\n", "2.0", "THE", "FUNDAMENTALS", "OF", "RING", "-", "FENCING", "\n\n", "3.0", "THE", "BENEFITS", "AND", "RISKS", "OF", "RING", "-", "FENCING", "\n\n", "4.0", "DESIGNING", "RING", "-", "FENCING", "RULES", "\n\n", "#", "#", "5.0", "THE", "IMPLEMENTATION", "OF", "RING", "-", "FENCING", "RULES", "\n\n", "6.0", "CONCLUSION", "\n\n", "-", "·", "For", "revenues", ",", "a", "method", "based", "on", "the", "contribution", "of", "each", "licence", "area", "to", "the", "total", "revenues", "from", "mining", "activities", "fits", "the", "purpose", ".", "General", "and", "indirect", "revenues", "can", "often", "be", "linked", "to", "mining", "revenues", ".", "For", "instance", ",", "income", "earned", "from", "bank", "interest", "will", "usually", "be", "generated", "from", "the", "excess", "cash", "that", "is", "achieved", "from", "selling", "the", "minerals", ".", "\n\n", "#", "#", "5.3", "How", "to", "Mitigate", "the", "Risk", "of", "Domestic", "Transfer", "Pricing", "Abuse", "in", "the", "Context", "of", "Ring", "-", "Fencing", "\n\n", "Mining", "investors", "might", "over", "-", "allocate", "expenditures", "to", "mature", "mining", "projects", "or", "profitable", "activities", "to", "reduce", "the", "profits", "of", "those", "projects", "or", "activities", ".", "Similarly", ",", "there", "might", "be", "cases", "where", "mining", "investors", "will", "shift", "profits", "from", "profitable", "projects", "to", "loss", "-", "making", "projects", "or", "to", "non", "-", "mining", "activities", "subject", "to", "a", "lower", "tax", "burden", ".", "These", "profit", "or", "expense", "(", "deduction", ")", "shifting", "strategies", "are", "well", "known", "approaches", "that", "may", "be", "a", "result", "of", "an", "arrangement", "between", "related", "parties", "(", "belonging", "into", "the", "same", "MNE", "group", ")", "and/or", "can", "be", "also", "result", "of", "arrangements", "agreed", "with", "third", "parties", "-", "i.e.", "the", "investor", "could", "instruct", "the", "third", "-", "party", "service", "provider", "to", "contract", "and", "invoice", "a", "specific", "expense", "to", "a", "specific", "legal", "entity", ",", "which", "faces", "the", "highest", "effective", "tax", "rate", "and", "thus", "optimizing", "the", "tax", "benefit", ".", "Tax", "administrations", "are", "equally", "aware", "of", "such", "practices", "and", "address", "them", "either", "by", "applying", "transfer", "pricing", "rules", "or", "other", "special", "anti", "-", "avoidance", "rules", "designed", "to", "prevent", "the", "income", "or", "expense", "(", "deduction", ")", "shifting", ".", "\n\n", "The", "existing", "transfer", "pricing", "risk", "can", "be", "observed", "between", "separate", "legal", "entities", ",", "but", "equally", ",", "it", "may", "be", "demonstrated", "where", "different", "parts", "of", "the", "same", "entity", "are", "treated", "as", "separate", "taxpayers", "due", "to", "the", "application", "of", "ring", "-", "fencing", "rules", ".", "\n\n", "To", "address", "this", "challenge", "and", "to", "deal", "with", "such", "valuation", "/", "transfer", "pricing", "risks", ",", "the", "resource", "-", "rich", "countries", "often", "apply", "transfer", "pricing", "rules", "based", "on", "the", "arm's", "-", "length", "principle", "not", "only", "to", "cross", "-", "border", "transactions", "but", "also", "to", "transactions", "between", "different", "legal", "entities", "that", "operate", "in", "the", "same", "jurisdiction", "(", "domestic", "transactions", ")", ".", "Where", "ring", "-", "fencing", "is", "used", "and", "the", "different", "parts", "of", "the", "same", "legal", "entity", "are", "subject", "to", "different", "tax", "treatment", "or", "there", "is", "a", "risk", "of", "profit", "shifting", "between", "the", "ring", "-", "fenced" ]	[]
or more operating parameters (e.g., conveyor speed, movement direction of the conveyor or conveyance means, and/or the like), move to a different location/area of the MRF, and/or other parameters based on the information obtained from various data streams. Some of the include mechanical separation mechanisms (or mechanical separators). As examples, the mechanical separation mechanisms can include vibratory equipment to form a vibratory screen, screen separators (e.g., of ) that may employ discs and/or the like, ballistic separators, and/or the like. Such mechanical separators may be used as an initial separation means for a given waste stream to generate a relatively crude recoverable (commodity) material stream and residual stream. Each such stream may then be passed through one or more other sorters (e.g., robotic, optical, air, vibratory, and so forth) for further refinement and/or purification of the recoverable material stream, and further recovery of recoverable materials from the residual stream. Although many of the sorting means is discussed herein are mechanical in nature, for purposes of the present disclosure, the mechanical separators connote any sort of separation technology useable with a MRF that is not otherwise discussed herein w.r.t other sorting technologies. Such mechanical separators may include sensors feeding a data stream (e.g., including and/or sensor data ) to control indicating the efficiency of the separation, to allow to engage the additional sorter(s) as necessary. Other sensors, as discussed elsewhere, may feed control system a data stream about the operating status of the mechanical separators (e.g., whether the separator is jammed or clogged, is in need of service, requires a speed adjustment to optimize efficiency, and/or the like). In any of the examples discussed herein, any of the can include mobility mechanisms (also referred to as locomotion mechanisms and/or the like) and/or any other devices or subsystems to transport themselves from place to place. These mobility mechanisms allow the to move throughout the MRF based on the command/instructions received from the . These movement mechanisms can include walking mechanisms (e.g., using any number of legs), rolling mechanisms (e.g., wheels, continuous tracks, and the like), propulsion mechanisms, cranes, and/or any other suitable mechanism, including any of those discussed herein. In some implementations, the can utilize a suitable motion planning optimization techniques, costmaps, and/or AI/ML techniques to perform the movements necessary to travel throughout the MRF. The various sorters (e.g., mechanical, robotic, optical, air, and/or any other type) may be located at any	[ "or", "more", "operating", "parameters", "(", "e.g.", ",", "conveyor", "speed", ",", "movement", "direction", "of", "the", "conveyor", "or", "conveyance", "means", ",", "and/or", "the", "like", ")", ",", "move", "to", "a", "different", "location", "/", "area", "of", "the", "MRF", ",", "and/or", "other", "parameters", "based", "on", "the", "information", "obtained", "from", "various", "data", "streams", ".", "\n\n", "Some", "of", "the", " ", "include", "mechanical", "separation", "mechanisms", "(", "or", "mechanical", "separators", ")", ".", "As", "examples", ",", "the", "mechanical", "separation", "mechanisms", "can", "include", "vibratory", "equipment", "to", "form", "a", "vibratory", "screen", ",", "screen", "separators", "(", "e.g.", ",", " ", "of", ")", "that", "may", "employ", "discs", "and/or", "the", "like", ",", "ballistic", "separators", ",", "and/or", "the", "like", ".", "Such", "mechanical", "separators", "may", "be", "used", "as", "an", "initial", "separation", "means", "for", "a", "given", "waste", "stream", "to", "generate", "a", "relatively", "crude", "recoverable", "(", "commodity", ")", "material", "stream", "and", "residual", "stream", ".", "Each", "such", "stream", "may", "then", "be", "passed", "through", "one", "or", "more", "other", "sorters", "(", "e.g.", ",", "robotic", ",", "optical", ",", "air", ",", "vibratory", ",", "and", "so", "forth", ")", "for", "further", "refinement", "and/or", "purification", "of", "the", "recoverable", "material", "stream", ",", "and", "further", "recovery", "of", "recoverable", "materials", "from", "the", "residual", "stream", ".", "Although", "many", "of", "the", "sorting", "means", "is", "discussed", "herein", "are", "mechanical", "in", "nature", ",", "for", "purposes", "of", "the", "present", "disclosure", ",", "the", "mechanical", "separators", "connote", "any", "sort", "of", "separation", "technology", "useable", "with", "a", "MRF", "that", "is", "not", "otherwise", "discussed", "herein", "w.r.t", "other", "sorting", "technologies", ".", "Such", "mechanical", "separators", "may", "include", "sensors", "feeding", "a", "data", "stream", "(", "e.g.", ",", "including", " ", "and/or", "sensor", "data", ")", "to", "control", " ", "indicating", "the", "efficiency", "of", "the", "separation", ",", "to", "allow", " ", "to", "engage", "the", "additional", "sorter(s", ")", "as", "necessary", ".", "Other", "sensors", ",", "as", "discussed", "elsewhere", ",", "may", "feed", "control", "system", " ", "a", "data", "stream", "about", "the", "operating", "status", "of", "the", "mechanical", "separators", "(", "e.g.", ",", "whether", "the", "separator", "is", "jammed", "or", "clogged", ",", "is", "in", "need", "of", "service", ",", "requires", "a", "speed", "adjustment", "to", "optimize", "efficiency", ",", "and/or", "the", "like", ")", ".", "\n\n", "In", "any", "of", "the", "examples", "discussed", "herein", ",", "any", "of", "the", " ", "can", "include", "mobility", "mechanisms", "(", "also", "referred", "to", "as", "locomotion", "mechanisms", "and/or", "the", "like", ")", "and/or", "any", "other", "devices", "or", "subsystems", "to", "transport", "themselves", "from", "place", "to", "place", ".", "These", "mobility", "mechanisms", "allow", "the", " ", "to", "move", "throughout", "the", "MRF", "based", "on", "the", "command", "/", "instructions", "received", "from", "the", " ", ".", "These", "movement", "mechanisms", "can", "include", "walking", "mechanisms", "(", "e.g.", ",", "using", "any", "number", "of", "legs", ")", ",", "rolling", "mechanisms", "(", "e.g.", ",", "wheels", ",", "continuous", "tracks", ",", "and", "the", "like", ")", ",", "propulsion", "mechanisms", ",", "cranes", ",", "and/or", "any", "other", "suitable", "mechanism", ",", "including", "any", "of", "those", "discussed", "herein", ".", "In", "some", "implementations", ",", "the", " ", "can", "utilize", "a", "suitable", "motion", "planning", "optimization", "techniques", ",", "costmaps", ",", "and/or", "AI", "/", "ML", "techniques", "to", "perform", "the", "movements", "necessary", "to", "travel", "throughout", "the", "MRF", ".", "\n\n", "The", "various", "sorters", "(", "e.g.", ",", "mechanical", ",", "robotic", ",", "optical", ",", "air", ",", "and/or", "any", "other", "type", ")", "may", "be", "located", "at", "any" ]	[]
SEARCH ARCHIVE Advanced Search EurekAlert! Science News A service of the American Association for the Advancement of Science EurekAlert! Science News A service of the American Association for the Advancement of Science Home News Releases Multimedia Meetings Login Register News Release 13-Jan-2016 Novel blood thinner found to be safe and effective in women Study shows cangrelor reduces the odds of cardiovascular events by 35 percent in women undergoing coronary stenting when compared to standard therapy Peer-Reviewed Publication Brigham and Women's Hospital Percutaneous coronary intervention (PCI) is a staple of modern day medicine in which cardiologists place a stent in a blood vessel around the heart in order to restore blood flow in people with heart disease. Blood thinners allow for the procedure to be completed with a reduced risk of certain complications such as clots. In 2015, a potent intravenous blood thinner, cangrelor, was FDA approved for this purpose following positive results from a multi-center trial. However, the efficacy and safety of blood thinners in women has not been previously well studied. In new research, investigators from Brigham and Women's Hospital compared the safety and efficacy of cangrelor to another commonly used anti-platelet therapy, clopidogrel, to see whether the effects differed between men and women. Researchers found that among women, cangrelor reduced the odds of major adverse cardiovascular events by 35 percent and reduced the odds of stent thrombosis (clot in a stent) by 61 percent when compared to standard therapy. The odds of severe bleeding were not increased. Their findings are published in the January 19, 2016 issue of Circulation. "In the past, questions have been raised about the safety and efficacy of blood thinners in women," said lead author Michelle O'Donoghue, MD, MPH, a cardiologist and researcher at Brigham and Women's Hospital. "This study provides important reassurance overall that this potent and novel intravenous blood thinner appears to offer as much benefit for women as it does for men." The research team used data from the randomized control trial, CHAMPION PHOENIX, which studied cangrelor in more than 11,000 patients who were undergoing elective or urgent stenting. ### CHAMPION PHOENIX was funded by The Medicines Company, which manufactures cangrelor. Brigham and Women's Hospital (BWH) is a 793-bed nonprofit teaching affiliate of Harvard Medical School and a founding member of Partners HealthCare. BWH has more than 3.5 million annual patient visits, is the largest birthing center in Massachusetts and	[ "\n", "SEARCH", "ARCHIVE", "\n \n", "Advanced", "Search", "\n", "EurekAlert", "!", "Science", "News", "A", "service", "of", "the", "American", "Association", "for", "the", "Advancement", "of", "Science", "\n", "EurekAlert", "!", "Science", "News", "A", "service", "of", "the", "American", "Association", "for", "the", "Advancement", "of", "Science", "\n\n", "Home", "\n", "News", "Releases", "\n", "Multimedia", "\n", "Meetings", "\n", "Login", "\n", "Register", "\n", "News", "Release", "13", "-", "Jan-2016", "\n", "Novel", "blood", "thinner", "found", "to", "be", "safe", "and", "effective", "in", "women", "\n", "Study", "shows", "cangrelor", "reduces", "the", "odds", "of", "cardiovascular", "events", "by", "35", "percent", "in", "women", "undergoing", "coronary", "stenting", "when", "compared", "to", "standard", "therapy", "\n\n", "Peer", "-", "Reviewed", "Publication", "\n", "Brigham", "and", "Women", "'s", "Hospital", "\n\n", "Percutaneous", "coronary", "intervention", "(", "PCI", ")", "is", "a", "staple", "of", "modern", "day", "medicine", "in", "which", "cardiologists", "place", "a", "stent", "in", "a", "blood", "vessel", "around", "the", "heart", "in", "order", "to", "restore", "blood", "flow", "in", "people", "with", "heart", "disease", ".", "Blood", "thinners", "allow", "for", "the", "procedure", "to", "be", "completed", "with", "a", "reduced", "risk", "of", "certain", "complications", "such", "as", "clots", ".", "In", "2015", ",", "a", "potent", "intravenous", "blood", "thinner", ",", "cangrelor", ",", "was", "FDA", "approved", "for", "this", "purpose", "following", "positive", "results", "from", "a", "multi", "-", "center", "trial", ".", "However", ",", "the", "efficacy", "and", "safety", "of", "blood", "thinners", "in", "women", "has", "not", "been", "previously", "well", "studied", ".", "\n\n", "In", "new", "research", ",", "investigators", "from", "Brigham", "and", "Women", "'s", "Hospital", "compared", "the", "safety", "and", "efficacy", "of", "cangrelor", "to", "another", "commonly", "used", "anti", "-", "platelet", "therapy", ",", "clopidogrel", ",", "to", "see", "whether", "the", "effects", "differed", "between", "men", "and", "women", ".", "Researchers", "found", "that", "among", "women", ",", "cangrelor", "reduced", "the", "odds", "of", "major", "adverse", "cardiovascular", "events", "by", "35", "percent", "and", "reduced", "the", "odds", "of", "stent", "thrombosis", "(", "clot", "in", "a", "stent", ")", "by", "61", "percent", "when", "compared", "to", "standard", "therapy", ".", "The", "odds", "of", "severe", "bleeding", "were", "not", "increased", ".", "Their", "findings", "are", "published", "in", "the", "January", "19", ",", "2016", "issue", "of", "Circulation", ".", "\n\n", "\"", "In", "the", "past", ",", "questions", "have", "been", "raised", "about", "the", "safety", "and", "efficacy", "of", "blood", "thinners", "in", "women", ",", "\"", "said", "lead", "author", "Michelle", "O'Donoghue", ",", "MD", ",", "MPH", ",", "a", "cardiologist", "and", "researcher", "at", "Brigham", "and", "Women", "'s", "Hospital", ".", "\"", "This", "study", "provides", "important", "reassurance", "overall", "that", "this", "potent", "and", "novel", "intravenous", "blood", "thinner", "appears", "to", "offer", "as", "much", "benefit", "for", "women", "as", "it", "does", "for", "men", ".", "\"", "\n\n", "The", "research", "team", "used", "data", "from", "the", "randomized", "control", "trial", ",", "CHAMPION", "PHOENIX", ",", "which", "studied", "cangrelor", "in", "more", "than", "11,000", "patients", "who", "were", "undergoing", "elective", "or", "urgent", "stenting", ".", "\n\n", "#", "#", "#", "\n\n", "CHAMPION", "PHOENIX", "was", "funded", "by", "The", "Medicines", "Company", ",", "which", "manufactures", "cangrelor", ".", "\n\n", "Brigham", "and", "Women", "'s", "Hospital", "(", "BWH", ")", "is", "a", "793", "-", "bed", "nonprofit", "teaching", "affiliate", "of", "Harvard", "Medical", "School", "and", "a", "founding", "member", "of", "Partners", "HealthCare", ".", "BWH", "has", "more", "than", "3.5", "million", "annual", "patient", "visits", ",", "is", "the", "largest", "birthing", "center", "in", "Massachusetts", "and" ]	[]
patents. Azerbaijan has the following two: for the ‘Oil and Gas Production and Transportation’ cluster, the S&T domains Chemistry and chemical engineer- ing, Energy and Nanotechnology and materials could be aligned with the E&I domain Manufac- ture of coke and refined petroleum products. For the ‘Chemical Products’ cluster, the S&T domains Chemistry and chemical engineering and Nano- technology and materials could again be matched with the E&I domains. In this case, further con- cordances could be also found with the Agrifood and Biotechnology S&T domains. For all S&T do- mains except for Agrifood, the concordances were produced by both patents and publications. Georgia has two concordances: for the ‘Food Processing and Manufacturing’ cluster, the Agri- food S&T domain could be aligned with the man- ufacturing of food and beverages E&I domains through both patents and publications. For the ‘Metalworking Technology’ cluster, the Nano- technology and materials S&T domain could be matched with the Manufacture of fabricated met- al products E&I domain. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation251 Moldova has four concordances: for the econom- ic cluster ‘Food Processing & Manufacturing’, the Agrifood S&T domain could be matched with the corresponding food and beverage manufactur- ing E&I domains. The concordance was triggered by both patents and publications. For the ‘Wood Products’ cluster, a concordance was obtained be- tween the respective E&I domain and the Chem- istry and chemical engineering. For the cluster ‘Chemical Products’, a concordance between the E&I domain Manufacture of chemicals and chem- ical products and the Biotechnology, Chemistry and chemical engineering and Nanotechnology and materials S&T domains could be found. In all cases, the concordance is produced by both pat- ent and publications and seems to be satisfactory. For the cluster ‘Communications Equipment and Services’, a reasonable concordance between the Telecommunications E&I domain and the ICT and computer science S&T domain could be identified. The concordance is, in this case, produced by pub- lications only. Ukraine, having the largest number of S&T re- cords, has the following five concordances: in the cluster ‘Food Processing and Manufacturing’, the S&T domain Agrifood could be aligned with the Manufacture of food products E&I domain. The concordance was produced by both publications and patents. In the ‘Metalworking Technology’ cluster, a concordance could be produced between the Nanotechnology and materials S&T domain and the respective E&I domain. The concordance was produced by publications only, but in	[ "patents", ".", "\n", "Azerbaijan", "has", "the", "following", "two", ":", "for", "the", "‘", "Oil", "and", "\n", "Gas", "Production", "and", "Transportation", "’", "cluster", ",", "the", "\n", "S&T", "domains", "Chemistry", "and", "chemical", "engineer-", "\n", "ing", ",", "Energy", "and", "Nanotechnology", "and", "materials", "\n", "could", "be", "aligned", "with", "the", "E&I", "domain", "Manufac-", "\n", "ture", "of", "coke", "and", "refined", "petroleum", "products", ".", "For", "\n", "the", "‘", "Chemical", "Products", "’", "cluster", ",", "the", "S&T", "domains", "\n", "Chemistry", "and", "chemical", "engineering", "and", "Nano-", "\n", "technology", "and", "materials", "could", "again", "be", "matched", "\n", "with", "the", "E&I", "domains", ".", "In", "this", "case", ",", "further", "con-", "\n", "cordances", "could", "be", "also", "found", "with", "the", "Agrifood", "\n", "and", "Biotechnology", "S&T", "domains", ".", "For", "all", "S&T", "do-", "\n", "mains", "except", "for", "Agrifood", ",", "the", "concordances", "were", "\n", "produced", "by", "both", "patents", "and", "publications", ".", "\n", "Georgia", "has", "two", "concordances", ":", "for", "the", "‘", "Food", "\n", "Processing", "and", "Manufacturing", "’", "cluster", ",", "the", "Agri-", "\n", "food", "S&T", "domain", "could", "be", "aligned", "with", "the", "man-", "\n", "ufacturing", "of", "food", "and", "beverages", "E&I", "domains", "\n", "through", "both", "patents", "and", "publications", ".", "For", "the", "\n", "‘", "Metalworking", "Technology", "’", "cluster", ",", "the", "Nano-", "\n", "technology", "and", "materials", "S&T", "domain", "could", "be", "\n", "matched", "with", "the", "Manufacture", "of", "fabricated", "met-", "\n", "al", "products", "E&I", "domain", ".", "\n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation251", "\n", "Moldova", "has", "four", "concordances", ":", "for", "the", "econom-", "\n", "ic", "cluster", "‘", "Food", "Processing", "&", "Manufacturing", "’", ",", "the", "\n", "Agrifood", "S&T", "domain", "could", "be", "matched", "with", "the", "\n", "corresponding", "food", "and", "beverage", "manufactur-", "\n", "ing", "E&I", "domains", ".", "The", "concordance", "was", "triggered", "\n", "by", "both", "patents", "and", "publications", ".", "For", "the", "‘", "Wood", "\n", "Products", "’", "cluster", ",", "a", "concordance", "was", "obtained", "be-", "\n", "tween", "the", "respective", "E&I", "domain", "and", "the", "Chem-", "\n", "istry", "and", "chemical", "engineering", ".", "For", "the", "cluster", "\n", "‘", "Chemical", "Products", "’", ",", "a", "concordance", "between", "the", "\n", "E&I", "domain", "Manufacture", "of", "chemicals", "and", "chem-", "\n", "ical", "products", "and", "the", "Biotechnology", ",", "Chemistry", "\n", "and", "chemical", "engineering", "and", "Nanotechnology", "\n", "and", "materials", "S&T", "domains", "could", "be", "found", ".", "In", "all", "\n", "cases", ",", "the", "concordance", "is", "produced", "by", "both", "pat-", "\n", "ent", "and", "publications", "and", "seems", "to", "be", "satisfactory", ".", "\n", "For", "the", "cluster", "‘", "Communications", "Equipment", "and", "\n", "Services", "’", ",", "a", "reasonable", "concordance", "between", "the", "\n", "Telecommunications", "E&I", "domain", "and", "the", "ICT", "and", "\n", "computer", "science", "S&T", "domain", "could", "be", "identified", ".", "\n", "The", "concordance", "is", ",", "in", "this", "case", ",", "produced", "by", "pub-", "\n", "lications", "only", ".", "\n", "Ukraine", ",", "having", "the", "largest", "number", "of", "S&T", "re-", "\n", "cords", ",", "has", "the", "following", "five", "concordances", ":", "in", "the", "\n", "cluster", "‘", "Food", "Processing", "and", "Manufacturing", "’", ",", "the", "\n", "S&T", "domain", "Agrifood", "could", "be", "aligned", "with", "the", "\n", "Manufacture", "of", "food", "products", "E&I", "domain", ".", "The", "\n", "concordance", "was", "produced", "by", "both", "publications", "\n", "and", "patents", ".", "In", "the", "‘", "Metalworking", "Technology", "’", "\n", "cluster", ",", "a", "concordance", "could", "be", "produced", "between", "\n", "the", "Nanotechnology", "and", "materials", "S&T", "domain", "\n", "and", "the", "respective", "E&I", "domain", ".", "The", "concordance", "\n", "was", "produced", "by", "publications", "only", ",", "but", "in" ]	[]
key data from other public institutions in a timely fashion, primarily because the national statistical law is not sufficiently clear in authorizing INE’s access to statistical information. When the law was passed in 1970, data exchanges were not a concern. Although a process to modernize the law has been at the forefront of political discussions for a decade, a revised version has yet to be formally implemented. This issue is a concern more generally because the older the national statistical law, the lower is statistical performance in general and data openness in particular at any country income level (figure 2.8). Other important elements of the legal framework are regulations governing data protection and the right to information. When these safeguards are lacking or weak, data exchanges can entail serious risks to data protection. 95 Lack of comprehensive data protection regulations is a problem in many parts of the world. 96 A review of African countries found that only 28 percent had procedures in place to ensure deidentification of data before publication. 97 Without a requirement to share data and guidance on how to treat confidential information, any risk-averse government employee would face few incentives to share data, especially confidential data, considering the possibly high costs should confidentiality be breached. The absence of comprehensive data protec-tion legislation can also facilitate misuse of data such as for political control or discrimination. 98 Independence of the NSO. The legal, financial, and institutional independence of the NSO is an import - ant element of a successful public intent data sys-tem, especially its data quality and openness. 99 The Figure 2.8 The older a country’s statistical laws, the lower is its statistical performance and the less open are its data Sources: WDR 2021 team, based on UNSTATS (Statistics Division, Department of Economic and Social Affairs, United Nations), UNSTATS (database), https://unstats.un.org/unsd/dnss/cp /searchcp.aspx; Partnership in Statistics for Development in the 21st Century (PARIS21), https://paris21.org/knowledge-database?keyword=&type%5B%5D=Statistical-Legislation -Country-Documents&date-from=&date-to=&page=; World Bank, World Development Indicators (database), https://databank.worldbank.org/source/world-development-indicators. Data at http://bit.do/WDR2021-Fig-2_8. Note: In panel a, the regression coefficient on age, controlling for GDP per capita, is –0.48, p < .01; in panel b, –0.39, p < .01. For the Statistical Performance Indicators, see World Bank, Statistical Performance Indicators (database), http://www.worldbank.org/spi. For the Open Data Inventory (ODIN), see Open Data Watch, https://odin.opendatawatch.com/. 01030507090 20406080 01030507090 20406080 10 20 30 40 50 60 70 10 0 0 20 30 40 50 6070Statistical Performance Index ODIN	[ "key", "data", "from", "other", "public", "institutions", "in", "a", "timely", "fashion", ",", "primarily", "because", "the", "national", "statistical", "law", "is", "not", "sufficiently", "clear", "in", "authorizing", "INE", "’s", "access", "to", "statistical", "information", ".", "When", "the", "law", "was", "passed", "in", "1970", ",", "data", "exchanges", "were", "not", "a", "concern", ".", "Although", "a", "process", "to", "modernize", "the", "\n", "law", "has", "been", "at", "the", "forefront", "of", "political", "discussions", "for", "a", "decade", ",", "a", "revised", "version", "has", "yet", "to", "be", "formally", "implemented", ".", "This", "issue", "is", "a", "concern", "more", "generally", "because", "the", "older", "the", "national", "statistical", "law", ",", "the", "lower", "is", "statistical", "performance", "in", "general", "and", "data", "openness", "in", "particular", "at", "any", "country", "income", "level", "(", "figure", "2.8", ")", ".", "\n", "Other", "important", "elements", "of", "the", "legal", "framework", "\n", "are", "regulations", "governing", "data", "protection", "and", "the", "right", "to", "information", ".", "When", "these", "safeguards", "are", "lacking", "or", "weak", ",", "data", "exchanges", "can", "entail", "serious", "risks", "to", "data", "protection", ".", "\n", "95", "Lack", "of", "comprehensive", "data", "\n", "protection", "regulations", "is", "a", "problem", "in", "many", "parts", "of", "the", "world", ".", "\n", "96", "A", "review", "of", "African", "countries", "found", "that", "\n", "only", "28", "percent", "had", "procedures", "in", "place", "to", "ensure", "deidentification", "of", "data", "before", "publication", ".", "\n", "97", "Without", "\n", "a", "requirement", "to", "share", "data", "and", "guidance", "on", "how", "to", "treat", "confidential", "information", ",", "any", "risk", "-", "averse", "government", "employee", "would", "face", "few", "incentives", "to", "share", "data", ",", "especially", "confidential", "data", ",", "considering", "the", "possibly", "high", "costs", "should", "confidentiality", "be", "breached", ".", "The", "absence", "of", "comprehensive", "data", "protec", "-", "tion", "legislation", "can", "also", "facilitate", "misuse", "of", "data", "such", "as", "for", "political", "control", "or", "discrimination", ".", "\n ", "98", "\n", "Independence", "of", "the", "NSO", ".", "The", "legal", ",", "financial", ",", "and", "\n", "institutional", "independence", "of", "the", "NSO", "is", "an", "import", "-", "\n", "ant", "element", "of", "a", "successful", "public", "intent", "data", "sys", "-", "tem", ",", "especially", "its", "data", "quality", "and", "openness", ".", "\n", "99", "The", "\n", "Figure", "2.8", " ", "The", "older", "a", "country", "’s", "statistical", "laws", ",", "the", "lower", "is", "its", "statistical", "performance", "and", "the", "\n", "less", "open", "are", "its", "data", "\n", "Sources", ":", "WDR", "2021", "team", ",", "based", "on", "UNSTATS", "(", "Statistics", "Division", ",", "Department", "of", "Economic", "and", "Social", "Affairs", ",", "United", "Nations", ")", ",", "UNSTATS", "(", "database", ")", ",", "https://unstats.un.org/unsd/dnss/cp", " \n", "/searchcp.aspx", ";", "Partnership", "in", "Statistics", "for", "Development", "in", "the", "21st", "Century", "(", "PARIS21", ")", ",", "https://paris21.org/knowledge-database?keyword=&type%5B%5D=Statistical-Legislation", " \n", "-Country", "-", "Documents&date", "-", "from=&date", "-", "to=&page=", ";", "World", "Bank", ",", "World", "Development", "Indicators", "(", "database", ")", ",", "https://databank.worldbank.org/source/world-development-indicators", ".", " \n", "Data", "at", "http://bit.do/WDR2021-Fig-2_8", ".", "\n", "Note", ":", "In", "panel", "a", ",", "the", "regression", "coefficient", "on", "age", ",", "controlling", "for", "GDP", "per", "capita", ",", "is", "–", "0.48", ",", "p", "<", ".01", ";", "in", "panel", "b", ",", "–", "0.39", ",", "p", "<", ".01", ".", "For", "the", "Statistical", "Performance", "Indicators", ",", "see", "World", "Bank", ",", "\n", "Statistical", "Performance", "Indicators", "(", "database", ")", ",", "http://www.worldbank.org/spi", ".", "For", "the", "Open", "Data", "Inventory", "(", "ODIN", ")", ",", "see", "Open", "Data", "Watch", ",", "https://odin.opendatawatch.com/.", "01030507090", "\n", "20406080", "\n", "01030507090", "\n", "20406080", "\n", "10", "20", "30", "40", "50", "60", "70", "10", "0", "0", "20", "30", "40", "50", "6070Statistical", "Performance", "Index", "\n", "ODIN" ]	[ { "end": 2240, "label": "CITATION_SPAN", "start": 1850 }, { "end": 2403, "label": "CITATION_SPAN", "start": 2242 } ]
other preparations for making beverages Class 33 – Alcoholic beverages (except beers) Class 34 –Tobacco; smokers’ articles; matches SERVICES Class 35 – Advertising; business management; business administration; office functions Class 36 – Insurance; financial affairs; monetary affairs; real estate affairs Class 37 – Building construction; repair; installa- tion services 326 Annexes Class 38 – Telecommunications Class 39 – Transport; packaging and storage of goods; travel arrangement Class 40 – Treatment of materials Class 41 – Education; providing of training; enter- tainment; sporting and cultural activities Class 42 – Scientific and technological services and research and design relating thereto; indus- trial analysis and research services; design and development of computer hardware and software Class 43 – Services for providing food and drink; temporary accommodation Class 44 – Medical services; veterinary services; hygienic and beauty care for human beings or ani- mals; agriculture, horticulture and forestry services Class 45 – Legal services; security services for the physical protection of tangible property and indi- viduals; personal and social services rendered by others to meet the needs of individuals Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation327 Annex 6. Locarno Classification for industrial designs Class 1 – Foodstuffs Class 2 – Articles of clothing and haberdashery Class 3 – Travel goods, cases, parasols and per- sonal belongings, not elsewhere specified Class 4 – Brushware Class 5 – Textile piece goods, artificial and natural sheet material Class 6 – Furnishing Class 7 – Household goods, not elsewhere spec- ified Class 8 – Tools and hardware Class 9 – Packages and containers for the trans- port or handling of goods Class 10 – Clocks and watches and other meas- uring instruments, checking and signalling instru- ments Class 11 – Articles of adornment Class 12 – Means of transport or hoisting Class 13 – Equipment for production, distribution or transformation of electricity Class 14 – Recording, telecommunication or data processing equipment Class 15 – Machines, not elsewhere specified Class 16 – Photographic, cinematographic and op- tical apparatus Class 17 – Musical instruments Class 18 – Printing and office machinery Class 19 – Stationery and office equipment, art- ists’ and teaching materials Class 20 – Sales and advertising equipment, signs Class 21 – Games, toys, tents and sports goodsClass 22 – Arms, pyrotechnic articles, articles for hunting, fishing and pest killing Class 23 – Fluid distribution equipment, sanitary, heating, ventilation and air-conditioning equip-	[ "other", "preparations", "for", "\n", "making", "beverages", "\n", "Class", "33", "–", "Alcoholic", "beverages", "(", "except", "beers", ")", "\n", "Class", "34", "–", "Tobacco", ";", "smokers", "’", "articles", ";", "matches", "\n", "SERVICES", "\n", "Class", "35", "–", "Advertising", ";", "business", "management", ";", "\n", "business", "administration", ";", "office", "functions", "\n", "Class", "36", "–", "Insurance", ";", "financial", "affairs", ";", "monetary", "\n", "affairs", ";", "real", "estate", "affairs", "\n", "Class", "37", "–", "Building", "construction", ";", "repair", ";", "installa-", "\n", "tion", "services", "\n", "326", "\n", "Annexes", "\n", "Class", "38", "–", "Telecommunications", "\n", "Class", "39", "–", "Transport", ";", "packaging", "and", "storage", "of", "\n", "goods", ";", "travel", "arrangement", "\n", "Class", "40", "–", "Treatment", "of", "materials", "\n", "Class", "41", "–", "Education", ";", "providing", "of", "training", ";", "enter-", "\n", "tainment", ";", "sporting", "and", "cultural", "activities", "\n", "Class", "42", "–", "Scientific", "and", "technological", "services", "\n", "and", "research", "and", "design", "relating", "thereto", ";", "indus-", "\n", "trial", "analysis", "and", "research", "services", ";", "design", "and", "\n", "development", "of", "computer", "hardware", "and", "software", "\n", "Class", "43", "–", "Services", "for", "providing", "food", "and", "drink", ";", "\n", "temporary", "accommodation", "\n", "Class", "44", "–", "Medical", "services", ";", "veterinary", "services", ";", "\n", "hygienic", "and", "beauty", "care", "for", "human", "beings", "or", "ani-", "\n", "mals", ";", "agriculture", ",", "horticulture", "and", "forestry", "services", "\n", "Class", "45", "–", "Legal", "services", ";", "security", "services", "for", "the", "\n", "physical", "protection", "of", "tangible", "property", "and", "indi-", "\n", "viduals", ";", "personal", "and", "social", "services", "rendered", "by", "\n", "others", "to", "meet", "the", "needs", "of", "individuals", "\n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation327", "\n", "Annex", "6", ".", "Locarno", "\n", "Classification", "for", "\n", "industrial", "designs", "\n", "Class", "1", "–", "Foodstuffs", "\n", "Class", "2", "–", "Articles", "of", "clothing", "and", "haberdashery", "\n", "Class", "3", "–", "Travel", "goods", ",", "cases", ",", "parasols", "and", "per-", "\n", "sonal", "belongings", ",", "not", "elsewhere", "specified", "\n", "Class", "4", "–", "Brushware", "\n", "Class", "5", "–", "Textile", "piece", "goods", ",", "artificial", "and", "natural", "\n", "sheet", "material", "\n", "Class", "6", "–", "Furnishing", "\n", "Class", "7", "–", "Household", "goods", ",", "not", "elsewhere", "spec-", "\n", "ified", "\n", "Class", "8", "–", "Tools", "and", "hardware", "\n", "Class", "9", "–", "Packages", "and", "containers", "for", "the", "trans-", "\n", "port", "or", "handling", "of", "goods", "\n", "Class", "10", "–", "Clocks", "and", "watches", "and", "other", "meas-", "\n", "uring", "instruments", ",", "checking", "and", "signalling", "instru-", "\n", "ments", "\n", "Class", "11", "–", "Articles", "of", "adornment", "\n", "Class", "12", "–", "Means", "of", "transport", "or", "hoisting", "\n", "Class", "13", "–", "Equipment", "for", "production", ",", "distribution", "\n", "or", "transformation", "of", "electricity", "\n", "Class", "14", "–", "Recording", ",", "telecommunication", "or", "data", "\n", "processing", "equipment", "\n", "Class", "15", "–", "Machines", ",", "not", "elsewhere", "specified", "\n", "Class", "16", "–", "Photographic", ",", "cinematographic", "and", "op-", "\n", "tical", "apparatus", "\n", "Class", "17", "–", "Musical", "instruments", "\n", "Class", "18", "–", "Printing", "and", "office", "machinery", "\n", "Class", "19", "–", "Stationery", "and", "office", "equipment", ",", "art-", "\n", "ists", "’", "and", "teaching", "materials", "\n", "Class", "20", "–", "Sales", "and", "advertising", "equipment", ",", "signs", "\n", "Class", "21", "–", "Games", ",", "toys", ",", "tents", "and", "sports", "goodsClass", "22", "–", "Arms", ",", "pyrotechnic", "articles", ",", "articles", "for", "\n", "hunting", ",", "fishing", "and", "pest", "killing", "\n", "Class", "23", "–", "Fluid", "distribution", "equipment", ",", "sanitary", ",", "\n", "heating", ",", "ventilation", "and", "air", "-", "conditioning", "equip-", "\n" ]	[]
in all circumstances and contexts, but their influence is greater the more they are trusted to use their skills. Education systems therefore need to empower school principals with sufficient autonomy to manage financial and human resources and to make decisions related to teaching and learning. But introducing autonomy will not be sufficient without support measures. Governments must be clear about the scope of school leaders' decision-making authority. They need to allocate adequate resources in a timely, equitable and predictable manner. School leaders need to be accountable to governments and communities for the responsible use of these resources to achieve feasible education outcomes. Governments must develop leaders' capacity to use resources effectively and their own capacity to monitor schools and use the information effectively. Trust should be developed further by meaningful and regular engagement. And governments need to be aware of and protect school leaders from the potential downsides of greater autonomy. ## RECOMMENDATION 2. SELECT, DEVELOP AND RECOGNIZE ## Invest in the professionalization of school principals ## a. Select talented school principals through inclusive recruitment Approaches to recruitment need to be inclusive and recognize that good leadership potential can be found in those who are 'modest and self-effacing, surprised to be singled out as effective leaders'. Talented people are likely to be discouraged if processes are closed and inequitable. While there may be alternative pathways to becoming a school leader, it is highly unlikely that someone could be appointed outside of the pool of current teachers. It, therefore, makes sense for initial teacher training to incorporate elements of leadership development. Talent spotting and succession planning should be integral components of recruitment strategies. Offering management and leadership roles in advance is desirable where circumstances allow. However, it is crucial to ensure that these approaches are free of bias, stereotypes and favouritism, and to avoid hierarchical structures, partisanship or patronage. Selection criteria should be clearly defined, objective and transparent to ensure that qualified candidates, regardless of their background or gender, have equal opportunities to demonstrate their diverse leadership skills. Politics should not play a role in the choice of school leaders. The lack of diversity in leadership positions is a problem for education decision making at all levels. Currently, 8 in 10 countries do not have measures in place to ensure balanced representation. Open selection processes could help reduce disparity in representation in leadership positions, but temporary quotas may be needed where	[ "in", "all", "circumstances", "and", "contexts", ",", "but", "their", "influence", "is", "greater", "the", "more", "they", "are", "trusted", "to", "use", "their", "skills", ".", "Education", "systems", "therefore", "need", "to", "empower", "school", "principals", "with", "sufficient", "autonomy", "to", "manage", "financial", "and", "human", "resources", "and", "to", "make", "decisions", "related", "to", "teaching", "and", "learning", ".", "\n\n", "But", "introducing", "autonomy", "will", "not", "be", "sufficient", "without", "support", "measures", ".", "Governments", "must", "be", "clear", "about", "the", "scope", "of", "school", "leaders", "'", "decision", "-", "making", "authority", ".", "They", "need", "to", "allocate", "adequate", "resources", "in", "a", "timely", ",", "equitable", "and", "predictable", "manner", ".", "School", "leaders", "need", "to", "be", "accountable", "to", "governments", "and", "communities", "for", "the", "responsible", "use", "of", "these", "resources", "to", "achieve", "feasible", "education", "outcomes", ".", "Governments", "must", "develop", "leaders", "'", "capacity", "to", "use", "resources", "effectively", "and", "their", "own", "capacity", "to", "monitor", "schools", "and", "use", "the", "information", "effectively", ".", "Trust", "should", "be", "developed", "further", "by", "meaningful", "and", "regular", "engagement", ".", "And", "governments", "need", "to", "be", "aware", "of", "and", "protect", "school", "leaders", "from", "the", "potential", "downsides", "of", "greater", "autonomy", ".", "\n\n", "#", "#", "RECOMMENDATION", "2", ".", "SELECT", ",", "DEVELOP", "AND", "RECOGNIZE", "\n\n", "#", "#", "Invest", "in", "the", "professionalization", "of", "school", "principals", "\n\n", "#", "#", "a.", "Select", "talented", "school", "principals", "through", "inclusive", "recruitment", "\n\n", "Approaches", "to", "recruitment", "need", "to", "be", "inclusive", "and", "recognize", "that", "good", "leadership", "potential", "can", "be", "found", "in", "those", "who", "are", "'", "modest", "and", "self", "-", "effacing", ",", "surprised", "to", "be", "singled", "out", "as", "effective", "leaders", "'", ".", "Talented", "people", "are", "likely", "to", "be", "discouraged", "if", "processes", "are", "closed", "and", "inequitable", ".", "While", "there", "may", "be", "alternative", "pathways", "to", "becoming", "a", "school", "leader", ",", "it", "is", "highly", "unlikely", "that", "someone", "could", "be", "appointed", "outside", "of", "the", "pool", "of", "current", "teachers", ".", "It", ",", "therefore", ",", "makes", "sense", "for", "initial", "teacher", "training", "to", "incorporate", "elements", "of", "leadership", "development", ".", "Talent", "spotting", "and", "succession", "planning", "should", "be", "integral", "components", "of", "recruitment", "strategies", ".", "Offering", "management", "and", "leadership", "roles", "in", "advance", "is", "desirable", "where", "circumstances", "allow", ".", "However", ",", "it", "is", "crucial", "to", "ensure", "that", "these", "approaches", "are", "free", "of", "bias", ",", "stereotypes", "and", "favouritism", ",", "and", "to", "avoid", "hierarchical", "structures", ",", "partisanship", "or", "patronage", ".", "\n\n", "Selection", "criteria", "should", "be", "clearly", "defined", ",", "objective", "and", "transparent", "to", "ensure", "that", "qualified", "candidates", ",", "regardless", "of", "their", "background", "or", "gender", ",", "have", "equal", "opportunities", "to", "demonstrate", "their", "diverse", "leadership", "skills", ".", "Politics", "should", "not", "play", "a", "role", "in", "the", "choice", "of", "school", "leaders", ".", "The", "lack", "of", "diversity", "in", "leadership", "positions", "is", "a", "problem", "for", "education", "decision", "making", "at", "all", "levels", ".", "Currently", ",", "8", "in", "10", "countries", "do", "not", "have", "measures", "in", "place", "to", "ensure", "balanced", "representation", ".", "Open", "selection", "processes", "could", "help", "reduce", "disparity", "in", "representation", "in", "leadership", "positions", ",", "but", "temporary", "quotas", "may", "be", "needed", "where" ]	[]
part of the analysis focuses on the methodo- logical aspect of the identification of EIST special- isation domains across the entire EaP perimeter, and for this reason considers and treats equally all E&I and S&T domains, throughout all EaP coun- tries, in order to offer the broadest spectrum of possible EIST specialisation domains that could be eventually selected for each single EaP country. 2. Methodology As previously stated, the goal of this analysis is to provide a common understanding of the evi- dence emerging from the E&I analysis performed in Part 2 and that coming from the S&T study performed in Part 3. To achieve this, it was de- cided to work on the granular data analysed in Part 3 and to take several steps to align the S&T specialisation domains uncovered in Part 3 with the E&I specialisation domains identified in Part 2. Notably, the S&T domains obtained in Part 3 were derived from the semantic content of scien- tific publications, research projects and patents by means of text mining techniques. These domains were therefore not bounded by the respective tax- onomies of the different data sources: this means that any specific S&T domain could, in principle, cross through taxonomic categories and be at the intersection of multiple classifications. In this 71 Ketels, C. et al., Methodology and Findings Report for a Cluster Mapping of Related Sectors, EC, 2014.work, the intersection of each S&T domain with the original taxonomies is exploited to link the S&T domains emerging from textual content with the E&I domains identified in Part 2 via NACE sectors. In essence, the work presented in Part 4 imple- ments Step 3 of the overall methodology. To achieve the proposed alignment, in this work, the following steps were followed. 1. For each EaP country, statistics of patent families associated with each S&T domain were extracted by IPC class. By doing this, the most recurrent IPC patent classes associat- ed with each S&T domain were identified for each country – importantly, records within the same IPC class could be assigned to different S&T domains: this combination of text mining with taxonomic characterisation enabled the identification of smaller niches within a clas- sification scheme that deal with a transversal topic (e.g. to disentangle nanotechnology and chemistry in patents classified under the sym- bol C01 – inorganic chemistry). 2. For each S&T domain and each EaP country, an IPC to NACE	[ "part", "of", "the", "analysis", "focuses", "on", "the", "methodo-", "\n", "logical", "aspect", "of", "the", "identification", "of", "EIST", "special-", "\n", "isation", "domains", "across", "the", "entire", "EaP", "perimeter", ",", "\n", "and", "for", "this", "reason", "considers", "and", "treats", "equally", "\n", "all", "E&I", "and", "S&T", "domains", ",", "throughout", "all", "EaP", "coun-", "\n", "tries", ",", "in", "order", "to", "offer", "the", "broadest", "spectrum", "of", "\n", "possible", "EIST", "specialisation", "domains", "that", "could", "be", "\n", "eventually", "selected", "for", "each", "single", "EaP", "country", ".", "\n", "2", ".", "Methodology", "\n", "As", "previously", "stated", ",", "the", "goal", "of", "this", "analysis", "is", "\n", "to", "provide", "a", "common", "understanding", "of", "the", "evi-", "\n", "dence", "emerging", "from", "the", "E&I", "analysis", "performed", "\n", "in", "Part", "2", "and", "that", "coming", "from", "the", "S&T", "study", "\n", "performed", "in", "Part", "3", ".", "To", "achieve", "this", ",", "it", "was", "de-", "\n", "cided", "to", "work", "on", "the", "granular", "data", "analysed", "in", "\n", "Part", "3", "and", "to", "take", "several", "steps", "to", "align", "the", "S&T", "\n", "specialisation", "domains", "uncovered", "in", "Part", "3", "with", "\n", "the", "E&I", "specialisation", "domains", "identified", "in", "Part", "\n", "2", ".", "Notably", ",", "the", "S&T", "domains", "obtained", "in", "Part", "3", "\n", "were", "derived", "from", "the", "semantic", "content", "of", "scien-", "\n", "tific", "publications", ",", "research", "projects", "and", "patents", "by", "\n", "means", "of", "text", "mining", "techniques", ".", "These", "domains", "\n", "were", "therefore", "not", "bounded", "by", "the", "respective", "tax-", "\n", "onomies", "of", "the", "different", "data", "sources", ":", "this", "means", "\n", "that", "any", "specific", "S&T", "domain", "could", ",", "in", "principle", ",", "\n", "cross", "through", "taxonomic", "categories", "and", "be", "at", "\n", "the", "intersection", "of", "multiple", "classifications", ".", "In", "this", "\n", "71", "Ketels", ",", "C.", "et", "al", ".", ",", "Methodology", "and", "Findings", "Report", "for", "a", "\n", "Cluster", "Mapping", "of", "Related", "Sectors", ",", "EC", ",", "2014.work", ",", "the", "intersection", "of", "each", "S&T", "domain", "with", "\n", "the", "original", "taxonomies", "is", "exploited", "to", "link", "the", "S&T", "\n", "domains", "emerging", "from", "textual", "content", "with", "the", "\n", "E&I", "domains", "identified", "in", "Part", "2", "via", "NACE", "sectors", ".", "\n", "In", "essence", ",", "the", "work", "presented", "in", "Part", "4", "imple-", "\n", "ments", "Step", "3", "of", "the", "overall", "methodology", ".", "\n", "To", "achieve", "the", "proposed", "alignment", ",", "in", "this", "work", ",", "\n", "the", "following", "steps", "were", "followed", ".", "\n", "1", ".", "For", "each", "EaP", "country", ",", "statistics", "of", "patent", "\n", "families", "associated", "with", "each", "S&T", "domain", "\n", "were", "extracted", "by", "IPC", "class", ".", "By", "doing", "this", ",", "the", "\n", "most", "recurrent", "IPC", "patent", "classes", "associat-", "\n", "ed", "with", "each", "S&T", "domain", "were", "identified", "for", "\n", "each", "country", "–", "importantly", ",", "records", "within", "the", "\n", "same", "IPC", "class", "could", "be", "assigned", "to", "different", "\n", "S&T", "domains", ":", "this", "combination", "of", "text", "mining", "\n", "with", "taxonomic", "characterisation", "enabled", "the", "\n", "identification", "of", "smaller", "niches", "within", "a", "clas-", "\n", "sification", "scheme", "that", "deal", "with", "a", "transversal", "\n", "topic", "(", "e.g.", "to", "disentangle", "nanotechnology", "and", "\n", "chemistry", "in", "patents", "classified", "under", "the", "sym-", "\n", "bol", "C01", "–", "inorganic", "chemistry", ")", ".", "\n", "2", ".", "For", "each", "S&T", "domain", "and", "each", "EaP", "country", ",", "\n", "an", "IPC", "to", "NACE" ]	[ { "end": 1310, "label": "CITATION_ID", "start": 1308 }, { "end": 1414, "label": "CITATION_SPAN", "start": 1311 } ]
to NiMH batteries and the testing battery equipment used for this research.Batteries 2025 ,11, 30 3 of 20 2.1. The Batteries Regulation Concerning Portable Batteries of General Use Table 1 lists the parameters from Regulation EU 2023/1542 Annex III part B applicable to rechargeable PBGUs, such as NiMH, for which minimum performance and durability requirements will be set. These definitions are based on those found in standard IEC 61951-1 [5]. Table 1. Performance parameters from the Battery regulation, Annex III, part B, rechargeable batteries. Parameter Definition Rated capacityCapacity value of a battery determined under specified conditions and declared by the manufacturer. Charge (capacity) retentionCapacity that a battery can deliver after storage, at a specific temperature, for a specific time without subsequent recharge as a percentage of the rated capacity. Charge (capacity) recoveryCapacity that a battery can deliver with subsequent recharge after storage, at a specific temperature, for a specific time, as the percentage of rated capacity. Endurance in cyclesThe number of charge and discharge cycles a battery can perform under specific conditions before the capacity drops below a specified fraction of the rated capacity. The standard IEC 61951-2 is used for determining the parameters listed in Table 1. In Section 8, this research also uses the standard for primary batteries, IEC 60086 part 1 [27] and part 2 [ 28], together with the Nordic Ecolabel for primary batteries [ 29] and rechargeable batteries [30]. 2.2. Samples and Battery Energy Storage Testing (BESTEST) Laboratory at JRC The samples used in this research have been selected from the database on primary and secondary batteries created by the JRC since 2020 and that is in constant update. This database is not openly accessible for the time being but has been described in our previous research [25]. For the experimental analysis of the performance and durability, we use various brands of batteries commercially available in the European Union. Portable NiMH batteries and alkaline primary batteries (only in Section 8) of general use with the common designations AA, AAA, D, C, and 9V are used. A list of the selected batteries is presented in Table 2. All experiments are performed on pairs of batteries to check for repeatability. The differences in results between pairs of batteries were generally small; for all pairs used in this study, the difference was below 2%. The testing of the batteries is performed at the BESTEST Lab (see Figure 1).	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- Compartir el liderazgo en toda la escuela crea un entorno de aprendizaje colaborativo. El liderazgo compartido empodera y capacita a los miembros del profesorado para convertirse en líderes dentro de sus aulas, al alumnado para ser líderes activos con sus compañeros y compañeras, y a los padres, madres y miembros de la comunidad a estar más involucrados. Sin embargo, la colaboración es, de las cuatro dimensiones del liderazgo, a la que menos importancia se da en los programas de formación. - El liderazgo escolar es, con demasiada frecuencia, jerárquico. Los subdirectores y el profesorado pueden ayudar a alcanzar los objetivos escolares cuando se les dota de funciones, formación e incentivos claros. Sin embargo, solo la mitad de los países hacen hincapié explícitamente en la colaboración entre los miembros del profesorado en sus normas de liderazgo, y apenas un tercio de los programas de formación de líderes se centran en este aspecto. Aproximadamente el 81 % de los países exige que los consejos escolares incluyan a profesores, el 83 % a padres y madres de alumnos, el 62 % a los miembros de la comunidad y el 57 % al alumnado. ## Los líderes del sistema no reciben suficiente atención en los planes de liderazgo. - Los funcionarios de educación a nivel central y local son líderes potenciales. Pueden impulsar la mejora de todo el sistema y la armonización de la reforma y la política educativas. Los países reconocen cada vez más que estos funcionarios pueden tener una mayor influencia si se les concede más autonomía. - Los líderes del sistema son eficaces cuando trabajan con otros actores. En el estado mexicano de Puebla, el éxito de la reforma educativa fue el resultado de los esfuerzos coordinados de todo el sistema, que incluyeron el liderazgo de los funcionarios de educación. ## Los ministros de Educación trabajan en entornos políticos complejos y se ven obstaculizados por la brevedad de sus mandatos. - Los ministros compaginan múltiples exigencias durante breves mandatos y, a menudo, carecen de experiencia docente. Según muestra una nueva base de datos mundial, desde 2010, la mitad de los ministros de Educación abandonan su cargo antes de que se cumplan los dos años desde su nombramiento y solo el 23 % de ellos tiene experiencia previa en la enseñanza en centros escolares. - Los líderes políticos deben ser astutos con sus compromisos políticos	[ "-", "", "Compartir", "el", "liderazgo", "en", "toda", "la", "escuela", "crea", "un", "entorno", "de", "aprendizaje", "colaborativo", ".", "El", "liderazgo", "compartido", "empodera", "y", "capacita", "a", "los", "miembros", "del", "profesorado", "para", "convertirse", "en", "líderes", "dentro", "de", "sus", "aulas", ",", "al", "alumnado", "para", "ser", "líderes", "activos", "con", "sus", "compañeros", "y", "compañeras", ",", "y", "a", "los", "padres", ",", "madres", "y", "miembros", "de", "la", "comunidad", "a", "estar", "más", "involucrados", ".", "Sin", "embargo", ",", "la", "colaboración", "es", ",", "de", "las", "cuatro", "dimensiones", "del", "liderazgo", ",", "a", "la", "que", "menos", "importancia", "se", "da", "en", "los", "programas", "de", "formación", ".", "\n", "-", "", "El", "liderazgo", "escolar", "es", ",", "con", "demasiada", "frecuencia", ",", "jerárquico", ".", "Los", "subdirectores", "y", "el", "profesorado", "pueden", "ayudar", "a", "alcanzar", "los", "objetivos", "escolares", "cuando", "se", "les", "dota", "de", "funciones", ",", "formación", "e", "incentivos", "claros", ".", "Sin", "embargo", ",", "solo", "la", "mitad", "de", "los", "países", "hacen", "hincapié", "explícitamente", "en", "la", "colaboración", "entre", "los", "miembros", "del", "profesorado", "en", "sus", "normas", "de", "liderazgo", ",", "y", "apenas", "un", "tercio", "de", "los", "programas", "de", "formación", "de", "líderes", "se", "centran", "en", "este", "aspecto", ".", "Aproximadamente", "el", "81", "%", "de", "los", "países", "exige", "que", "los", "consejos", "escolares", "incluyan", "a", "profesores", ",", "el", "83", "%", "a", "padres", "y", "madres", "de", "alumnos", ",", "el", "62", "%", "a", "los", "miembros", "de", "la", "comunidad", "y", "el", "57", "%", "al", "alumnado", ".", "\n\n", "#", "#", "Los", "líderes", "del", "sistema", "no", "reciben", "suficiente", "atención", "en", "los", "planes", "de", "liderazgo", ".", "\n\n", "-", "", "Los", "funcionarios", "de", "educación", "a", "nivel", "central", "y", "local", "son", "líderes", "potenciales", ".", "Pueden", "impulsar", "la", "mejora", "de", "todo", "el", "sistema", "y", "la", "armonización", "de", "la", "reforma", "y", "la", "política", "educativas", ".", "Los", "países", "reconocen", "cada", "vez", "más", "que", "estos", "funcionarios", "pueden", "tener", "una", "mayor", "influencia", "si", "se", "les", "concede", "más", "autonomía", ".", "\n", "-", "", "Los", "líderes", "del", "sistema", "son", "eficaces", "cuando", "trabajan", "con", "otros", "actores", ".", "En", "el", "estado", "mexicano", "de", "Puebla", ",", "el", "éxito", "de", "la", "reforma", "educativa", "fue", "el", "resultado", "de", "los", "esfuerzos", "coordinados", "de", "todo", "el", "sistema", ",", "que", "incluyeron", "el", "liderazgo", "de", "los", "funcionarios", "de", "educación", ".", "\n\n", "#", "#", "Los", "ministros", "de", "Educación", "trabajan", "en", "entornos", "políticos", "complejos", "y", "se", "ven", "obstaculizados", "por", "la", "brevedad", "de", "sus", "mandatos", ".", "\n\n", "-", "", "Los", "ministros", "compaginan", "múltiples", "exigencias", "durante", "breves", "mandatos", "y", ",", "a", "menudo", ",", "carecen", "de", "experiencia", "docente", ".", "Según", "muestra", "una", "nueva", "base", "de", "datos", "mundial", ",", "desde", "2010", ",", "la", "mitad", "de", "los", "ministros", "de", "Educación", "abandonan", "su", "cargo", "antes", "de", "que", "se", "cumplan", "los", "dos", "años", "desde", "su", "nombramiento", "y", "solo", "el", "23", "%", "de", "ellos", "tiene", "experiencia", "previa", "en", "la", "enseñanza", "en", "centros", "escolares", ".", "\n", "-", "", "Los", "líderes", "políticos", "deben", "ser", "astutos", "con", "sus", "compromisos", "políticos" ]	[]
be the existence of ring-fencing rules in mining. While the mining company must keep separate accounts and reflect separate results per each concession, the taxpayer is entitled to offset losses and profits between projects. 35 34 LIBRO.pmd (fao.org) . 35 A490-D12\_INF\_Mineras\_Perdidas\_cambiocriterio\_PAC\_IGV\_web\_final (sunat.gob.pe) . ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION ## 5.1.4 Requiring Separate Tax Identification Numbers for Each Mining Title Some resource-rich countries (i.e., Mozambique) have decided that ring-fencing is applied per mineral right or title and for each prospecting and exploration licence, mining certificate, or mining concession. In Mozambique, each taxable person must obtain a single tax identification number for each mining title and keep separate accounting for each project/licence. Each project is identified by a separate tax identification number, which means that one taxpayer may have multiple tax identification numbers. This can result in administrative complexities that need to be carefully considered and managed. ## 5.1.5 Clarifying the Date of Effectiveness Resource-rich countries that decide to introduce ring-fencing rules should be clear about which projects the rules will cover. It is inadvisable-and in most cases, it would be considered illegal-to apply the ring-fencing rules retroactively because this will also change the tax consequences for the past, which in most countries will not be permitted under constitutional principles. While the newly established ring-fencing rules may also apply to the existing projects (unless there is a stability clause in place that would prevent this), such an approach was taken by only a few countries because it also brings a significant compliance burden and administrative challenges. Ring-fencing rules should therefore preferably apply only to new licences/ projects granted after the year of entry into force, unless there are imperative policy reasons to the contrary. These entry-into-force and effectiveness considerations should be carefully considered and reflected in the legislation. Administrative guidance would be helpful to deal with transitional issues and to determine when the ring-fencing rules should apply to existing projects. ## 5.1.6 Stabilizing Ring-Fencing Rules in Investment Agreements Several resource-rich countries have signed mining contracts with investors containing specific fiscal clauses that guarantee that the fiscal provisions are stabilized (through stability clauses), which means that a set of fiscal terms is frozen at the time of signing the contract and will be applicable to a specific project until the end	[ "be", "the", "existence", "of", "ring", "-", "fencing", "rules", "in", "mining", ".", "While", "the", "mining", "company", "must", "keep", "separate", "accounts", "and", "reflect", "separate", "results", "per", "each", "concession", ",", "the", "taxpayer", "is", "entitled", "to", "offset", "losses", "and", "profits", "between", "projects", ".", "35", "\n\n", "34", "LIBRO.pmd", "(", "fao.org", ")", ".", "\n\n", "35", "A490", "-", "D12\\_INF\\_Mineras\\_Perdidas\\_cambiocriterio\\_PAC\\_IGV\\_web\\_final", "(", "sunat.gob.pe", ")", ".", "\n\n", "#", "#", "1.0", "INTRODUCTION", "\n\n", "2.0", "THE", "FUNDAMENTALS", "OF", "RING", "-", "FENCING", "\n\n", "3.0", "THE", "BENEFITS", "AND", "RISKS", "OF", "RING", "-", "FENCING", "\n\n", "4.0", "DESIGNING", "RING", "-", "FENCING", "RULES", "\n\n", "5.0", "THE", "IMPLEMENTATION", "OF", "RING", "-", "FENCING", "RULES", "\n\n", "6.0", "CONCLUSION", "\n\n", "#", "#", "5.1.4", "Requiring", "Separate", "Tax", "Identification", "Numbers", "for", "Each", "Mining", "Title", "\n\n", "Some", "resource", "-", "rich", "countries", "(", "i.e.", ",", "Mozambique", ")", "have", "decided", "that", "ring", "-", "fencing", "is", "applied", "per", "mineral", "right", "or", "title", "and", "for", "each", "prospecting", "and", "exploration", "licence", ",", "mining", "certificate", ",", "or", "mining", "concession", ".", "In", "Mozambique", ",", "each", "taxable", "person", "must", "obtain", "a", "single", "tax", "identification", "number", "for", "each", "mining", "title", "and", "keep", "separate", "accounting", "for", "each", "project", "/", "licence", ".", "Each", "project", "is", "identified", "by", "a", "separate", "tax", "identification", "number", ",", "which", "means", "that", "one", "taxpayer", "may", "have", "multiple", "tax", "identification", "numbers", ".", "This", "can", "result", "in", "administrative", "complexities", "that", "need", "to", "be", "carefully", "considered", "and", "managed", ".", "\n\n", "#", "#", "5.1.5", "Clarifying", "the", "Date", "of", "Effectiveness", "\n\n", "Resource", "-", "rich", "countries", "that", "decide", "to", "introduce", "ring", "-", "fencing", "rules", "should", "be", "clear", "about", "which", "projects", "the", "rules", "will", "cover", ".", "It", "is", "inadvisable", "-", "and", "in", "most", "cases", ",", "it", "would", "be", "considered", "illegal", "-", "to", "apply", "the", "ring", "-", "fencing", "rules", "retroactively", "because", "this", "will", "also", "change", "the", "tax", "consequences", "for", "the", "past", ",", "which", "in", "most", "countries", "will", "not", "be", "permitted", "under", "constitutional", "principles", ".", "While", "the", "newly", "established", "ring", "-", "fencing", "rules", "may", "also", "apply", "to", "the", "existing", "projects", "(", "unless", "there", "is", "a", "stability", "clause", "in", "place", "that", "would", "prevent", "this", ")", ",", "such", "an", "approach", "was", "taken", "by", "only", "a", "few", "countries", "because", "it", "also", "brings", "a", "significant", "compliance", "burden", "and", "administrative", "challenges", ".", "Ring", "-", "fencing", "rules", "should", "therefore", "preferably", "apply", "only", "to", "new", "licences/", "projects", "granted", "after", "the", "year", "of", "entry", "into", "force", ",", "unless", "there", "are", "imperative", "policy", "reasons", "to", "the", "contrary", ".", "These", "entry", "-", "into", "-", "force", "and", "effectiveness", "considerations", "should", "be", "carefully", "considered", "and", "reflected", "in", "the", "legislation", ".", "Administrative", "guidance", "would", "be", "helpful", "to", "deal", "with", "transitional", "issues", "and", "to", "determine", "when", "the", "ring", "-", "fencing", "rules", "should", "apply", "to", "existing", "projects", ".", "\n\n", "#", "#", "5.1.6", "Stabilizing", "Ring", "-", "Fencing", "Rules", "in", "Investment", "Agreements", "\n\n", "Several", "resource", "-", "rich", "countries", "have", "signed", "mining", "contracts", "with", "investors", "containing", "specific", "fiscal", "clauses", "that", "guarantee", "that", "the", "fiscal", "provisions", "are", "stabilized", "(", "through", "stability", "clauses", ")", ",", "which", "means", "that", "a", "set", "of", "fiscal", "terms", "is", "frozen", "at", "the", "time", "of", "signing", "the", "contract", "and", "will", "be", "applicable", "to", "a", "specific", "project", "until", "the", "end" ]	[]
energy prices . . . . . . . . 39 The threat to Europe’s clean tech sector . . . . . . 42 The challenges of asymmetric decarbonisation . 44 A joint plan for decarbonisation and competitiveness . . . . . . . . . . . . . . . . . . 46 4. Increasing security and reducing dependencies . . . . . . . . . . . . . . . 50 Reducing external vulnerabilities . . . . . . . . . . 52 Strengthening industrial capacity for defence and space . . . . . . . . . . . . . . . . . 55 5. Financing investments . . . . . . . . . . . . . . 59 6. Strengthening governance . . . . . . . . . . . 63Contents 10THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 1. The starting point: a new landscape for Europe Europe has the foundations in place to be a highly competitive economy . The European model combines an open economy, a high degree of market competition and a strong legal framework and active policies to fight poverty and redistribute wealth. This model has allowed the EU to marry high levels of economic integration and human development with low levels of inequality. Europe has built a Single Market of 440 million consumers and 23 million companies, accounting for around 17% of global GDP [see Figure 1] , while achieving rates of income inequality that are around 10 percentage points below those seen in the United States (US) and China, according to some measures [see Figure 2] . At the same time, the EU’s approach has delivered outstanding outcomes in terms of governance, health, education and environmental protection. Of the world’s ten top-scoring countries for the application of the rule of law, eight are EU Member Statesi. Europe leads the US and China in terms of life expectancy at birth and low infant mortalityii. Europe’s education and training systems deliver strong educational attainment, with a third of adults having completed higher educationiii. The EU is also the world leader in sustainability and environmental standards and progress towards the circular economy, backed by the most ambitious global targets for decarbonisation, and can benefit from the largest exclusive economic zone in the world,	[ "energy", "prices", " ", ".", ".", ".", ".", ".", ".", ".", ".", "39", "\n", "The", "threat", "to", "Europe", "’s", "clean", "tech", "sector", " ", ".", ".", ".", ".", ".", ".", "42", "\n", "The", "challenges", "of", "asymmetric", "decarbonisation", " ", ".", "44", "\n", "A", "joint", "plan", "for", "decarbonisation", " \n", "and", "competitiveness", " ", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "46", "\n", "4", ".", "Increasing", "security", "and", " \n", "reducing", "dependencies", " ", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "50", "\n", "Reducing", "external", "vulnerabilities", " ", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "52", "\n", "Strengthening", "industrial", "capacity", "\n", "for", " ", "defence", " ", "and", " ", "space", " ", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "55", "\n", "5", ".", "Financing", "investments", " ", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "59", "\n", "6", ".", "Strengthening", "governance", " ", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "63Contents", "\n", "10THE", "FUTURE", "OF", "EUROPEAN", "COMPETITIVENESS", " ", "—", "PART", "A", "\|", "CHAPTER", " ", "1", ".", "The", "starting", "point", ":", " \n", "a", " ", "new", " ", "landscape", "for", "Europe", "\n", "Europe", "has", "the", "foundations", "in", "place", "to", "be", "a", "highly", "competitive", "economy", ".", "The", "European", "model", "combines", "an", "\n", "open", "economy", ",", "a", "high", "degree", "of", "market", "competition", "and", "a", "strong", "legal", "framework", "and", "active", "policies", "to", "fight", "poverty", "\n", "and", "redistribute", "wealth", ".", "This", "model", "has", "allowed", "the", "EU", "to", "marry", "high", "levels", "of", "economic", "integration", "and", "human", "\n", "development", "with", "low", "levels", "of", "inequality", ".", "Europe", "has", "built", "a", "Single", "Market", "of", "440", "million", "consumers", "and", "23", "million", "\n", "companies", ",", "accounting", "for", "around", "17", "%", "of", "global", "GDP", "[", "see", "Figure", "1", "]", ",", "while", "achieving", "rates", "of", "income", "inequality", "that", "\n", "are", "around", "10", "percentage", "points", "below", "those", "seen", "in", "the", "United", "States", "(", "US", ")", "and", "China", ",", "according", "to", "some", "measures", "\n", "[", "see", "Figure", "2", "]", ".", "At", "the", "same", "time", ",", "the", "EU", "’s", "approach", "has", "delivered", "outstanding", "outcomes", "in", "terms", "of", "governance", ",", "\n", "health", ",", "education", "and", "environmental", "protection", ".", "Of", "the", "world", "’s", "ten", "top", "-", "scoring", "countries", "for", "the", "application", "of", "the", "\n", "rule", "of", "law", ",", "eight", "are", "EU", "Member", "Statesi", ".", "Europe", "leads", "the", "US", "and", "China", "in", "terms", "of", "life", "expectancy", "at", "birth", "and", "low", "\n", "infant", "mortalityii", ".", "Europe", "’s", "education", "and", "training", "systems", "deliver", "strong", "educational", "attainment", ",", "with", "a", "third", "of", "adults", "\n", "having", "completed", "higher", "educationiii", ".", "The", "EU", "is", "also", "the", "world", "leader", "in", "sustainability", "and", "environmental", "standards", "\n", "and", "progress", "towards", "the", "circular", "economy", ",", "backed", "by", "the", "most", "ambitious", "global", "targets", "for", "decarbonisation", ",", "and", "\n", "can", "benefit", "from", "the", "largest", "exclusive", "economic", "zone", "in", "the", "world", "," ]	[ { "end": 1663, "label": "CITATION_REF", "start": 1662 }, { "end": 1759, "label": "CITATION_REF", "start": 1757 }, { "end": 1900, "label": "CITATION_REF", "start": 1897 } ]
professionalization. Other countries have even taken steps to shape approaches to leadership, urging leaders to engage more with those around them. Change can be slow, however, when it involves long-standing cultures and traditions. This report’s four recommendations focus on actions governments can take to foster leadership in education at school and in the civil service. They are underpinned by four dimensions of an education leader’s role that are relevant for them to lead effectively, whether they work in a school or a government education office: to set expectations, to focus on learning, to foster collaboration and to develop capacity. These dimensions should be the basis upon which to build coherent national strategies of education leadership that cut across all levels of the system. For an education system to work well, leaders at different levels need to be working in the same direction to achieve common goals. RECOMMENDATION 1. TRUST AND EMPOWER Create the enabling conditions for school principals to improve education There can be no leadership when there is no opportunity to make decisions. Education leaders contribute to education improvement in all circumstances and contexts, but their influence is greater the more they are trusted to use their skills. Education systems therefore need to empower school principals with sufficient autonomy to manage financial and human resources and to make decisions related to teaching and learning. But introducing autonomy will not be sufficient without support measures. Governments must be clear about the scope of school leaders’ decision-making authority. They need to allocate adequate resources in a timely, equitable and predictable manner. School leaders need to be accountable to governments and communities for the responsible use of these resources to achieve feasible education outcomes. Governments must develop leaders’ capacity to use resources effectively and their own capacity to monitor schools and use the information effectively. Trust should be developed further by meaningful and regular engagement. And governments need to be aware of and protect school leaders from the potential downsides of greater autonomy.RECOMMENDATION 2. SELECT, DEVELOP AND RECOGNIZE Invest in the professionalization of school principals a. Select talented school principals through inclusive recruitment Approaches to recruitment need to be inclusive and recognize that good leadership potential can be found in those who are ‘modest and self-effacing, surprised to be singled out as effective leaders’. Talented people are likely to be discouraged if processes are closed and inequitable. While there may be alternative	[ "professionalization", ".", "Other", "countries", "have", "even", "taken", "steps", "to", "shape", "approaches", "to", "leadership", ",", "urging", "leaders", "to", "engage", "more", "with", "those", "around", "them", ".", "Change", "can", "be", "slow", ",", "however", ",", "when", "it", "involves", "long", "-", "standing", "cultures", "and", "traditions", ".", "\n", "This", "report", "’s", "four", "recommendations", "focus", "on", "actions", "\n", "governments", "can", "take", "to", "foster", "leadership", "in", "education", "at", "school", "and", "in", "the", "civil", "service", ".", "They", "are", "underpinned", "by", "four", "dimensions", "of", "an", "education", "leader", "’s", "role", "that", "are", "relevant", "for", "them", "to", "lead", "effectively", ",", "whether", "they", "work", "in", "a", "school", "or", "a", "government", "education", "office", ":", "to", "set", "expectations", ",", "to", "focus", "on", "learning", ",", "to", "foster", "collaboration", "and", "to", "develop", "capacity", ".", "These", "dimensions", "should", "be", "the", "basis", "upon", "which", "to", "build", "coherent", "national", "strategies", "of", "education", "leadership", "that", "cut", "across", "all", "levels", "of", "the", "system", ".", "For", "an", "education", "system", "to", "work", "well", ",", "leaders", "at", "different", "levels", "need", "to", "be", "working", "in", "the", "same", "direction", "to", "achieve", "common", "goals", ".", "\n", "RECOMMENDATION", "1", ".", "TRUST", "AND", "EMPOWER", "\n", "Create", "the", "enabling", "conditions", "for", "school", "principals", "to", "\n", "improve", "education", "\n", "There", "can", "be", "no", "leadership", "when", "there", "is", "no", "opportunity", "to", "\n", "make", "decisions", ".", "Education", "leaders", "contribute", "to", "education", "improvement", "in", "all", "circumstances", "and", "contexts", ",", "but", "their", "influence", "is", "greater", "the", "more", "they", "are", "trusted", "to", "use", "their", "skills", ".", "Education", "systems", "therefore", "need", "to", "empower", "school", "principals", "with", "sufficient", "autonomy", "to", "manage", "financial", "and", "human", "resources", "and", "to", "make", "decisions", "related", "to", "teaching", "and", "learning", ".", "\n", "But", "introducing", "autonomy", "will", "not", "be", "sufficient", "without", "\n", "support", "measures", ".", "Governments", "must", "be", "clear", "about", "the", "scope", "of", "school", "leaders", "’", "decision", "-", "making", "authority", ".", "They", "need", "to", "allocate", "adequate", "resources", "in", "a", "timely", ",", "equitable", "and", "predictable", "manner", ".", "School", "leaders", "need", "to", "be", "accountable", "to", "governments", "and", "communities", "for", "the", "responsible", "use", "of", "these", "resources", "to", "achieve", "feasible", "education", "outcomes", ".", "Governments", "must", "develop", "leaders", "’", "capacity", "to", "use", "resources", "effectively", "and", "their", "own", "capacity", "to", "monitor", "schools", "and", "use", "the", "information", "effectively", ".", "Trust", "should", "be", "developed", "further", "by", "meaningful", "and", "regular", "engagement", ".", "And", "governments", "need", "to", "be", "aware", "of", "and", "protect", "school", "leaders", "from", "the", "potential", "downsides", "of", "greater", "autonomy", ".", "RECOMMENDATION", "2", ".", "SELECT", ",", "DEVELOP", " \n", "AND", "RECOGNIZE", "\n", "Invest", "in", "the", "professionalization", "of", "school", "principals", "\n", "a.", "Select", "talented", "school", "principals", "through", " \n", "inclusive", "recruitment", "\n", "Approaches", "to", "recruitment", "need", "to", "be", "inclusive", "and", "\n", "recognize", "that", "good", "leadership", "potential", "can", "be", "found", "in", "those", "who", "are", "‘", "modest", "and", "self", "-", "effacing", ",", "surprised", "to", "be", "singled", "out", "as", "effective", "leaders", "’", ".", "Talented", "people", "are", "likely", "to", "be", "discouraged", "if", "processes", "are", "closed", "and", "inequitable", ".", "While", "there", "may", "be", "alternative" ]	[]
u virusne nukleinske kiseline COVID-19 putem RT-PCR. Kompletna krvna slika i nivo seruma CRP rutinski su mereni na prijemu. Svi klini~ki i laboratorijski podaci pacijenata su prikupljeni i analizirani. Klasifikacija te`ine bolesti bila je u skladu sa klini~kom klasifikacijom privremenih uputstava SZO, a le~enje pacijenata prilago \|eno me\|unarodnim smernicama. Izvr{ili smo procenu ROC krive parametara analize krvi kao i njihovu povezanost sa te`inom bolesti COVID-19. Rezultati: U istra`ivanje je uklju~eno 145 pacijenata sa infekcijom COVID-19. Srednja vrednost starosti bila je 50 godina (32-63 godine), a 75 pacijenata (51,7%) bili su mu{karci. U lak{u grupu svrstan je 101 pacijent, a u te`u 75 (51.7%) were men. 101 patients were classified in the non-severe group and 44 patients in the severe group. Based on disease severity, significant differences were observed in the age, gender, comorbidities, and respiratory symptom. Similarly, the biological analysis found significant differences for the neutrophil count, lymphocyte count, eosinophil count, and CRP level . However, according to ROC curves of these laboratory biomarkers, the AUC of CRP at 0.872 was significantly higher than all other parameters. Further, CRP was independently associated withseverity of COVID-19 disease (OR = 1.11, 95% IC (1.011.22) and OR = 1.13, 95% IC (1.04-1.23)). Conclusions: This study found that the CRP level at admission represent a simple and independent factor that can be useful for early detection of severity during COVID-19 and the easy guidance of primary care. Keywords: COVID-2019; SARS-CoV-2; C-reactive Protein; early predictor; severity ## Introduction The novel coronavirus (COVID-19) pandemic is the defining global health crisis of the moment and the greatest threat we have faced during this century. As a highly contagious virus, the infection has emerged in China in January 2020 (1). After Asia, it has then rapidly spread globally. The United States, Brazil, Russia, and Europe are the most affected regions today. According to the World Health Organizations'(WHO) data, in May 2020, five million of the global population has been infected, with more than 340,000 deaths (2). According to the WHO interim guidance (3), the clinical manifestations of COVID-19 disease are heterogeneous, including severe and non-severe forms. The management of patients is therefore adapted to the severity of the clinical situation. According to recent experiences, the majority of infected persons are not severely affected and can recover without medical intervention, whereas a small number of cases need to be carefully treated and hospitalized in an intensive unit (4, 5).	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electrical equipment \| \| \| \| X \| \| \| \| 28 \| Manufacture of machinery and equipment n.e.c. \| \| \| \| X \| \| \| \| 310 \| Furniture \| \| X \| \| X \| \| \| ## Mapping the economic potential in Manufacturing: results for Moldova Results of the economic mapping for Moldova are shown in Table 2.12 . In total, 5 manufacturing industries have been identified as having a current strength and only one manufacturing industry has been identified as having an emerging strength (these industries are highlighted in the two columns with an 'X' in a green-coloured cell). Industries with current strength include Processing/preserving of fish, etc. (102); Manufacture of textiles (13); Manufacture of wearing apparel (14); Manufacture of leather and related products (15); and Furniture (310). Industries with emerging strength include Manufacture of chemicals and chemical products (20). ## Table 2.12. Economic mapping results for Manufacturing for Moldova n.e.c. = not elsewhere classified \| \| \| Employ- ment \| Turnover \| Employ- ment & turnover \| Employ- ment \| Turnover \| Employ- ment & turnover \| \|-----\|---------------------------------------------------------------------------------------------------------------------------------\|----------------\|------------\|---------------------------\|----------------\|------------\|---------------------------\| \| \| \| Current \| Current \| Current \| Emerging \| Emerging \| Emerging \| \| \| \| 7 \| 10 \| 5 \| 1 \| 7 \| 1 \| \| 101 \| Processing/preserving of meat \| \| X \| \| \| \| \| \| 102 \| Processing/preserving of fish, etc. \| X \| X \| X \| \| \| \| \| 103 \| Processing/preserving of fruit, vegetables \| \| X \| \| \| \| \| \| 104 \| Vegetable and animal oils and fats \| X \| \| \| \| X \| \| \| 106 \| Grain mill products, starches and starch products \| \| \| \| \| X \| \| \| 13 \| Manufacture of textiles \| X \| X \| X \| \| \| \| \| 14 \| Manufacture of wearing apparel \| X \| X \| X \| \| \| \| \| 15 \| Manufacture of leather and related products \| X \| X \| X \| \| \| \| \| 16 \| Manufacture of wood and of products of wood and cork, except furniture; 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contracting with multilateral donors to deliver a programme. - Multilateral flows refers to bilateral donor contributions pooled with other contributions and disbursed at the discretion of the multilateral donor to fund its own programmes and running costs. For a list of bilateral and multilateral donors, see the 'Donors' worksheet at: https://webfs.oecd.org/oda/ DataCollection/Resources/DAC-CRS-CODES.xls. ## TABLE 1: DEVELOPMENT AND HUMANITARIAN ASSISTANCE ODA comprises bilateral and multilateral development assistance, both sector allocable and non-allocable (e.g. general budget support, humanitarian aid and debt relief). ODA disbursements are reported as follows: - Total ODA - As volume, in million US dollars - As a share of gross national income (GNI) - Contributions to multilateral donors (a subset of total ODA) - As volume, in million US dollars - As a share of total ODA disbursements. Reported humanitarian assistance is a subset of total ODA from the OECD CRS database. It has been estimated using the cash-flow approach. ## TABLES 2 AND 3: DEVELOPMENT ASSISTANCE TO EDUCATION BY DONOR AND BY RECIPIENT Direct aid to education is aid reported in the CRS database as direct allocations to the education sector. Four education levels are distinguished: - Basic covers primary education, basic life skills for youth and adults, and early childhood education. - Secondary covers general secondary education and vocational training. - Post-secondary covers tertiary education as well as advanced technical and managerial training. - Level unspecified refers to any activity that cannot be attributed solely to the development of a particular level of education, such as education research and teacher training. General education programme support is often reported in this subcategory. Total aid to education adds to direct aid a component of general budget support (i.e. aid provided to governments without being earmarked for specific projects or sectors). It is reported as follows: - Total aid to education is direct aid to education plus 20% of general budget support. - Total aid to basic education is direct aid to basic education plus 50% of 'level unspecified' and 10% of general budget support. - Total aid to secondary education is direct aid to secondary education plus 25% of 'level unspecified' and 5% of general budget support. - Total aid to post-secondary education is direct aid to postsecondary education plus 25% of 'level unspecified' and 5% of general budget support. 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Fundamental physics and mathematics Chemistry and chemical engineering Health and wellbeing Nanotechnology and materials ICT and computer science Environmental sciences and industries Governance, culture, education and the economy Energy Mechanical engineering and heavy machinery Agrifood Optics and photonics Biotechnology Baku State University 546 381 73 308 75 105 86 27 28 44 86 33 Azerbaijan Mational Academy of Sciences742 196 64 61 162 81 75 92 68 55 7 27 Azerbaijan State Oil and Industry University256 80 20 75 74 84 34 41 14 10 16 9 Azerbaijan Medical University 8 28 481 20 13 15 15 3 3 46 5 51 Azerbaijan Technical University 83 48 1 69 50 4 23 9 29 2 10 2 State Oil Company of the Azerbaijan Republic48 23 1 13 32 93 13 20 20 1 0 1 Azerbaijan State University of Economics32 11 13 31 18 4 38 12 10 2 5 4 National Nuclear Research Center 109 10 1 34 1 7 0 4 1 2 2 1 National Aviation Academy of Azerbaijan12 6 4 37 19 16 3 1 7 0 18 0 Azerbaijan State Advanced Training Institute for Doctors named after A. Aliyev1 1 77 2 2 1 1 0 0 0 0 0Figure 3.41. Top actors in Azerbaijan by number of records (all types), across all domainsAzerbaijan Scientific production in Azerbaijan is heavily con- centrated in a few institutions, notably Baku State University, the National Academy of Sciences and a few specialised universities. The most active public actor, by far, is the State Oil Company of the Azerbaijan Republic, also known as SOCAR, followed by several medical centres and ministries making up the rest of the ranking. Private actors, which account for a very low num- ber of records, are mostly linked to scientific and technical services, mining and the energy industry. 200 Part 3 Analysis of scientific and technological potential AZERBAIJAN Top 10 actors classified as ‘Public sector (excluding higher education and research institutions)’ NameNo of recordsMain S&T domains State Oil Company of the Azerbaijan Republic209Environmental sciences and industries; Fundamental physics and mathematics; ICT and computer science Ministry of Health 38 Health and wellbeing; Agrifood; Biotechnology National Centre of Ophthalmology 35Health and wellbeing; Environmental sciences and industries; Governance, culture, education and the economy Azerbaijan Scientific Research and Design-Prospecting Power Engineering Institute27Energy; ICT and computer science; Fundamental physics and mathematics Azerbaijan National Aerospace Agency22Environmental sciences and industries; Nanotechnology	[ "Fundamental", "physics", "and", 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above. ## 5.2.3 Direct Methods These methods use the actual usage or benefit as a proxy. For instance, the cost of the drilling rig used during the taxable year for two or more licences should be apportioned based on the time/number of days it was used during the financial year on a specific licence area. This approach would result in the most reasonable outcome-rather than allocating such significant expenditure on some more indirect allocation key-such as total CapEx expenses on the different mining areas incurred during the year. For such significant expenses, the requirement to track the actual usage may be reasonable. ## 5.2.4 Indirect Methods For insignificant expenses, it may be more pragmatic to use allocation keys that can serve as reasonable proxies without placing an excessive compliance burden on the taxpayer. There are different indirect methods to apportion general and indirect expenditures and revenues based on production, direct revenues, and capital expenditure. Resource-rich countries might consider using these methods in specific cases, that is to say, for material general and indirect revenues and expenditures. ## Production Under this method, apportionment is based on the contribution of each licence area/business activity to production volumes. Advantage: It is relatively easy to apply if production volumes per mine are monitored. ## Disadvantages: - · For expenditures, it directly undermines one of the policy objectives of ring-fencing rules, which is to avoid the deferral of taxes where a taxpayer holds both a producing mine and a mine at the exploration or development stage. Essentially, a mining investor is required to allocate 100% of indirect and general costs to the mine that is producing and generating profits. None of the costs are allocated to the mine under exploration or development, even though it presumably benefits from the same shared services. The result is that taxes owed by the producing mine are substantially deferred compared to if some of the costs were allocated to the exploration licence (see the case of Mongolia in Box 18). ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES ## 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION - · For revenues, mines may produce different mineral products that are not easy to aggregate. For example, an investor holds one mine producing gold concentrate and another mine producing copper concentrate. The prices are expressed in different units (e.g., ounces	[ "above", ".", "\n\n", "#", "#", "5.2.3", "Direct", "Methods", "\n\n", "These", "methods", "use", "the", "actual", "usage", "or", "benefit", "as", "a", "proxy", ".", "For", "instance", ",", "the", "cost", "of", "the", "drilling", "rig", "used", "during", "the", "taxable", "year", "for", "two", "or", "more", "licences", "should", "be", "apportioned", "based", "on", "the", "time", "/", "number", "of", "days", "it", "was", "used", "during", "the", "financial", "year", "on", "a", "specific", "licence", "area", ".", "This", "approach", "would", "result", "in", "the", "most", "reasonable", "outcome", "-", "rather", "than", "allocating", "such", "significant", "expenditure", "on", "some", "more", "indirect", "allocation", "key", "-", "such", "as", "total", "CapEx", "expenses", "on", "the", "different", "mining", "areas", "incurred", "during", "the", "year", ".", "For", "such", "significant", "expenses", ",", "the", "requirement", "to", "track", "the", "actual", "usage", "may", "be", "reasonable", ".", "\n\n", "#", "#", "5.2.4", "Indirect", "Methods", "\n\n", "For", "insignificant", "expenses", ",", "it", "may", "be", "more", "pragmatic", "to", "use", "allocation", "keys", "that", "can", "serve", "as", "reasonable", "proxies", "without", "placing", "an", "excessive", "compliance", "burden", "on", "the", "taxpayer", ".", "There", "are", "different", "indirect", "methods", "to", "apportion", "general", "and", "indirect", "expenditures", "and", "revenues", "based", "on", "production", ",", "direct", "revenues", ",", "and", "capital", "expenditure", ".", "Resource", "-", "rich", "countries", "might", "consider", "using", "these", "methods", "in", "specific", "cases", ",", "that", "is", "to", "say", ",", "for", "material", "general", "and", "indirect", "revenues", "and", "expenditures", ".", "\n\n", "#", "#", "Production", "\n\n", "Under", "this", "method", ",", "apportionment", "is", "based", "on", "the", "contribution", "of", "each", "licence", "area", "/", "business", "activity", "to", "production", "volumes", ".", "\n\n", "Advantage", ":", "It", "is", "relatively", "easy", "to", "apply", "if", "production", "volumes", "per", "mine", "are", "monitored", ".", "\n\n", "#", "#", "Disadvantages", ":", "\n\n", "-", "·", "For", "expenditures", ",", "it", "directly", "undermines", "one", "of", "the", "policy", "objectives", "of", "ring", "-", "fencing", "rules", ",", "which", "is", "to", "avoid", "the", "deferral", "of", "taxes", "where", "a", "taxpayer", "holds", "both", "a", "producing", "mine", "and", "a", "mine", "at", "the", "exploration", "or", "development", "stage", ".", "Essentially", ",", "a", "mining", "investor", "is", "required", "to", "allocate", "100", "%", "of", "indirect", "and", "general", "costs", "to", "the", "mine", "that", "is", "producing", "and", "generating", "profits", ".", "None", "of", "the", "costs", "are", "allocated", "to", "the", "mine", "under", "exploration", "or", "development", ",", "even", "though", "it", "presumably", "benefits", "from", "the", "same", "shared", "services", ".", "The", "result", "is", "that", "taxes", "owed", "by", "the", "producing", "mine", "are", "substantially", "deferred", "compared", "to", "if", "some", "of", "the", "costs", "were", "allocated", "to", "the", "exploration", "licence", "(", "see", "the", "case", "of", "Mongolia", "in", "Box", "18", ")", ".", "\n\n", "#", "#", "1.0", "INTRODUCTION", "\n\n", "2.0", "THE", "FUNDAMENTALS", "OF", "RING", "-", "FENCING", "\n\n", "3.0", "THE", "BENEFITS", "AND", "RISKS", "OF", "RING", "-", "FENCING", "\n\n", "4.0", "DESIGNING", "RING", "-", "FENCING", "RULES", "\n\n", "#", "#", "5.0", "THE", "IMPLEMENTATION", "OF", "RING", "-", "FENCING", "RULES", "\n\n", "6.0", "CONCLUSION", "\n\n", "-", "·", "For", "revenues", ",", "mines", "may", "produce", "different", "mineral", "products", "that", "are", "not", "easy", "to", "aggregate", ".", "For", "example", ",", "an", "investor", "holds", "one", "mine", "producing", "gold", "concentrate", "and", "another", "mine", "producing", "copper", "concentrate", ".", "The", "prices", "are", "expressed", "in", "different", "units", "(", "e.g.", ",", "ounces" ]	[]
is measured using location quotients (LQs), which are defined as the ratio of the share of an industry in the national economy and the share of that same indus- try in the aggregate EaP economy. An LQ above 1 shows an above-average concentration in the industry, i.e. the share of e.g. employment of that industry in the national economy is higher than the share of employment of that same industry in the aggregate EaP economy. An LQ below 1 shows a below-average concentration in the industry, i.e. the share of e.g. employment of that industry in the na- tional economy is lower than the share of employment of that same industry in the aggregate EaP economy.of employees for each year in the 2012-2019 period; ■the rate of change in degree of specialisation for the number of employees for three time periods: between 2012 and 2015, between 2014 and 2017 and between 2016 and 2019; ■the degree of specialisation for turnover for each year in the 2012-2019 period; ■the average relative share of the total turn- over for each year in the 2012-2019 period; ■the rate of change in degree of specialisation for turnover for three time periods: between 2012 and 2015, between 2014 and 2017 and between 2016 and 2019. Degrees of specialisation have been calculated relative to the unweighted average of Georgia, Moldova and Ukraine. Specialised industries with critical mass are identified as those indus- tries for which the degree of specialisation and relative size for both the number of employees and turnover are above the thresholds for at least 6 out of 8 years shown in the first two columns in Table 2.2. Emerging industries with increasing degrees of specialisation and relative size are identified as those industries for which the change in the degree of specialisation for both the number of employees and turnover are above the thresholds shown in the last column in Table 2.2. To identify current strengths for both the number of employees and turnover the same minimum relative size of 0.1% has been used for each country, and for the degree of specialisation a minimum location quotient30 of 1.5. For changes over time, for both the number of employees and turnover, changes in both degrees of specialisa- tion have to be positive for at least 2 out of 3 time periods for all countries. Full results are shown in Annex 1. 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\| 6 30 \| 5 85 \| 9 77 \| 10 168 \| 42 188 \| 43 384 \| 23 \| 23 17 \| 4 \| 3 17 \| 7 64 \| 8 55 17 100 \| 14 17 \| 13 27 \| 64 \| 64 \| 16 \| 12 43 21 \| 12 43 21 \| 12 43 21 \| 12 43 21 \| 38 \| 12 43 21 \| 12 43 21 \| 12 43 21 \| 12 43 21 \| \| Japan \| 709 \| 922 \| 261 \| 389 \| 121 \| 132 \| 326 \| 401 \| 479 \| 605 \| 71 \| 165 \| 26 \| 20 \| 231 \| 289 \| \| 4 \| 37 \| 42 \| 17 \| 14 \| 14 \| 14 \| 14 \| 14 \| 14 \| 14 \| 14 \| 14 \| \| Kuwait* \| 38 \| 34 \| 19 \| 17 \| 10 \| \| 10 \| 8 \| 38 \| 34 \| 0 \| 0 \| 0 \| 0 \| \| 0 \| 5 \| 4 7 \| 50 \| 50 \| 25 \| 25 \| 25 \| 25 \| 25 \| 25 \| 25 \| 25 \| 25 \| 25 \| \| Lithuania* \| 5 \| 6 \| \| \| \| 8 \| \| \| \| \| \| \| 0 \| 0 0 \| 3 \| 6 \| 36 \| \| \| 2 \| 13 \| \| \| \| \| \| \| \| \| \| \| Luxembourg \| 47 \| 40 \| 1 15 \| 0 13 \| 1 27 \| 0 21 \| 4 \| 6 6 \| 5 47 \| 6 40 \| 0 7 \| 0 5 \| 22 \| 17 \| 1 \| 2 \| 21 \| 42 18 \| 18 32 \| 33 \| 56 \| 1 53 \| 1 53 \| 1 53 \| 1 53 \| 1 53 \| 1 53 \| 1 53 \| 1 53 \| 1 53 \| \| Netherlands \| 87 \| 80 \| 14 \| 40 \| 6 \| 5 \| 6 67 \| 35 \| 87 \| 80 \| 14 \| 39 \| 6 \| 5 \| 67 \| 34 \| 3 \| 3 \| 16 \| 50 \| 7 \| 7 \| 7 \| 7 \| 7 \| 7 \| 7 \| 7 \| 7 \| 7 \| \| New	[ "\|", "6", "30", " ", "\|", "5", "85", " ", "\|", "9", "77", " ", "\|", "10", "168", " ", "\|", "42", "188", " ", "\|", "43", "384", " ", "\|", "23", " ", "\|", "23", "17", " ", "\|", "4", " ", "\|", "3", "17", " ", "\|", "7", "64", " ", "\|", "8", "55", "17", "100", " ", "\|", "14", "17", " ", "\|", "13", "27", " ", "\|", "64", " ", "\|", "64", " ", "\|", "16", " ", "\|", "12", "43", "21", " ", "\|", "12", "43", "21", " ", "\|", "12", "43", "21", " ", "\|", "12", "43", "21", " ", "\|", "38", " ", "\|", "12", "43", "21", " ", "\|", "12", "43", "21", " ", "\|", "12", "43", "21", " ", "\|", "12", "43", "21", " ", "\|", "\n", "\|", "Japan", " ", "\|", "709", " ", "\|", "922", " ", "\|", "261", " ", "\|", "389", " ", "\|", "121", " ", "\|", "132", " ", "\|", "326", " ", "\|", "401", " ", "\|", "479", " ", "\|", "605", " ", "\|", "71", " ", "\|", "165", " ", "\|", "26", " ", "\|", "20", " ", "\|", "231", " ", "\|", "289", " ", "\|", " ", "\|", "4", " ", "\|", "37", " ", "\|", "42", " ", "\|", "17", " ", "\|", "14", " ", "\|", "14", " ", "\|", "14", " ", "\|", "14", " ", "\|", "14", " ", "\|", "14", " ", "\|", "14", " ", "\|", "14", " ", "\|", "14", " ", "\|", "\n", "\|", "Kuwait", "", " ", "\|", "38", " ", "\|", "34", " ", "\|", "19", " ", "\|", "17", " ", "\|", "10", " ", "\|", " ", "\|", "10", " ", "\|", "8", " ", "\|", "38", " ", "\|", "34", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", "0", " ", "\|", " ", "\|", "0", " ", "\|", "5", " ", "\|", "4", "7", " ", "\|", "50", " ", "\|", "50", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "25", " ", "\|", "\n", "\|", "Lithuania", "", " ", "\|", "5", " ", "\|", "6", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "8", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "0", " ", "\|", "0", "0", " ", "\|", "3", " ", "\|", "6", " ", "\|", "36", " ", "\|", " ", "\|", " ", "\|", "2", " ", "\|", "13", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "Luxembourg", " ", "\|", "47", " ", "\|", "40", " ", "\|", "1", "15", " ", "\|", "0", "13", " ", "\|", "1", "27", " ", "\|", "0", "21", " ", "\|", "4", " ", "\|", "6", "6", " ", "\|", "5", "47", " ", "\|", "6", "40", " ", "\|", "0", "7", " ", "\|", "0", "5", " ", "\|", "22", " ", "\|", "17", " ", "\|", "1", " ", "\|", "2", " ", "\|", "21", " ", "\|", "42", "18", " ", "\|", "18", "32", " ", "\|", "33", " ", "\|", "56", " ", "\|", "1", "53", " ", "\|", "1", "53", " ", "\|", "1", "53", " ", "\|", "1", "53", " ", "\|", "1", "53", " ", "\|", "1", "53", " ", "\|", "1", "53", " ", "\|", "1", "53", " ", "\|", "1", "53", " ", "\|", "\n", "\|", "Netherlands", " ", "\|", "87", " ", "\|", "80", " ", "\|", "14", " ", "\|", "40", " ", "\|", "6", " ", "\|", "5", " ", "\|", "6", "67", " ", "\|", "35", " ", "\|", "87", " ", "\|", "80", " ", "\|", "14", " ", "\|", "39", " ", "\|", "6", " ", "\|", "5", " ", "\|", "67", " ", "\|", "34", " ", "\|", "3", " ", "\|", "3", " ", "\|", "16", " ", "\|", "50", " ", "\|", "7", " ", "\|", "7", " ", "\|", "7", " ", "\|", "7", " ", "\|", "7", " ", "\|", "7", " ", "\|", "7", " ", "\|", "7", " ", "\|", "7", " ", "\|", "7", " ", "\|", "\n", "\|", "New" ]	[]
a region where a channel is formed. Note that in one transistor, channel widths in all regions are not necessarily the same. In other words, the channel width of one transistor is not fixed to one value in some cases. Therefore, in this specification, the channel width is any one of values, the maximum value, the minimum value, or the average value in a region where a channel is formed. - a channel width in a region where a channel is actually formed (hereinafter also referred to as an effective channel width) is different from a channel width shown in a top view of a transistor (hereinafter also referred to as an apparent channel width) in some cases. - an effective channel width is greater than an apparent channel width, and its influence cannot be ignored in some cases. - the proportion of a channel formation region formed in the side surface of the semiconductor is increased in some cases. In that case, an effective channel width is greater than an apparent channel width. - an effective channel width is difficult to estimate by actual measurement in some cases. For example, to estimate an effective channel width from a design value, it is necessary to assume that the shape of a semiconductor is known. Therefore, in the case where the shape of a semiconductor is not known accurately, it is difficult to measure an effective channel width accurately. - an apparent channel width is referred to as a surrounded channel width (SCW) in some cases. - SCW surrounded channel width - channel width in the case where the term “channel width” is simply used, it may represent a surrounded channel width or an apparent channel width. - channel width in the case where the term “channel width” is simply used, it may represent an effective channel width in some cases. Note that values of a channel length, a channel width, an effective channel width, an apparent channel width, a surrounded channel width, and the like can be determined, for example, by analyzing a cross-sectional TEM image and the like. - impurities in a semiconductor refer to, for example, elements other than the main components of a semiconductor. - an element with a concentration of lower than 0.1 atomic % can be regarded as an impurity. - an impurity for example, DOS (Density of States) in a semiconductor may be increased	[ "a", "region", "where", "a", "channel", "is", "formed", ".", "Note", "that", "in", "one", "transistor", ",", "channel", "widths", "in", "all", "regions", "are", "not", "necessarily", "the", "same", ".", "In", "other", "words", ",", "the", "channel", "width", "of", "one", "transistor", "is", "not", "fixed", "to", "one", "value", "in", "some", "cases", ".", "Therefore", ",", "in", "this", "specification", ",", "the", "channel", "width", "is", "any", "one", "of", "values", ",", "the", "maximum", "value", ",", "the", "minimum", "value", ",", "or", "the", "average", "value", "in", "a", "region", "where", "a", "channel", "is", "formed", ".", "\n", "-", "a", "channel", "width", "in", "a", "region", "where", "a", "channel", "is", "actually", "formed", "\n", "(", "hereinafter", "also", "referred", "to", "as", "an", "effective", "channel", "width", ")", "is", "different", "from", "a", "channel", "width", "shown", "in", "a", "top", "view", "of", "a", "transistor", "(", "hereinafter", "also", "referred", "to", "as", "an", "apparent", "channel", "width", ")", "in", "some", "cases", ".", "\n", "-", "an", "effective", "channel", "width", "\n", "is", "greater", "than", "an", "apparent", "channel", "width", ",", "and", "its", "influence", "can", "not", "be", "ignored", "in", "some", "cases", ".", "\n", "-", "the", "proportion", "of", "a", "channel", "formation", "region", "formed", "in", "the", "side", "surface", "of", "the", "semiconductor", "\n", "is", "increased", "in", "some", "cases", ".", "In", "that", "case", ",", "an", "effective", "channel", "width", "is", "greater", "than", "an", "apparent", "channel", "width", ".", "\n", "-", "an", "effective", "channel", "width", "\n", "is", "difficult", "to", "estimate", "by", "actual", "measurement", "in", "some", "cases", ".", "For", "example", ",", "to", "estimate", "an", "effective", "channel", "width", "from", "a", "design", "value", ",", "it", "is", "necessary", "to", "assume", "that", "the", "shape", "of", "a", "semiconductor", "is", "known", ".", "Therefore", ",", "in", "the", "case", "where", "the", "shape", "of", "a", "semiconductor", "is", "not", "known", "accurately", ",", "it", "is", "difficult", "to", "measure", "an", "effective", "channel", "width", "accurately", ".", "\n", "-", "an", "apparent", "channel", "width", "\n", "is", "referred", "to", "as", "a", "surrounded", "channel", "width", "(", "SCW", ")", "in", "some", "cases", ".", "\n", "-", "SCW", "\n", "surrounded", "channel", "width", "\n", "-", "channel", "width", "\n", "in", "the", "case", "where", "the", "term", "“", "channel", "width", "”", "is", "simply", "used", ",", "it", "may", "represent", "a", "surrounded", "channel", "width", "or", "an", "apparent", "channel", "width", ".", "\n", "-", "channel", "width", "\n", "in", "the", "case", "where", "the", "term", "“", "channel", "width", "”", "is", "simply", "used", ",", "it", "may", "represent", "an", "effective", "channel", "width", "in", "some", "cases", ".", "Note", "that", "values", "of", "a", "channel", "length", ",", "a", "channel", "width", ",", "an", "effective", "channel", "width", ",", "an", "apparent", "channel", "width", ",", "a", "surrounded", "channel", "width", ",", "and", "the", "like", "can", "be", "determined", ",", "for", "example", ",", "by", "analyzing", "a", "cross", "-", "sectional", "TEM", "image", "and", "the", "like", ".", "\n", "-", "impurities", "in", "a", "semiconductor", "\n", "refer", "to", ",", "for", "example", ",", "elements", "other", "than", "the", "main", "components", "of", "a", "semiconductor", ".", "\n", "-", "an", "element", "with", "a", "concentration", "of", "lower", "than", "0.1", "atomic", "%", "\n", "can", "be", "regarded", "as", "an", "impurity", ".", "\n", "-", "an", "impurity", "\n", "for", "example", ",", "DOS", "(", "Density", "of", "States", ")", "in", "a", "semiconductor", "may", "be", "increased" ]	[]
section discusses in more detail, other types of publications, especially those that have engaged with the topic from feminist and post- colonial perspectives, have done a better job of attempting to correct this imbalance. 16 However, dictionaries are a good index of 'dominant 7 trends in the historiography' which, as Abha Sur cogently reminds us, 'are but refractions of the power relations in the world'. 17 The point remains: the visibility of women in the historiography of science has not necessarily been a function of their numbers, but of politics and power asymmetries, many of which stem from lingering imperial legacies about regimes of knowledgemaking and scientific rationality. We have come some way from the days of publications of 'scientific types' and encyclopaedias of scientists that listed no to very few women, 18 but we are still a long way from a time when women scientists, engineers and doctors, in their various guises, will have entered the historiographical mainstream. Indeed, the proportion of women in science often appears lower than it was because much of the scientific work women have engaged in historically - within or without the consecrated sites of professional science - has not been recognized and counted as such. One is reminded here of earlier feminist critiques, especially Rossiter's famous 'Matthew Matilda effect' in science, used to explain how women have been systematically denied credit for their scientific work and have been erased from histories of science, their achievements credited to (white) male colleagues who could leverage more scientific prestige and important institutional positions. 19 'When it [was] no longer possible … to render the women's share of the work invisible', AbirAm reminds us, 'society's solution has been to regard [their] contribution[s] as merely derivative'. 20 A study of the journal Theoretical Population Biology provides a striking illustration of the mechanisms by which female scientists' work has been rendered invisible. Only 7 per cent of the authors published in the 1970s were women, but the situation changed dramatically when researchers turned their attention to footnotes, where they represented more than half (59 per cent) of the programmers acknowledged in the pages of the journal. 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Optics and photonics 171 -10.0% 16 2 189Table 3.15. Number of records per S&T specialisation domain in Moldova 188 Part 3 Analysis of scientific and technological potential Figure 3.33. Number of records per S&T specialisation domain in Moldova 0 200 400 600 800 1 000 1 200 Number of records publicationsNanotechnology and materials Health and wellbeing Mechanical engineering and heavy machinery Governance, culture, education and the economy Chemistry and chemical engineering Fundamental physics and mathematics Electric and electronic technologies Biotechnology Agrifood Environmental sciences and industries Energy ICT and computer science Optics and photonics patents EC projectsHealth and wellbeing are domains in which Moldo- va’s S&T ecosystem presents a high critical mass, relative specialisation and scientific impact simul- taneously. In patents, Biotechnology (1.7), Agrifood (1.3), Health and wellbeing (1.3), Mechanical engineer- ing and heavy machinery (1.1) and Electric and electronic technologies (1.1) have a positive spe- cialisation. Given the patent counts in the coun- try for these domains, such figures provide a relevant indication of the country’s technological specialisation. Finally, Table 3.16 presents the change in the share of each domain within the S&T data sourc- es, comparing the 2011-2014 period to the more recent 2015-2018 period66. The small number of records, particularly patents, gathered for Moldo- va affects the temporal evolution indicators sig- nificantly, and thus some domains have not been considered. 66 See section ‘Temporal evolution of the S&T specialisation domains’ for further methodological information. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation189 Figure 3.34. Specialisation index across domains of Moldova’s S&T ecosystem against the EaP average, for publications Specialisation indexNo pubs. 100 500 1 000Normalised citation impact2 1.3 1 0.75 0.50.25 0.5 1 2 4 Agrifood Biotechnology Chemistry and chemical engineering Electric and electronic technologies Energy Environmental sciences and industries Fundamental physics and mathematics Governance, culture, education and the economy Health and wellbeing ICT and computer science Mechanical engineering and heavy machinery Nanotechnology and materials Optics and photonics Transportation Figure 3.35. 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be B and replying to A’s messages. Can O successfully pose as B without making A suspicious? This constitutes a weak form of the Turing test (weak because A has no reason to suspect she is talking to a non- human); the interesting question is whether O fails it because he has not learned the meaning relation, having seen only the form of A and B’s utterances. The extent to which O can fool A depends on the task — that is, on what A is trying to talk about. A and B have spent a lot of time exchanging trivial notes about their daily lives to make the long island evenings more enjoyable. It seems possible that O would be able to produce new sentences of the kind B used to produce; essentially acting as a chatbot. This is because the utterances in such conversations have a primarily social function, and do not need to be grounded in the particulars of the interlocutors’ actual physical situation nor anything else speciﬁc about the real world. It is sufﬁcient to produce text that is internally coherent. Now say that A has invented a new device, say a coconut catapult. She excitedly sends detailed instructions on building a coconut catapult to B, and asks about B’s experiences and suggestions for improvements. Even if O had a way of construct- ing the catapult underwater, he does not know what words such as rope andcoconut refer to, and thus can’t physically reproduce the experiment. He can 5189only resort to earlier observations about how B re- sponded to similarly worded utterances. Perhaps O can recognize utterances about mangos andnails as “similarly worded” because those words appeared in similar contexts as coconut andrope. So O de- cides to simply say “Cool idea, great job!”, because B said that a lot when A talked about ropes and nails. It is absolutely conceivable that A accepts this reply as meaningful — but only because A does all the work in attributing meaning to O’s response. It is not because O understood the meaning of A’s instructions or even his own reply. Finally, A faces an emergency. She is suddenly pursued by an angry bear. She grabs a couple of sticks and frantically asks B to come up with a way to construct a weapon to defend herself. Of course, O has no idea what A “means”. 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(e.g., CIT, withholding taxes, or royalties) or via the application of VAT/GST grouping scheme (i.e., under which an entity that would have been in a refund position can use other entity's positive output VAT/GST and recover its input VAT/GST). 24 Most resource-rich countries impose these fiscal instruments along with the general CIT. In some cases, both the RRT and the CIT are imposed at a project level. However, the RRT is sometimes levied on a project basis, while a CIT is levied on aggregate company income. 25 For more on recommendations to address the VAT challenges in Mining Sector, see Swistak & Vernon-Lin (2023). ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING ## 4.0 DESIGNING RING-FENCING RULES 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION ## 4.5 Who Ring-Fencing Rules Should Apply To Ring-fencing rules usually apply to mining licence holders. In general, a licence holder is any person who carries out mineral exploration, mining, processing, transport, or marketing activities under a licence granted based on mining or other relevant laws. The main reason for subjecting mining licence holders to ring-fencing rules is that the income they generate is directly related to the extraction of non-renewable, finite (in most cases publicly owned) mineral resources. As such, governments can impose measures to speed up the payment of taxes from licence holders. In addition, licence holders' activities pose a risk of delayed revenues or lost revenue when you consider the typical features of the mining industry (i.e., price volatility, production level, long lead times to generate profits, etc.). Other actors in the mining sector, such as subcontractors, are generally not subjected to ring-fencing for several conceptual and practical reasons. Conceptually, subcontractors typically generate their income by providing their services to mining licence holders rather than from the extraction of the resource itself, and they do not carry the risks and rewards associated with normal mining enterprises. They often receive their payments for services rendered irrespective of the success or failure of a particular mining project. Therefore, they can be treated as any other business that does not benefit directly from the economic rent derived from the exploitation of the mineral resource. Practically, subcontractors are typically remunerated on a costplus-margin basis, and they will likely pass any costs associated with taxation, including the tax effect of the ring-fencing, onto the licence holder. Another practical consideration is	[ "(", "e.g.", ",", "CIT", ",", "withholding", "taxes", ",", "or", "royalties", ")", "or", "via", "the", "application", "of", "VAT", "/", "GST", "grouping", "scheme", "(", "i.e.", ",", "under", "which", "an", "entity", "that", "would", "have", "been", "in", "a", "refund", "position", "can", "use", "other", "entity", "'s", "positive", "output", "VAT", "/", "GST", "and", "recover", "its", "input", "VAT", "/", "GST", ")", ".", "\n\n", "24", " ", "Most", "resource", "-", "rich", "countries", "impose", "these", "fiscal", "instruments", "along", "with", "the", "general", "CIT", ".", "In", "some", "cases", ",", "both", "the", "RRT", "and", "the", "CIT", "are", "imposed", "at", "a", "project", "level", ".", "However", ",", "the", "RRT", "is", "sometimes", "levied", "on", "a", "project", "basis", ",", "while", "a", "CIT", "is", "levied", "on", "aggregate", "company", "income", ".", "\n\n", "25", " ", "For", "more", "on", "recommendations", "to", "address", "the", "VAT", "challenges", "in", "Mining", "Sector", ",", "see", "Swistak", "&", "amp", ";", "Vernon", "-", "Lin", "(", "2023", ")", ".", "\n\n", "#", "#", "1.0", "INTRODUCTION", "\n\n", "2.0", "THE", "FUNDAMENTALS", "OF", "RING", "-", "FENCING", "\n\n", "3.0", "THE", "BENEFITS", "AND", "RISKS", "OF", "RING", "-", "FENCING", "\n\n", "#", "#", "4.0", "DESIGNING", "RING", "-", "FENCING", "RULES", "\n\n", "5.0", "THE", "IMPLEMENTATION", "OF", "RING", "-", "FENCING", "RULES", "\n\n", "6.0", "CONCLUSION", "\n\n", "#", "#", "4.5", "Who", "Ring", "-", "Fencing", "Rules", "Should", "Apply", "To", "\n\n", "Ring", "-", "fencing", "rules", "usually", "apply", "to", "mining", "licence", "holders", ".", "In", "general", ",", "a", "licence", "holder", "is", "any", "person", "who", "carries", "out", "mineral", "exploration", ",", "mining", ",", "processing", ",", "transport", ",", "or", "marketing", "activities", "under", "a", "licence", "granted", "based", "on", "mining", "or", "other", "relevant", "laws", ".", "The", "main", "reason", "for", "subjecting", "mining", "licence", "holders", "to", "ring", "-", "fencing", "rules", "is", "that", "the", "income", "they", "generate", "is", "directly", "related", "to", "the", "extraction", "of", "non", "-", "renewable", ",", "finite", "(", "in", "most", "cases", "publicly", "owned", ")", "mineral", "resources", ".", "As", "such", ",", "governments", "can", "impose", "measures", "to", "speed", "up", "the", "payment", "of", "taxes", "from", "licence", "holders", ".", "In", "addition", ",", "licence", "holders", "'", "activities", "pose", "a", "risk", "of", "delayed", "revenues", "or", "lost", "revenue", "when", "you", "consider", "the", "typical", "features", "of", "the", "mining", "industry", "(", "i.e.", ",", "price", "volatility", ",", "production", "level", ",", "long", "lead", "times", "to", "generate", "profits", ",", "etc", ".", ")", ".", "\n\n", "Other", "actors", "in", "the", "mining", "sector", ",", "such", "as", "subcontractors", ",", "are", "generally", "not", "subjected", "to", "ring", "-", "fencing", "for", "several", "conceptual", "and", "practical", "reasons", ".", "Conceptually", ",", "subcontractors", "typically", "generate", "their", "income", "by", "providing", "their", "services", "to", "mining", "licence", "holders", "rather", "than", "from", "the", "extraction", "of", "the", "resource", "itself", ",", "and", "they", "do", "not", "carry", "the", "risks", "and", "rewards", "associated", "with", "normal", "mining", "enterprises", ".", "They", "often", "receive", "their", "payments", "for", "services", "rendered", "irrespective", "of", "the", "success", "or", "failure", "of", "a", "particular", "mining", "project", ".", "Therefore", ",", "they", "can", "be", "treated", "as", "any", "other", "business", "that", "does", "not", "benefit", "directly", "from", "the", "economic", "rent", "derived", "from", "the", "exploitation", "of", "the", "mineral", "resource", ".", "Practically", ",", "subcontractors", "are", "typically", "remunerated", "on", "a", "costplus", "-", "margin", "basis", ",", "and", "they", "will", "likely", "pass", "any", "costs", "associated", "with", "taxation", ",", "including", "the", "tax", "effect", "of", "the", "ring", "-", "fencing", ",", "onto", "the", "licence", "holder", ".", "Another", "practical", "consideration", "is" ]	[ { "end": 637, "label": "CITATION_REF", "start": 606 }, { "end": 630, "label": "AUTHOR", "start": 606 }, { "end": 636, "label": "YEAR", "start": 632 } ]
\|---------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-----\| \| Figure 14.3 \| Girls are less likely than boys to expect to actively participate in politics, but more likely to expect to vote and get informed about candidates..........................................................................................................................................235 \| \| \| Figure 14.4 \| Intended electoral participation is significantly higher among richer students ..................................................................236 \| \| \| Figure 15.1 \| Fast progress on access to WASH services is possible from all starting points..................................................................240 \| \| \| Figure 15.2 \| Progress on school internet connectivity has been fast but uneven...................................................................................... \| 241 \| \| Figure 15.3 \| The prevalence of bullying has increased more for girls than for boys................................................................................... \| 242 \| \| Figure 15.4 \| More countries are suffering attacks on education, though most attacks remain concentrated in a few countries......................................................................................................................................................................................244 \| \| \| Figure 15.5 \| Coverage of school meals varies widely between countries......................................................................................................246 \| \| \| Figure 15.6 \| The actual coverage of school meals programmes is higher if private school students are excluded.........................248 \| \| \| Figure 15.7 \| In Brazil, schools in hotter regions are less likely to have green spaces................................................................................ \| 249 \| \| Figure 15.8 \| Disasters have caused significant damage to critical infrastructure in Pacific Island countries...................................250 \| \| \| Figure 16.1 \| COVID-19 affected scholarship spending.........................................................................................................................................255 \| \| \| Figure 16.2 \| France and Germany stand out among the country donors.......................................................................................................255 \| \| \| Figure 16.3 \| In Germany, the number of students from low- and lower-middle-income countries has increased almost fivefold in the past 20 years................................................................................................................................................... \| 257 \| \| Figure 16.4 \| The number of international students has been steadily rising since 2000......................................................................... \| 257 \| \| Figure 16.5 \| International student mobility increased in some countries while it fell in others.............................................................258 \| \| \| Figure 16.6 \| Contributions from non-major industrialized nations are on the rise.....................................................................................259 \| \| \| Figure 17.1 \| In some regions, increases in the number of teachers means more untrained teachers.................................................263 \| \| \| Figure 17.2 \| Low shares of trained teachers increase the pupil/trained teacher ratio .............................................................................264 \| \| \| Figure 17.3 \| Trends in pupil/trained teacher ratios can reflect changes in the share of trained teachers or in the relative number of teachers......................................................................................................................................................265 \| \| \| Figure 17.4 \| Pupil/teacher ratios can be considerably higher when taking into account teachers' working hours.........................266 \| \| \| Figure 17.5 \| Format and content of in-service training matter......................................................................................................................... \| 267 \| \| Figure 17.6	[ 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"......................................................................................................................................................................................", "244", "\|", " ", "\|", "\n", "\|", "Figure", "15.5", " ", "\|", "Coverage", "of", "school", "meals", "varies", "widely", "between", "countries", "......................................................................................................", "246", " ", "\|", " ", "\|", "\n", "\|", "Figure", "15.6", " ", "\|", "The", "actual", "coverage", "of", "school", "meals", "programmes", "is", "higher", "if", "private", "school", "students", "are", "excluded", ".........................", "248", " ", "\|", " ", "\|", "\n", "\|", "Figure", "15.7", " ", "\|", "In", "Brazil", ",", "schools", "in", "hotter", "regions", "are", "less", "likely", "to", "have", "green", "spaces", "................................................................................", " ", "\|", "249", "\|", "\n", "\|", "Figure", 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with demonstrated leadership potential. Scholars are selected by and receive academic and social support from a network of Mastercard ## FIGURE 16.6: Contributions from non-major industrialized nations are on the rise Aid to education in the form of direct scholarships and imputed student costs, 2013-22 <!-- image --> b. By non-DAC countries donor <!-- image --> GEM StatLink: https:/ /bit.ly/GEM2024\_fig16\_6 Source: OECD Creditor Reporting System database. partners, including an African leadership academy, non-governmental organizations and universities. The support includes orientation and tutoring; leadership, entrepreneurship and community service training activities; and access to networks, resources (such as counselling) and opportunities for professional preparation (such as internships). Scholars also receive financial support, which varies by partner but generally includes tuition and fees; books, a laptop and other learning materials; accommodation; a living stipend; health insurance; and travel expenses. Between 2012 and 2019, the Scholars Program supported 5,100 scholars at the undergraduate and 1,000 scholars at the graduate level. In 2019, just before COVID-19, the programme further committed USD 850 million for 9,000 university students and also for 26,000 secondary education scholarships. Two thirds of scholars studied in their home country, and nearly all the African alumni who studied in Africa stayed on the continent. Among African scholars who studied abroad, about 50% had returned (Cosentino et al., 2019). In the Arab states, governments drive higher education funding through large programmes, such as the King Abdullah Scholarship Program launched in 2010 in Saudi Arabia, one of the largest overseas scholarship programmes worldwide (Hilal, 2013). Private foundations provide additional funding support, such as the Qaddumi Foundation supporting Palestinian students, the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research supporting Emirati students and the Elia Nuqul Foundation supporting Jordanian students (Campbell, 2021). In South Asia, the J. N. Tata Foundation, the Education Future International Scholarship and the Aga Khan Foundation administer programmes according to a new hybrid model, combining scholarships and education loans. In Japan, the Kobayashi International Scholarship Foundation and the Mitsubishi Corporation International Scholarship offer scholarships to outstanding students from Asia coming to Japanese universities. In China, the Schwarzman Scholars is a programme which funds up to 200 students annually - 20% Chinese students, 40% American and the remaining 40% from other countries - to attend a one-year masters at Tsinghua University in Beijing (Campbell, 2021). 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IAEA-TECDOC-1168 Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with theauthor(s) or other rightsholder(s); author self-archiving of the acceptedmanuscript version of this article is solely governed by the terms of suchpublishing agreement and applicable law. 123	[ "43", ".", "A.", "Jokinen", ",", "T.", "Enqvist", ",", "P.", "Jauho", "et", "al", ".", ",", "Beta", "decay", "of", "108mo", "and", "\n", "of", "neighbouring", "even", "mo", "-", "isotopes", ".", "Nucl", ".", "Phys", ".", "A", "584(3", ")", ",", "489–508", "\n", "(", "1995", ")", ".", "https://doi.org/10.1016/0375-9474(94)00524-Q", "\n", "44", ".", "J.K.", "Hwang", ",", "A.V", ".", "Ramayya", ",", "J.H.", "Hamilton", "et", "al", ".", ",", "Identiﬁcation", "\n", "of", "the", "γtransitions", "in", "Tc", "and", "Cs", "products", "of252Cf", "ﬁssion", "and", "\n", "possible", "7", "/2+[413", "]", "bands", "in105−109Tc", "isotopes", ".", "Phys", 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representing the communityStay current and use data for decision making Focus on learningFocus on instructional development, e.g. through pedagogical supervisionProvide instructional resources and materials and align them to instructional goalsPlan, coordinate and evaluate the curriculumProtect staff from work distractionsMonitor student progress Foster collaborationDevelop a school culture and positive climateMaintain a safe, healthy school environmentRaise resources strategically, build networks and manage riskNurture collaboration, especially between teachers, and enable actionBuild relations and consult with families and community Develop people Keep track of teacher professional development needsProvide individualized professional support and mentoring opportunities for teachersEvaluate teachers and reward good performance Provide intellectual stimulationEstablish trusting relationships and manage conflictBe accessible Source: Leithwood (2012) and Leithwood et al. (2020a). 2024/5 • GLOBAL EDUCATION MONITORING REPORT 13 CHAPTER 1 • INTRODUCTION 1 Chapter 2 on school leadership roles, standards and impact describes how school leadership is becoming more and more challenging as education institutions are expected to deliver an expanding set of results. School leaders are typically called upon to respond to difficult circumstances, but their capacity was tested to the extreme during the COVID-19 pandemic. The management tools at school leaders’ disposal and the regulations which they have to follow are also becoming more sophisticated. School leadership is conceptualized and enacted in various ways, along the four dimensions of setting expectations, focusing on learning, fostering collaboration and developing people. The focus of school leadership is generally on the three areas of knowledge and skills related to people (e.g. caring, communication, networking, trust and confidence), instruction (e.g. observation, feedback, pedagogy, curriculum and assessment expertise) and organization (e.g. data use, technology, strategic thinking, resource allocation, management and reporting). The different contexts of schools – for example, urban vs rural, poor vs well-resourced, small vs large, public vs private, homogenous vs diverse, stable vs in emergency, and autonomous vs controlled – affect leadership. School leaders may be constrained by the context in which they operate in enacting leadership. Evidence on leadership’s impact on the achievement of education goals focuses on two levels – the academic, social, emotional and other personal development needs of individual students and teachers ; and school community objectives, such as learning, equality, inclusion, respect, engagement, harmony, cohesion, solidarity, justice, innovation, efficiency, sustainability, resilience, satisfaction and well-being – which are stepping stones to achieving these goals at the societal level. Research often focuses on whether observable characteristics, such as gender, formal education qualifications, socioeconomic and	[ "representing", " \n", "the", "communityStay", "current", "and", "use", "data", "for", "decision", "making", "\n", "Focus", "on", "learningFocus", "on", "instructional", "development", ",", "e.g.", "through", "pedagogical", "supervisionProvide", "instructional", "resources", "and", "materials", "and", "align", "them", "to", "instructional", "goalsPlan", ",", "coordinate", "and", "evaluate", "the", "curriculumProtect", "staff", "from", "work", "distractionsMonitor", "student", "progress", "\n", "Foster", "collaborationDevelop", "a", "school", "culture", "and", "positive", "climateMaintain", "a", "safe", ",", "healthy", "school", "environmentRaise", "resources", "strategically", ",", "build", "networks", "and", "manage", "riskNurture", "collaboration", ",", "especially", "between", "teachers", ",", "and", "enable", "actionBuild", "relations", "and", 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values are 80 89% . for SUPPORTED and 52 69% . for REFUTED. In sum we find that while off-the-shelf, state-of-the-art fact checker systems still leave ample room for improvement, they already serve as a good proxy for ranking pre-trained language models and decoding strategies with respect to the verifiability of the text they generate. ## 7 Conclusion and Discussion We presented a systematic analysis of the verifiability of text generated by a wide range of decoding strategies from large autoregressive language models. We assessed generated sentences with an offthe-shelf automatic fact-checker as well as through human annotations. We found that sampling decoding strategies produce text that is less verifiable, but also less repetitive when compared to strategies that consider most likely sequences according to the model distribution. We proposed a hybrid decoding strategy, combining the non-repetitive nature of sampling solutions with the verifiable generation of likelihood-based approaches. In our analysis, we considered the most viewed Wikipedia pages in 2017 and 2018. Our rationale was that such pages would represent topics that are likely to be highly covered in a random web crawl (e.g., OPENWEBTEXT and CCNEWS). Results (not reported in the paper) with a random set of Wikipedia pages showed lower values in terms of SPG and USPG ( i.e. , recall metrics). A potential line of future work could be to investigate relationships among training corpora and generation. We considered each sentence as a single claim to keep our experimental setting clean and avoid noise from an automatic claim extractor. However, some generations contain multiple claims that could be independently assessed. Studying such phenomena is an interesting future direction. ## References Anton Bakhtin, Sam Gross, Myle Ott, Yuntian Deng, Marc'Aurelio Ranzato, and Arthur Szlam. 2019. Real or fake? learning to discriminate machine from human generated text. arXiv preprint arXiv:1906.03351 . Yoshua Bengio, R´ ejean Ducharme, Pascal Vincent, and Christian Jauvin. 2003. A neural probabilistic language model. Journal of machine learning research , 3(Feb):1137-1155. Samuel Broscheit. 2019. Investigating entity knowledge in bert with simple neural end-to-end entity linking. Proceedings of the 23rd Conference on Computational Natural Language Learning (CoNLL) . Jaemin Cho, Minjoon Seo, and Hannaneh Hajishirzi. 2019. Mixture content selection for diverse sequence generation. arXiv preprint arXiv:1909.01953 . Zihang Dai, Zhilin Yang, Yiming Yang, William W Cohen, Jaime Carbonell, Quoc V Le, and Ruslan Salakhutdinov. 2019. Transformer-xl: Attentive language models beyond a fixed-length context. arXiv preprint arXiv:1901.02860 .	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breast cancer. The s ame effect is observed in breast tissue from individuals at increased risk of breast cancer ( BRCA1/2 mutation carriers) but could be rescued via risk-reducing pharmacological intervention in a clinical study. Interestingly, the WID - REA also differs between women who received hormone replacement therapy (HRT) and did or did not develop breast cancer, indi cating a potential to monitor individual breast cancer risk on HRT using the WID -REA. We therefore provide novel general and tissue- specific epigenetic clocks which are accurate at predicting chronological age and may further be an informatic measure of disease risk. Work described in this report is currently in press at Genome Biology and we have deployed an R package on github which will be implemented in the HEAP Hopsworks platform. HEAP – D8.2 Ageing DNAme signatures page 4/15 Project No. 874662 HORIZON 2020 Table of Contents Executive Summary .......................................................................... 3 1 Introduction ................................................................................. 5 2 Methods ...................................................................................... 6 2.1 Samples ................................................................................ 6 2.2 DNA extraction and methylation analysis ................................... 6 2.3 Methylation data processing ..................................................... 6 2.4 Epigenetic clock development ................................................... 7 2.5 Epigenetic clock validation datasets .......................................... 8 3 Results ........................................................................................ 8 3.1 General epigenetic clock .......................................................... 8 3.2 Cell type -specific epigenetic clocks .......................................... 10 3.3 Relative epithelial age ........................................................... 12 3.4 WID clocks R package ........................................................... 14 3.5 Publication ........................................................................... 14 4 Summary .................................................................................. 14 5 References ................................................................................. 15 HEAP – D8.2 Ageing DNAme signatures page 5/15 Project No. 874662 HORIZON 2020 1 Introduction Ageing has previously been described to be associated with distinct cellular changes including telomere shortening and DNA methylation (DNAme) alterations. DNAme changes form the basis of so -called epigenetic clocks which can be used to predict chronological age 1–4. Most available epigenetic clocks are designed to represent tissue -independent predictors of age and utili se common sample types such as blood or saliva samples 1,5. The “tick rate” of epigenetic clocks may allow for the prediction of disease and mortality risk 6. Both the number of cell divisions and replication - independent factors determine the pace of epigenetic clocks; hence, in order to use an epigenetic clock as a surrogate marker to monitor disease risk in a cell type as well as conditions which impact on this cell type must be considered. 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FSM NRU \| \| 5,2 ₋₁ \| 13,1 ₋₁ \| 8503 ₋₁ \| 8672 ₋₁ \| … 8242 ₋₁ \| 12 263 ₋₁ \| … 17 ₋₁ 18 … \| ₋₁ 17 ₋₁ … \| 25 ₋₁ \| NZL \| \| … 3,4 \| 7,0 ₊₁ 9,5 \| … … \| … … \| … \| - … \| … … \| … … … \| - … \| NIU PLW \| \| 1,3 ₋₂ \| 3,9 ₋₂ \| … … \| … \| … … \| … … \| … … … \| … … \| … … \| PNG \| \| 6,1 8,3 \| 12,9 ₊₁ 25,9 \| … \| … … \| … … \| … \| … … \| … … \| … \| WSM SLB \| \| … \| … \| … \| … \| … \| … \| … … … \| … \| … \| TKL \| \| 5,1 \| 9,3 ₊₁ \| … \| … \| … \| \| … \| \| … \| TON \| \| 12,8 \| 10,5 \| 854 \| 1184 \| 1329 \| … … \| 16 23 \| 26 \| … \| TUV \| \| 10,6 \| 20,9 \| … \| 87 ₋₃ \| 351 ₋₃ \| … \| … 3 ₋₃ \| 11 ₋₃ \| … \| VUT \| \| \| \| … \| … \| \| … \| … … … 14 ₋₁ \| … … 17 ₋₁ \| … … \| AIA ATG \| \| 3,5 ₋₂ 3,6 ₋₁ 4,8 ₋₁ \| 10,1 ₋₁ 9,8 12,7 ₋₁ \| … 4209 ₋₁ \| … 3814 ₋₁ \| … … 4728 ₋₁ \| … 3268 ₋₁ 16 \| … ₋₁ … … \| … … \| 12 ₋₁ … \| ARG ABW \| \| 4,4 ₋₄ 2,8 ₋₁ \| 19,4 ₋₄ 11,6 \| … … \| … … \| … … \| … … \| … … \| 20 \| … … \| BHS \| \| 4,0 \| 12,5 \| … \| 3933 \| 3279 \| … \| 24 18 \| 17 … \| 18 \| BRB \| \| 4,3 \| 18,5 \| 2113 \| 2113 \| 2066 \| 2113 \| … 18 \| \| \| BLZ \| \| 7,6 ₋₁ \| 23,1 ₋₂ \| 1187 ₋₁ \| 2645 ₋₁ \| 2144 ₋₁ \| … \| 12 ₋₁ \| … \| … 24 ₋₂ \| BOL	[ "FSM", "NRU", " ", "\|", "\n", "\|", "5,2", "₋₁", " ", "\|", "13,1", "₋₁", " ", "\|", "8503", "₋₁", " ", "\|", "8672", "₋₁", " ", "\|", "…", "8242", "₋₁", " ", "\|", "12", "263", "₋₁", " ", "\|", "…", "17", "₋₁", "18", "…", " ", "\|", "₋₁", "17", "₋₁", "…", " ", "\|", "25", "₋₁", " ", "\|", "NZL", " ", "\|", "\n", "\|", "…", "3,4", " ", "\|", "7,0", "₊₁", "9,5", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "-", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", "…", " ", "\|", "-", "…", " ", "\|", "NIU", "PLW", " ", "\|", "\n", "\|", "1,3", "₋₂", " ", "\|", "3,9", "₋₂", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "PNG", " ", "\|", "\n", "\|", "6,1", "8,3", " ", "\|", "12,9", "₊₁", "25,9", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "WSM", "SLB", " ", "\|", "\n", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "TKL", " ", "\|", "\n", "\|", "5,1", " ", "\|", "9,3", "₊₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "TON", " ", "\|", "\n", "\|", "12,8", " ", "\|", "10,5", " ", "\|", "854", " ", "\|", "1184", " ", "\|", "1329", " ", "\|", "…", "…", " ", "\|", "16", "23", " ", "\|", "26", " ", "\|", "…", " ", "\|", "TUV", " ", "\|", "\n", "\|", "10,6", " ", "\|", "20,9", " ", "\|", "…", " ", "\|", "87", "₋₃", " ", "\|", "351", "₋₃", " ", "\|", "…", " ", "\|", "…", "3", "₋₃", " ", "\|", "11", "₋₃", " ", "\|", "…", " ", "\|", "VUT", " ", "\|", "\n", "\|", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "…", "…", "…", "14", "₋₁", " ", "\|", "…", "…", "17", "₋₁", " ", "\|", "…", "…", " ", "\|", "AIA", "ATG", " ", "\|", "\n", "\|", "3,5", "₋₂", "3,6", "₋₁", "4,8", "₋₁", " ", "\|", "10,1", "₋₁", "9,8", "12,7", "₋₁", " ", "\|", "…", "4209", "₋₁", " ", "\|", "…", "3814", "₋₁", " ", "\|", "…", "…", "4728", "₋₁", " ", "\|", "…", "3268", "₋₁", "16", " ", "\|", "…", "₋₁", "…", "…", " ", "\|", "…", "…", " ", "\|", "12", "₋₁", "…", " ", "\|", "ARG", "ABW", " ", "\|", "\n", "\|", "4,4", "₋₄", "2,8", "₋₁", " ", "\|", "19,4", "₋₄", "11,6", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "20", " ", "\|", "…", "…", " ", "\|", "BHS", " ", "\|", "\n", "\|", "4,0", " ", "\|", "12,5", " ", "\|", "…", " ", "\|", "3933", " ", "\|", "3279", " ", "\|", "…", " ", "\|", "24", "18", " ", "\|", "17", "…", " ", "\|", "18", " ", "\|", "BRB", " ", "\|", "\n", "\|", "4,3", " ", "\|", "18,5", " ", "\|", "2113", " ", "\|", "2113", " ", "\|", "2066", " ", "\|", "2113", " ", "\|", "…", "18", " ", "\|", " ", "\|", " ", "\|", "BLZ", " ", "\|", "\n", "\|", "7,6", "₋₁", " ", "\|", "23,1", "₋₂", " ", "\|", "1187", "₋₁", " ", "\|", "2645", "₋₁", " ", "\|", "2144", "₋₁", " ", "\|", "…", " ", "\|", "12", "₋₁", " ", "\|", "…", " ", "\|", "…", "24", "₋₂", " ", "\|", "BOL", " " ]	[]
Although the expansion of social protection programs is arguably the largest policy response to offset the economic impacts of the crisis, comparable sex-disaggregated measures of social protection coverage are largely unavailable. Data on personal identification cards and mobile phone own-ership should inform program design decisions, espe-cially as countries scale up digital platforms. Yet data on gender differences in ownership of personal identity cards are missing for more than a third of countries. Less than a quarter of LICs and LMICs report data on mobile phone ownership by women. c Even though the pandemic created new demands for statistics, it also interrupted the supply. More than half of LICs and LMICs reported that the COVID-19 pandemic affected national sta tistical offices’ abilit y to produce socioeconomic statistics.d This problem requires imme- diate attention, but building effective, gender-aware data systems will require sustained financial and human capital investments. Sources: Mayra Buvinic (Center for Global Development), Lorenz Noe (Data2x), and Eric Swanson (Open Data Watch), with inputs from the WDR 2021 team. a. UN Women (2020). b . Buvinic, Noe, and Swanson (20 20). c. Buvinic, Noe, and Swanson (20 20). d. UNSTAT S and World Bank (2020).Figure B2.3.1 Proportion of COVID-19 cases reported with sex-disaggregated data for 190 countries Sources: Global Health 50/50, University College London, COVID-19 Sex-Disaggregated Data Tracker (database), November 30, 2020, data release, https://globalhealth5050.org/the-sex-gender-and-covid-19 -project/; Global Change Data Lab, University of Oxford, Our World in Data, Coronavirus Pandemic (COVID-19) (database), https://ourworld indata.org/coronavirus; calculations of Open Data Watch, Washington, DC. Data at http://bit.do/WDR2021-Fig-B2_3_1.0 MarchApril May June 2020July August SeptemberOctoberNovember255075100Percent Sex-disaggregated? Yes No Propor tion of countries reporting sex-disaggregated data 62 \| World Development Report 2021 Although data disaggregated at the individual level are central to understanding and addressing condi- tions that uniquely affect the lives of women, men, children, adults, the elderly, and persons with dis-abilities, the required data are not being sufficiently produced. 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briefly present the results for each individual country. 30 See note 29. 40 Part 2 Analysis of economic and innovation potential Current strengths Emerging strengths Degree of specialisationRelative size Change in degree of specialisation Georgia > 1.5 > 0.1% > 0 Moldova > 1.5 > 0.1% > 0 Ukraine > 1.5 > 0.1% > 0Table 2.2. Thresholds used to identify economic specialisations Agricultural sector Agriculture is an important sector in all EaP coun- tries, accounting for between 5% and 10% of GDP in Azerbaijan, Georgia and Ukraine, and for more than 10% in Armenia and Moldova (Figure 2.1). Employment in Agriculture accounts for almost 40% of the total employment in Azerbaijan and Georgia, between 20% and 25% in Armenia and Moldova and between 10% and 15% in Ukraine. It is important to note that the analyses in this report underestimate the relevance of the agri- cultural sector due to limited data availability for this industry. Economic data on employment, turn- over and wages are not available for Armenia and Azerbaijan, which not only excludes individual ag- ricultural industries from the potential list of prior-ity areas for these countries, but also makes it less likely that individual agricultural industries will be identified for Georgia, Moldova and Ukraine as the mapping analysis focuses on identifying relative specialisations compared to the unweighted EaP countries. With only three EaP countries contribut- ing to the EaP average for agricultural industries, an industry can be specialised for two of these countries at most. Mapping the economic potential – results for Georgia Results of the economic mapping for Georgia are shown in Table 2.3. In total, 28 industries have been identified as having a current strength and 40 industries have been identified as having an Figure 2.1. Importance of Agriculture in EaP countries Agriculture, forestry, and ﬁshing, value added (% of GDP) Employment in agriculture (% of total employment) 20 18 16 14 12 10 8 6 4 2 0 2010 2011 2012 2013 2014 2015 2016 2017 2018 201960 50 40 30 20 10 0 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Armenia Azerbaijan Belarus Georgia Moldova UkraineArmenia Azerbaijan Belarus Georgia Moldova Ukraine Source: World Bank World Development Indicators. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation41 emerging strength (these industries are high- lighted in the two columns on the right with an ‘X’ in a green-coloured cell).	[ "briefly", "\n", "present", "the", "results", "for", "each", "individual", "country", ".", "\n", "30", "See", "note", "29", ".", "\n", "40", "\n ", "Part", "2", "Analysis", "of", "economic", "and", "innovation", "potential", "\n", "Current", "strengths", "Emerging", "strengths", "\n", "Degree", "of", "\n", "specialisationRelative", "size", "Change", "in", "degree", "of", "specialisation", "\n", "Georgia", ">", "1.5", ">", "0.1", "%", ">", "0", "\n", "Moldova", ">", "1.5", ">", "0.1", "%", ">", "0", "\n", "Ukraine", ">", "1.5", ">", "0.1", "%", ">", "0Table", "2.2", ".", "Thresholds", "used", "to", "identify", "economic", "specialisations", "\n", "Agricultural", "sector", "\n", "Agriculture", "is", "an", "important", "sector", "in", "all", "EaP", "coun-", "\n", "tries", ",", "accounting", "for", "between", "5", "%", "and", "10", "%", "of", "GDP", "\n", "in", "Azerbaijan", ",", "Georgia", "and", "Ukraine", ",", "and", "for", "more", "\n", "than", "10", "%", "in", "Armenia", "and", "Moldova", "(", "Figure", "2.1", ")", ".", "\n", "Employment", "in", "Agriculture", "accounts", "for", "almost", "\n", "40", "%", "of", "the", "total", "employment", "in", "Azerbaijan", "and", "\n", "Georgia", ",", "between", "20", "%", "and", "25", "%", "in", "Armenia", "and", "\n", "Moldova", "and", "between", "10", "%", "and", "15", "%", "in", "Ukraine", ".", "\n", "It", "is", "important", "to", "note", "that", "the", "analyses", "in", "this", "\n", "report", "underestimate", "the", "relevance", "of", "the", "agri-", "\n", "cultural", "sector", "due", "to", "limited", "data", "availability", "for", "\n", "this", "industry", ".", "Economic", "data", "on", "employment", ",", "turn-", "\n", "over", "and", "wages", "are", "not", "available", "for", "Armenia", "and", "\n", "Azerbaijan", ",", "which", "not", "only", "excludes", "individual", "ag-", "\n", "ricultural", "industries", "from", "the", "potential", "list", "of", "prior", "-", "ity", "areas", "for", "these", "countries", ",", "but", "also", "makes", "it", "less", "\n", "likely", "that", "individual", "agricultural", "industries", "will", "be", "\n", "identified", "for", "Georgia", ",", "Moldova", "and", "Ukraine", "as", "the", "\n", "mapping", "analysis", "focuses", "on", "identifying", "relative", "\n", "specialisations", "compared", "to", "the", "unweighted", "EaP", "\n", "countries", ".", "With", "only", "three", "EaP", "countries", "contribut-", "\n", "ing", "to", "the", "EaP", "average", "for", "agricultural", "industries", ",", "\n", "an", "industry", "can", "be", "specialised", "for", "two", "of", "these", "\n", "countries", "at", "most", ".", "\n", "Mapping", "the", "economic", "potential", "–", "results", "\n", "for", "Georgia", "\n", "Results", "of", "the", "economic", "mapping", "for", "Georgia", "are", "\n", "shown", "in", "Table", "2.3", ".", "In", "total", ",", "28", "industries", "have", "\n", "been", "identified", "as", "having", "a", "current", "strength", "and", "\n", "40", "industries", "have", "been", "identified", "as", "having", "an", "\n", "Figure", "2.1", ".", "Importance", "of", "Agriculture", "in", "EaP", "countries", "\n", "Agriculture", ",", "forestry", ",", "and", "ﬁshing", ",", "value", "added", "(", "%", "of", "GDP", ")", "\n ", "Employment", "in", "agriculture", "(", "%", "of", "total", "employment", ")", "\n", "20", "\n", "18", "\n", "16", "\n", "14", "\n", "12", "\n", "10", "\n", "8", "\n", "6", "\n", "4", "\n", "2", "\n", "0", "\n", "2010", "2011", "2012", "2013", "2014", "2015", "2016", "2017", "2018", "201960", "\n", "50", "\n", "40", "\n", "30", "\n", "20", "\n", "10", "\n", "0", "\n", "2010", "2011", "2012", "2013", "2014", "2015", "2016", "2017", "2018", "2019", "\n", "Armenia", "Azerbaijan", "Belarus", "\n", "Georgia", "Moldova", "UkraineArmenia", "Azerbaijan", "Belarus", "\n", "Georgia", "Moldova", "Ukraine", "\n", "Source", ":", "World", "Bank", "World", "Development", "Indicators", ".", "\n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation41", "\n", "emerging", "strength", "(", "these", "industries", "are", "high-", "\n", "lighted", "in", "the", "two", "columns", "on", "the", "right", "with", "an", "\n", "‘", "X", "’", "in", "a", "green", "-", "coloured", "cell", ")", "." ]	[]
Smart Specialisation. 252 Part 5 Discussion of results and final remarks Georgia is developing the strategy for the Imereti region with plans for more regions to follow there- after. Georgia has completed the quantitative and qualitative mapping phase for the featured region and had a successful awareness-raising event at the end of 2020, co-organised with the JRC. The country is currently running the Entrepreneurial Discovery Process for the priority domains identi- fied in the mapping phase. Moldova started developing the strategy in 2017, with a strong commitment to implementation as Smart Specialisation was included in the 2020 Government Action Plan. The EDP has been in- terrupted by the COVID-19 pandemic and, after a while, was finished online. The county finalised drafting the strategy, which is expected to be adopted soon. Ukraine was the first country to start engage- ment with the JRC back in 2017 and engage in de- veloping regional Smart Specialisation Strategies. Out of 27 regions (24 districts), at least 11 have made efforts to start the process, while 8 regions are currently progressing with JRC support strat- egies. The country is simultaneously developing a national-level strategy, which will be aimed at directing the research and innovation potential to- wards the implementation of the United Nation’s Sustainable Development Goals (SDGs). Complementing these national processes, the quantitative results of the current report provide a minimum map of E&I-S&T specialisations, but cannot rule out the existence of other relevant specialisations or concordances found by analys- ing other data sources or, on the ground, during the EDP. The results of this study aim to strengthen evi- dence-based innovation policymaking in the ana- lysed countries and the whole Eastern Partnership region. The results can be used not only directly for the development of Smart Specialisation Strat- egies and for priority setting, which strengthens the potential impact of public and private invest- ments, but also for many other tasks in research, innovation and economics policy, such as pro- gramme development, funding, internationalisa-tion, collaboration, etc. The results may potentially benefit other sectoral policies also, aiming at un- locking the benefits of high value added through the application of new knowledge and technolo- gies. To orient policymaking, E&I domains for which a specific concordance with S&T domains was not found would probably require the development of new research and innovation strengths, analysing the opportunities for non-technological innova- tion, the construction of collaborations with expert partners	[ "Smart", "Specialisation", ".", "\n", "252", "\n ", "Part", "5", "Discussion", "of", "results", "and", "final", "remarks", "\n", "Georgia", "is", "developing", "the", "strategy", "for", "the", "Imereti", "\n", "region", "with", "plans", "for", "more", "regions", "to", "follow", "there-", "\n", "after", ".", "Georgia", "has", "completed", "the", "quantitative", "and", "\n", "qualitative", "mapping", "phase", "for", "the", "featured", "region", "\n", "and", "had", "a", "successful", "awareness", "-", "raising", "event", "at", "\n", "the", "end", "of", "2020", ",", "co", "-", "organised", "with", "the", "JRC", ".", "The", "\n", "country", "is", "currently", "running", "the", "Entrepreneurial", "\n", "Discovery", "Process", "for", "the", "priority", "domains", "identi-", "\n", "fied", "in", "the", "mapping", "phase", ".", "\n", "Moldova", "started", "developing", "the", "strategy", "in", "2017", ",", "\n", "with", "a", "strong", "commitment", "to", "implementation", "as", "\n", "Smart", "Specialisation", "was", "included", "in", "the", "2020", "\n", "Government", "Action", "Plan", ".", "The", "EDP", "has", "been", "in-", "\n", "terrupted", "by", "the", "COVID-19", "pandemic", "and", ",", "after", "\n", "a", "while", ",", "was", "finished", "online", ".", "The", "county", "finalised", "\n", "drafting", "the", "strategy", ",", "which", "is", "expected", "to", "be", "\n", "adopted", "soon", ".", "\n", "Ukraine", "was", "the", "first", "country", "to", "start", "engage-", "\n", "ment", "with", "the", "JRC", "back", "in", "2017", "and", "engage", "in", "de-", "\n", "veloping", "regional", "Smart", "Specialisation", "Strategies", ".", "\n", "Out", "of", "27", "regions", "(", "24", "districts", ")", ",", "at", "least", "11", "have", "\n", "made", "efforts", "to", "start", "the", "process", ",", "while", "8", "regions", "\n", "are", "currently", "progressing", "with", "JRC", "support", "strat-", "\n", "egies", ".", "The", "country", "is", "simultaneously", "developing", "\n", "a", "national", "-", "level", "strategy", ",", "which", "will", "be", "aimed", "at", "\n", "directing", "the", "research", "and", "innovation", "potential", "to-", "\n", "wards", "the", "implementation", "of", "the", "United", "Nation", "’s", "\n", "Sustainable", "Development", "Goals", "(", "SDGs", ")", ".", "\n", "Complementing", "these", "national", "processes", ",", "the", "\n", "quantitative", "results", "of", "the", "current", "report", "provide", "\n", "a", "minimum", "map", "of", "E&I", "-", "S&T", "specialisations", ",", "but", "\n", "can", "not", "rule", "out", "the", "existence", "of", "other", "relevant", "\n", "specialisations", "or", "concordances", "found", "by", "analys-", "\n", "ing", "other", "data", "sources", "or", ",", "on", "the", "ground", ",", "during", "\n", "the", "EDP", ".", "\n", "The", "results", "of", "this", "study", "aim", "to", "strengthen", "evi-", "\n", "dence", "-", "based", "innovation", "policymaking", "in", "the", "ana-", "\n", "lysed", "countries", "and", "the", "whole", "Eastern", "Partnership", "\n", "region", ".", "The", "results", "can", "be", "used", "not", "only", "directly", "\n", "for", "the", "development", "of", "Smart", "Specialisation", "Strat-", "\n", "egies", "and", "for", "priority", "setting", ",", "which", "strengthens", "\n", "the", "potential", "impact", "of", "public", "and", "private", "invest-", "\n", "ments", ",", "but", "also", "for", "many", "other", "tasks", "in", "research", ",", "\n", "innovation", "and", "economics", "policy", ",", "such", "as", "pro-", "\n", "gramme", "development", ",", "funding", ",", "internationalisa", "-", "tion", ",", "collaboration", ",", "etc", ".", "The", "results", "may", "potentially", "\n", "benefit", "other", "sectoral", "policies", "also", ",", "aiming", "at", "un-", "\n", "locking", "the", "benefits", "of", "high", "value", "added", "through", "\n", "the", "application", "of", "new", "knowledge", "and", "technolo-", "\n", "gies", ".", "\n", "To", "orient", "policymaking", ",", "E&I", "domains", "for", "which", "a", "\n", "specific", "concordance", "with", "S&T", "domains", "was", "not", "\n", "found", "would", "probably", "require", "the", "development", "of", "\n", "new", "research", "and", "innovation", "strengths", ",", "analysing", "\n", "the", "opportunities", "for", "non", "-", "technological", "innova-", "\n", "tion", ",", "the", "construction", "of", "collaborations", "with", "expert", "\n", "partners" ]	[]
). Any number of memory devices may be used to provide for a given amount of system memory 1203 . - the memory 1203 can be embodied as processor cache or scratchpad memory, volatile memory, non-volatile memory (NVM), and/or any other machine readable media for storing data. Examples of volatile memory include random access memory (RAM), static RAM (SRAM), dynamic RAM (DRAM), synchronous DRAM (SDRAM), thyristor RAM (T-RAM), content-addressable memory (CAM), and/or the like. - NVM can include read-only memory (ROM) (e.g., including programmable ROM (PROM), erasable PROM (EPROM), electrically EPROM (EEPROM), flash memory (e.g., NAND flash memory, NOR flash memory, and the like), solid-state storage (SSS) or solid-state ROM, programmable metallization cell (PMC), and/or the like), non-volatile RAM (NVRAM), phase change memory (PCM) or phase change RAM (PRAM) (e.g., Intel® 3D XPointTM memory, chalcogenide RAM (CRAM), Interfacial Phase-Change Memory (IPCM), and the like), memistor devices, resistive memory or resistive RAM (ReRAM) (e.g., memristor devices, metal oxide-based ReRAM, quantum dot resistive memory devices, and the like), conductive bridging RAM (or PMC), magnetoresistive RAM (MRAM), electrochemical RAM (ECRAM), ferroelectric RAM (FeRAM), anti- - the memory circuitry 1203 can include spintronic memory devices (e.g., domain wall memory (DWM), spin transfer torque (STT) memory (e.g., STT-RAM or STT-MRAM), magnetic tunneling junction memory devices, spin-orbit transfer memory devices, Spin-Hall memory devices, nanowire memory cells, and/or the like). - the individual memory devices 1203 may be formed into any number of different package types, such as single die package (SDP), dual die package (DDP), quad die package (Q17P), memory modules (e.g., dual inline memory modules (DIMMs), microDIMMs, and/or MiniDIMMs), and/or the like. - the memory circuitry 1203 is or includes block addressable memory device(s), such as those based on NAND or NOR flash memory technologies (e.g., single-level cell (“SLC”), multi-level cell (“MLC”), quad-level cell (“QLC”), tri-level cell (“TLC”), or some other NAND or NOR device). Additionally or alternatively, the memory circuitry 1203 can include resistor-based and/or transistor-less memory architectures. In some examples, the memory circuitry 1203 can refer to a die, chip, and/or a packaged memory product. In some implementations, the memory 1203 can be or include the on-die memory or registers associated with the processor circuitry 1201 . Additionally or alternatively, the memory 1203 can include any of the devices/components discussed infra w.r.t the storage circuitry 1204 . - SLC single-level cell - MLC multi-level cell - QLC quad-level cell - TLC tri-level cell	[ ")", ".", "Any", "number", "of", "memory", "devices", "may", "be", "used", "to", "provide", "for", "a", "given", "amount", "of", "system", "memory", "1203", ".", "\n", "-", "the", "memory", "1203", "\n", "can", "be", "embodied", "as", "processor", "cache", "or", "scratchpad", "memory", ",", "volatile", "memory", ",", "non", "-", "volatile", "memory", "(", "NVM", ")", ",", "and/or", "any", "other", "machine", "readable", "media", "for", "storing", "data", ".", "Examples", "of", "volatile", "memory", "include", "random", "access", "memory", "(", "RAM", ")", ",", "static", "RAM", "(", "SRAM", ")", ",", "dynamic", "RAM", "(", "DRAM", ")", ",", "synchronous", "DRAM", "(", "SDRAM", ")", ",", "thyristor", "RAM", "(", "T", "-", "RAM", ")", ",", "content", "-", "addressable", "memory", "(", "CAM", ")", ",", "and/or", "the", "like", ".", "\n", "-", "NVM", "\n", "can", "include", "read", "-", "only", "memory", "(", "ROM", ")", "(", "e.g.", ",", "including", "programmable", "ROM", "(", "PROM", ")", ",", "erasable", "PROM", "(", "EPROM", ")", ",", "electrically", "EPROM", "(", "EEPROM", ")", ",", "flash", "memory", "(", "e.g.", ",", "NAND", "flash", "memory", ",", "NOR", "flash", "memory", ",", "and", "the", "like", ")", ",", "solid", "-", "state", "storage", "(", "SSS", ")", "or", "solid", "-", "state", "ROM", ",", "programmable", "metallization", "cell", "(", "PMC", ")", ",", "and/or", "the", "like", ")", ",", "non", "-", "volatile", "RAM", "(", "NVRAM", ")", ",", "phase", "change", "memory", "(", "PCM", ")", "or", "phase", "change", "RAM", "(", "PRAM", ")", "(", "e.g.", ",", "Intel", "®", "3D", "XPointTM", "memory", ",", "chalcogenide", "RAM", "(", "CRAM", ")", ",", "Interfacial", "Phase", "-", "Change", "Memory", "(", "IPCM", ")", ",", "and", "the", "like", ")", ",", "memistor", "devices", ",", "resistive", "memory", "or", "resistive", "RAM", "(", "ReRAM", ")", "(", "e.g.", ",", "memristor", "devices", ",", "metal", "oxide", "-", "based", "ReRAM", ",", "quantum", "dot", "resistive", "memory", "devices", ",", "and", "the", "like", ")", ",", "conductive", "bridging", "RAM", "(", "or", "PMC", ")", ",", "magnetoresistive", "RAM", "(", "MRAM", ")", ",", "electrochemical", "RAM", "(", "ECRAM", ")", ",", "ferroelectric", "RAM", "(", "FeRAM", ")", ",", "anti-", "\n", "-", "the", "memory", "circuitry", "1203", "\n", "can", "include", "spintronic", "memory", "devices", "(", "e.g.", ",", "domain", "wall", "memory", "(", "DWM", ")", ",", "spin", "transfer", "torque", "(", "STT", ")", "memory", "(", "e.g.", ",", "STT", "-", "RAM", "or", "STT", "-", "MRAM", ")", ",", "magnetic", "tunneling", "junction", "memory", "devices", ",", "spin", "-", "orbit", "transfer", "memory", "devices", ",", "Spin", "-", "Hall", "memory", "devices", ",", "nanowire", "memory", "cells", ",", "and/or", "the", "like", ")", ".", "\n", "-", "the", "individual", "memory", "devices", "1203", "\n", "may", "be", "formed", "into", "any", "number", "of", "different", "package", "types", ",", "such", "as", "single", "die", "package", "(", "SDP", ")", ",", "dual", "die", "package", "(", "DDP", ")", ",", "quad", "die", "package", "(", "Q17P", ")", ",", "memory", "modules", "(", "e.g.", ",", "dual", "inline", "memory", "modules", "(", "DIMMs", ")", ",", "microDIMMs", ",", "and/or", "MiniDIMMs", ")", ",", "and/or", "the", "like", ".", "\n", "-", "the", "memory", "circuitry", "1203", "\n", "is", "or", "includes", "block", "addressable", "memory", "device(s", ")", ",", "such", "as", "those", "based", "on", "NAND", "or", "NOR", "flash", "memory", "technologies", "(", "e.g.", ",", "single", "-", "level", "cell", "(", "“", "SLC", "”", ")", ",", "multi", "-", "level", "cell", "(", "“", "MLC", "”", ")", ",", "quad", "-", "level", "cell", "(", "“", "QLC", "”", ")", ",", "tri", "-", "level", "cell", "(", "“", "TLC", "”", ")", ",", "or", "some", "other", "NAND", "or", "NOR", "device", ")", ".", "Additionally", "or", "alternatively", ",", "the", "memory", "circuitry", "1203", "can", "include", "resistor", "-", "based", "and/or", "transistor", "-", "less", "memory", "architectures", ".", "In", "some", "examples", ",", "the", "memory", "circuitry", "1203", "can", "refer", "to", "a", "die", ",", "chip", ",", "and/or", "a", "packaged", "memory", "product", ".", "In", "some", "implementations", ",", "the", "memory", "1203", "can", "be", "or", "include", "the", "on", "-", "die", "memory", "or", "registers", "associated", "with", "the", "processor", "circuitry", "1201", ".", "Additionally", "or", "alternatively", ",", "the", "memory", "1203", "can", "include", "any", "of", "the", "devices", "/", "components", "discussed", "infra", "w.r.t", "the", "storage", "circuitry", "1204", ".", "\n", "-", "SLC", "\n", "single", "-", "level", "cell", "\n", "-", "MLC", "\n", "multi", "-", "level", "cell", "\n", "-", "QLC", "\n", "quad", "-", "level", "cell", "\n", "-", "TLC", "\n", "tri", "-", "level", "cell", "\n" ]	[]
can belong to two or more S&T domains, indicating multidisciplinarity, hybridisations and applications. A strong co-occurrence between the S&T domains of Energy and electric technologies can be observed, as well as between ICT and Transportation, and Mechanical engineering and Transportation. Agrifood, Biotechnology, Chemis- try, Environmental sciences and Health are also strongly related to varying degrees. The distinct distribution of data sources in the S&T domains is suggestive of their differing na- ture and orientation, instead based on scientific publications (so science-oriented), patenting (so Table I. The scientific and technological specialisation domains in the Eastern Partnership identified via topic modelling EaP S&T specialisation domains (in alphabetical order) Agrifood Biotechnology Energy Optics and photonicsHealth and wellbeingChemistry and chemical engineeringElectric and electronic technologies Environmental sciences and industries Governance, culture, education and the economy ICT and computer science TransportationNanotechnology and materialsFundamental physics and mathematics Mechanical engineering and heavy machinery technology-oriented) or where these two data sources are, to some degree, balanced. As such, S&T domains can be qualitatively categorised as7 science-oriented S&T domains, balanced S&T domains and technology-oriented S&T do- mains, as presented in the Table III. 7 Noting that the total volume of analysed scientific publi- cations is higher than that of patents. 14 Overview of economic, innovation, scientific and technological specialisations Publications (critical mass \| CAGR)PatentsEC projectsTotal Nanotechnology and materials 29 067 3.7% 6 641 65 35 773 Health and wellbeing 17 874 14.5% 11 726 56 29 656 Fundamental physics and mathematics 26 852 1.9% 2 255 18 29 125 Mechanical engineering and heavy machinery5 582 9.9% 18 510 8 24 100 ICT and computer science 13 111 13.8% 4 044 61 17 216 Biotechnology 10 340 5.7% 5 837 29 16 206 Governance, culture, education and the economy14 895 24.3% 434 197 15 526 Environmental sciences and industries 10 735 10.6% 3 272 63 14 070 Electric and electronic technologies 5 874 5.8% 7 009 17 12 900 Energy 5 496 8.6% 5 828 54 11 378 Chemistry and chemical engineering 8 132 1.4% 2 380 14 10 526 Optics and photonics 8 043 -0.3% 1 896 19 9 958 Agrifood 2 949 12.5% 5 907 21 8 877 Transportation 2 355 20.4% 1 984 25 4 364Table II. Number of records per labelled topic group (i.e. ‘domain’) in the Eastern Partnership region Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation15 Summary of the strengths	[ "can", "belong", "to", "two", "or", "\n", "more", "S&T", "domains", ",", "indicating", "multidisciplinarity", ",", "\n", "hybridisations", "and", "applications", ".", "\n", "A", "strong", "co", "-", "occurrence", "between", "the", "S&T", "\n", "domains", "of", "Energy", "and", "electric", "technologies", "\n", "can", "be", "observed", ",", "as", "well", "as", "between", "ICT", "and", "\n", "Transportation", ",", "and", "Mechanical", "engineering", "and", "\n", "Transportation", ".", "Agrifood", ",", "Biotechnology", ",", "Chemis-", "\n", "try", ",", "Environmental", "sciences", "and", "Health", "are", "also", "\n", "strongly", "related", "to", "varying", "degrees", ".", "\n", "The", "distinct", "distribution", "of", "data", "sources", "in", "the", "\n", "S&T", "domains", "is", "suggestive", "of", "their", "differing", "na-", "\n", "ture", "and", "orientation", ",", "instead", "based", "on", "scientific", "\n", "publications", "(", "so", "science", "-", "oriented", ")", ",", "patenting", "(", "so", "Table", "I.", "The", "scientific", "and", "technological", "specialisation", "domains", "in", "the", "Eastern", "Partnership", "identified", "via", "topic", "\n", "modelling", "\n", "EaP", "S&T", "specialisation", "domains", "(", "in", "alphabetical", "order", ")", "\n", "Agrifood", "Biotechnology", "\n", "Energy", "\n", "Optics", "and", "photonicsHealth", "and", "wellbeingChemistry", "and", "chemical", "\n", "engineeringElectric", "and", "electronic", "\n", "technologies", "\n", "Environmental", "sciences", "and", "\n", "industries", "\n", "Governance", ",", "culture", ",", "\n", "education", "and", "the", "economy", "\n", "ICT", "and", "computer", "science", "\n", "TransportationNanotechnology", "and", "\n", "materialsFundamental", "physics", "and", "\n", "mathematics", "\n", "Mechanical", "engineering", "and", "\n", "heavy", "machinery", "\n", "technology", "-", "oriented", ")", "or", "where", "these", "two", "data", "\n", "sources", "are", ",", "to", "some", "degree", ",", "balanced", ".", "As", "such", ",", "\n", "S&T", "domains", "can", "be", "qualitatively", "categorised", "as7", "\n", "science", "-", "oriented", "S&T", "domains", ",", "balanced", "S&T", "\n", "domains", "and", "technology", "-", "oriented", "S&T", "do-", "\n", "mains", ",", "as", "presented", "in", "the", "Table", "III", ".", "\n", "7", "Noting", "that", "the", "total", "volume", "of", "analysed", "scientific", "publi-", "\n", "cations", "is", "higher", "than", "that", "of", "patents", ".", "\n", "14", "\n", "Overview", "of", "economic", ",", "innovation", ",", "scientific", "and", "technological", "specialisations", "\n", "Publications", "\n", "(", "critical", "mass", "\|", "CAGR)PatentsEC", "\n", "projectsTotal", "\n", "Nanotechnology", "and", "materials", "29", "067", "3.7", "%", "6", "641", "65", "35", "773", "\n", "Health", "and", "wellbeing", "17", "874", "14.5", "%", "11", "726", "56", "29", "656", "\n", "Fundamental", "physics", "and", "mathematics", "26", "852", "1.9", "%", "2", "255", "18", "29", "125", "\n", "Mechanical", "engineering", "and", "heavy", "\n", "machinery5", "582", "9.9", "%", "18", "510", "8", "24", "100", "\n", "ICT", "and", "computer", "science", "13", "111", "13.8", "%", "4", "044", "61", "17", "216", "\n", "Biotechnology", "10", "340", "5.7", "%", "5", "837", "29", "16", "206", "\n", "Governance", ",", "culture", ",", "education", "and", "the", "\n", "economy14", "895", "24.3", "%", "434", "197", "15", "526", "\n", "Environmental", "sciences", "and", "industries", "10", "735", "10.6", "%", "3", "272", "63", "14", "070", "\n", "Electric", "and", "electronic", "technologies", "5", "874", "5.8", "%", "7", "009", "17", "12", "900", "\n", "Energy", "5", "496", "8.6", "%", "5", "828", "54", "11", "378", "\n", "Chemistry", "and", "chemical", "engineering", "8", "132", "1.4", "%", "2", "380", "14", "10", "526", "\n", "Optics", "and", "photonics", "8", "043", "-0.3", "%", "1", "896", "19", "9", "958", "\n", "Agrifood", "2", "949", "12.5", "%", "5", "907", "21", "8", "877", "\n", "Transportation", "2", "355", "20.4", "%", "1", "984", "25", "4", "364Table", "II", ".", "Number", "of", "records", "per", "labelled", "topic", "group", "(", "i.e.", "‘", "domain", "’", ")", "in", "the", "Eastern", "Partnership", "region", "\n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation15", "\n", "Summary", "of", "the", "strengths" ]	[ { "end": 1445, "label": "CITATION_ID", "start": 1444 }, { "end": 1320, "label": "CITATION_REF", "start": 1319 } ]
offers actionable recommendations that will enable policy makers to advance stronger economic growth across the region. Such a transition will require continued and sustained foundational reform to maximize the drivers of economic growth while pivoting to new transformative reforms to promote the development of more complex economic structures and institutions. These involve the need to discipline incumbents, boost the role of the private sector, strengthen the competitive environment, and reward merit. The emphasis on a strategy driven by innovation is also critically important for those countries that have already attained high-income status. Scan the QR code to see all the titles in this series.	[ "offers", "actionable", "recommendations", "that", "will", "enable", "policy", "makers", "to", "advance", "stronger", "economic", "growth", "across", "the", "region", ".", "Such", "a", "transition", "will", "require", "continued", "and", "sustained", "foundational", "reform", "to", "maximize", "the", "drivers", "of", "economic", "growth", "while", "pivoting", "to", "new", "transformative", "reforms", "to", "promote", "the", "development", "of", "more", "complex", "economic", "structures", "and", "institutions", ".", "These", "involve", "the", "need", "to", "discipline", "incumbents", ",", "boost", "the", "role", "of", "the", "private", "sector", ",", "strengthen", "the", "competitive", "environment", ",", "and", "reward", "merit", ".", "The", "emphasis", "on", "a", "strategy", "driven", "by", "innovation", "is", "also", "critically", "important", "for", "those", "countries", "that", "have", "already", "attained", "high", "-", "income", "status", ".", "\n", "Scan", "the", "QR", "code", "to", "see", "all", "the", "\n", "titles", "in", "this", "series", "." ]	[]
<!-- image --> <!-- image --> ## MEMRINESS Memristive Neurons and Synapses for Neuromorphic Edge Computing ## Data Management Plan Version 1.1 04 November 2022 <!-- image --> ## HISTORY OF CHANGES \| Version \| Publication date \| Changes \| \|-----------\|--------------------\|---------------------------------------------\| \| 1 \| 28.10.2022 \| ▪ Initial version written by Dr. Erika Covi \| \| 1.1 \| 04.11.2022 \| ▪ Revision by Dr. Alexander Ruf \| Action Number: [101042585] Action Acronym: [MEMRINESS] Action title: [Memristive Neurons and Synapses for Neuromorphic Edge Computing] Date: [04.11.2022] DMP version: [1.1] ## 1. Data Summary Will you re-use any existing data and what will you re-use it for? State the reasons if re-use of any existing data has been considered but discarded. MEMRINESS will use the already available data at NaMLab on the device fabrication and electrical properties as a starting point to develop and optimise the devices that are specifically needed for the project. The existing data are therefore used as a mean to compare the performance of the new devices. What types and formats of data will the project generate or re-use? Different types and formats of data are acquired within the project: - ▪ Laboratory data: datasets (.txt, .dat, .hdf5, .csv, .xps, .vms, .xml, etc.), images (.jpg, .tiff, .cdr, .ai, .pdf, .png, etc.). - ▪ Research data: statistics (.xls, .dat), graphs (.ogg, .opj, .pxp), bibliography (.enl, .bib). - ▪ Circuit designs and layouts (.gds, ….) - ▪ Programming codes (.py, .txt, etc.): - ▪ Scientific texts: manuscripts (.doc, .docx, .txt), presentations (.ppt), books (.pdf)…etc. - ▪ Dissemination material: fact-sheets, images, videos…etc. - ▪ Exploitable documents: patents. What is the purpose of the data generation or re-use and its relation to the objectives of the project? The purpose for accurate collection of data being generated within the MEMRINESS project is to give researchers the ability to answer relevant research questions and facilitate the repetition and validation of the study to other researchers. Data collection is essential for the achievement of the objectives of the project, it helps with maintaining the integrity of research, making informed decisions and ensuring quality assurance. Further, the objectives of disseminating and communicating the out-comes will benefit by the correct and systematic acquisition of data. What is the expected size of the data that you intend to generate or re-use? What is the origin/provenance of the data, either generated or re-used? 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the National Strategy to Address the Abuse of Teachers, School Leaders and Other School Staff (AITSL, 2020). INCENTIVES CAN MAKE LEADERSHIP JOBS MORE ATTRACTIVE Governments deploy a range of mechanisms to ensure the job of a principal remains attractive despite its complexities. This section covers three issues: contractual modalities, progression opportunities and appraisal mechanisms. A major element of incentives is pay and allowances, which are covered in the finance chapter of this report (Chapter 18). There is a variety of contractual arrangements for principals Contract type significantly influences school leader experiences. Analysis of the PEER country profiles shows that in 37% of countries, government school principals have permanent contracts. For instance, in Cyprus, public school leaders are civil servants and trade unions play an active role in negotiations regarding working conditions, remuneration and evaluation (OECD, 2019). While a permanent position may foster a stable learning environment, it requires robust oversight mechanisms and continued professional development to ensure principals’ continued motivation. Civil servant status does not ensure permanent employment everywhere. In Bahrain, school principals are civil servants and governed under civil service employment law, but are The 2018 TALIS shows that the average age of lower secondary school principals was 51 years Government school principals have permanent contracts in 37% of countries 2024/5 • GLOBAL EDUCATION MONITORING REPORT 71 CHAPTER 3 • SCHOOL LEADERSHIP : SELECTION , TRAINING AND CONDITIONS 3 employed on a contract basis, with their contracts renewed annually for a maximum of three years. School principals in Samoa are employed under a civil servant agreement through the Public Service Commission, yet are considered contracted employees. In 10% of the countries, principals are hired with a temporary contract without a limit on the number of renewals, while in 17% of the countries there is a limit on how many times the contract can be renewed. Both modalities are flexible, although the lack of job security associated with such contracts may make them less desirable. Principals on fixed-term contracts have different statutory rights than permanent employees, such as fewer benefits and rights, and lower entitlement to pension and leave (OECD, 2019). In Armenia, Georgia and Ukraine, principals have temporary contracts of five or six years. The possibility of non-renewal can compel principals to focus heavily on short-term goals at the expense of long-term educational strategies. 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of the . Additionally or alternatively, the , , , and/or may be divided into, or otherwise separated into virtualized environments using a suitable virtualization technology, such as, for example, virtual machines (VMs), virtualization containers (e.g., Docker® containers, Kubernetes® containers, and the like), and/or the like. These virtualization technologies may be managed and/or controlled by a virtual machine monitor (VMM), hypervisor container engines, orchestrators, and the like. Such virtualization technologies provide execution environments in which one or more apps and/or other software, code, or scripts may execute while being isolated from one or more other apps, software, code, or scripts. The is a hardware element, or collection of hardware elements, used to communicate over one or more networks (e.g., network ) and/or with other devices. The includes and transceiver circuitry (“TRx”) . The includes one or more processing devices (e.g., baseband processors) to carry out various protocol and radio control functions. may interface with application circuitry of compute node (e.g., a combination of , , and/or storage circuitry ) for generation and processing of baseband signals and for controlling operations of the . The handles various radio control functions that enable communication with one or more radio networks via the according to one or more wireless communication protocols. The may include circuitry such as, but not limited to, one or more single-core or multi-core processors (e.g., one or more baseband processors) or control logic to process baseband signals received from a receive signal path of the , and to generate baseband signals to be provided to the via a transmit signal path. In various implementations, the may implement a real-time OS (RTOS) to manage resources of the , schedule tasks, and the like. The also includes to enable communication with wireless networks using modulated electromagnetic radiation through a non-solid medium. The may include one or more radios that are compatible with, and/or may operate according to any one or more of the radio communication technologies, radio access technologies (RATs), and/or communication protocols/standards including any combination of those discussed herein. includes a receive signal path, which comprises circuitry to convert analog RF signals (e.g., an existing or received modulated waveform) into digital baseband signals to be provided to the . The also includes a transmit signal path, which comprises circuitry configured to convert digital baseband signals provided by the to be converted into analog RF signals (e.g., modulated waveform) that will

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[]

specific use cases, such as the configuration of the MRF, within the MRF, the types of materials input to the MRF, and/or other parameters, conditions, or criteria. In any of these implementations, the removed materials (whether contaminants or desired materials) form a material stream, which can be diverted to other areas of the MRF for further processing. In some implementations, the is able to change individual sorters (e.g., whether robotic, optical, air, or another suitable sorting technology) between a positive and negative sorting strategy in response to feedback from , to optimize sorting efficiency. In some examples, a combination of strategies may be employed, with a positive sorting strategy being initially employed to create a new stream of desirable materials, for example, enhancing, optimizing or maximizing recovery (e.g., quantity) of desirable materials, and a second sort with a negative sorting strategy being employed on the new stream as a quality control step to ensure stream purity. The results of the negative sort may be redirected back to another suitable stream based upon the nature of the contaminant, for example, to another recyclable/recoverable stream, or to a stream for disposal. In some implementations, contaminants rejected or sorted by the various sorters described previously from a given waste stream may be routed or diverted, such as by a conveyor, to another waste stream (or sorting line) for further processing. It should be understood that the residual or waste nature of the stream is relative; the remaining materials may themselves be recyclable or otherwise desirable, but of a different nature than the purified stream materials. The residual stream may thus be subject to further sorting to obtain an additional purified stream of different recyclable materials and another residual stream. The process of sorting/purification may be repeated on the stream until all materials of value have been extracted, leaving only materials intended for disposal. In some implementations, one or more of the sorters, such as robotic sorter(s) , may be configured to manipulate objects such as recoverable material that is in a 3D configuration. For example, waste paper may be collected into a bag or stack, which presents as a relatively dense 3D object. A robotic sorter (or similar robotic manipulator) may be configured to open or otherwise take apart the bag or stack, and reduce it to a collection of 2D objects (e.g., paper or cardboard sheets). Such materials may be returned back

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[]

the variables tend to show similar behavior), and the covariance is negative when the greater values of one variable mainly correspond to the lesser values of the other. The term “ensemble averaging” at least in some examples refers to the process of creating multiple models and combining them to produce a desired output, as opposed to creating just one model. The term “ensemble learning” or “ensemble method” at least in some examples refers to using multiple learning algorithms to obtain better predictive performance than could be obtained from any of the constituent learning algorithms alone. The term “epoch” at least in some examples refers to one cycle through a full training dataset. Additionally or alternatively, the term “epoch” at least in some examples refers to a full training pass over an entire training dataset such that each training example has been seen once; here, an epoch represents N/batch size training iterations, where N is the total number of examples. The term “event”, in probability theory, at least in some examples refers to a set of outcomes of an experiment (e.g., a subset of a sample space) to which a probability is assigned. Additionally or alternatively, the term “event” at least in some examples refers to a software message indicating that something has happened. Additionally or alternatively, the term “event” at least in some examples refers to an object in time, or an instantiation of a property in an object. Additionally or alternatively, the term “event” at least in some examples refers to a point in space at an instant in time (e.g., a location in space-time). Additionally or alternatively, the term “event” at least in some examples refers to a notable occurrence at a particular point in time. The term “feature” at least in some examples refers to an individual measureable property, quantifiable property, or characteristic of a phenomenon being observed. Additionally or alternatively, the term “feature” at least in some examples refers to an input variable used in making predictions. At least in some examples, features may be represented using numbers/numerals (e.g., integers), strings, variables, ordinals, real-values, categories, and/or the like. The term “feature extraction” at least in some examples refers to a process of dimensionality reduction by which an initial set of raw data is reduced to more manageable groups for processing. Additionally or alternatively, the term “feature extraction” at least in some examples refers to retrieving intermediate

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[]

non-relevant terms have been manually discarded57. The following keyword clouds (Figure 3.2 to 3.15) showcase the distribution of keywords identified in each domain, throughout the EaP countries, where the size of the keyword corresponds to the frequency at which it appears in the corpus 57 Discarded ‘non-relevant terms’ include those words that frequently appear in a topic but do not hold any seman- tic meaning, such as units of measure (e.g. ‘hour’, ‘min- ute’), connectors (e.g. ‘one hand’, ‘other hand’) and generic nouns (e.g. ‘author’, ‘result’, ‘invention’). They have been removed from the table.of texts of the analysed records assigned to that domain. The keyword clouds give an idea of the content of each identified S&T specialisation do- main. The S&T domains are characterised in de- tail in Chapter 3. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation149 S&T domain Top keywords Agrifoodplant, soil, seed, water, crop, flour, acid, extract, sugar, weight, leave, fruit, salt, condition, dough, wine, fertiliser, treatment, milk, juice, grain, additive, concentration, mass, food, cultivation, meat, oil, fermentation, glycoside, agriculture, source, wheat, bacteria, powder, specie, ingredient, minute, compound, contamination, beverage, substance, drying, bread, pollution, starch, seedling, cultivar, hour, vegetable Biotechnologyacid, compound, synthesis, reaction, cell, derivative, substance, molecule, extract, strain, protein, expression, oil, catalyst, water, gene, bacteria, waste, invention, oxidation, concentration, dye, solvent, extraction, oxide, inhibitor, medium, medicine, salt, alcohol, polymer, formula, treatment, form, bond, plant, culture, drug, ethanol, aqueous solution, dna, enzyme, temperature, micro- organism, ion, fragment, cultivation, reagent, coli, pathway Chemistry and chemical engineeringcompound, synthesis, reaction, acid, derivative, temperature, molecule, atom, hour, ligand, ion, water, concentration, chloride, salt, bond, minute, min, catalyst, ring, treatment, cation, anion, polymer, condition, substance, spectroscopy, crystal structure, reagent, amine, ester, fragment, pressure, crystal, chain, sulphate, form, metal, alcohol, material, invention, substituent, solvent, analogue, oxide, chemistry, aqueous solution, condensation, kinetic, oxidation Electric and electronic technologiessignal, sensor, circuit, source, voltage, electrode, converter, transformer, block, frequency, discharge, winding, power, generator, antenna, capacitor, switch, network, coil, amplifier, plasma, pulse, pair, philtre, magnet, noise, inverter, transistor, sensitivity, distance, transducer, terminal, measurement, conductor, electrolyte, amplitude, resistor, waveguide, screen, detection, connection, cathode, rectifier, magnetic field, gate, resistance, adder, apparatus, insulation, bus Energygas, energy, circuit, voltage, generator, tube, power, converter, transformer, consumption, air, disc, fuel, plant, source, rotor, network, winding, exchanger, shaft, motor, battery, carrier, capacitor, heater, combustion, pump, blade, heat, electrode, boiler, philtre, reactor, electrolyte, switch, inverter, chamber, conversion, flow, heating, catalyst, water,

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begun in Baghdad. Her only published scientific study, documenting her research in Baghdad, is an article based on a lecture given at the Society of Czech Physicians on 16 January 1933 and published in the 1930s in the prestigious Journal of Czech Physicians .68 After retirement, she moved to her native town of Bernartice and died almost forgotten in 1971 in a hos - pital in Písek. Vlasta Kálalová Di- Lotti’s attempts to establish an institute for tropical disease research in the Middle East and study ‘tropical diseases’ in Iraq have been largely forgotten in the history of science. Her case demonstrates how she attempted to reconcile her scientific work with her role as a physician and surgeon and responsibilities as a wife and mother. Notwithstanding the fact that she benefitted from the support of President Masaryk, as a woman researcher and practitioner of medicine, Vlasta’s efforts were often 118 Negotiating in/visibility thwarted by the male- dominated establishment in her home country, as her interaction with Dr Drbohlav suggests. Although relegated to the margins of history, her research and, in particular, her medical practice that provided Iraqi women with access to medical treatment, including complex surgical interventions, was very important. In that respect, her years in Iraq also presented opportunities for her to try to assert her value as a medical prac - titioner and scientist, by acquiring knowledge that was not easily accessible to her male peers, either because they did not have the experience of having lived in Iraq or because they could not treat women patients. This situation is not dissimilar to that of cytogeneticist Eileen W. Erlanson, discussed by Nair in this volume, who undertook a similar journey to India, eventually fashioning herself as an ‘India expert’ upon her return to the US. At the same time, it is important not to lose sight of the political con - texts in which the lives of these women unfolded. A female physician from Central Europe, Vlasta Kálalová Di- Lotti worked and conducted research in the Middle East, where Czechoslovak political, economic and cultural ambitions had to contend with the more established imperialist ambitions of Britain and France. From the beginning, her project was planned as a cultural project, with the hospital and institute envisaged as a centre that would enable scientists to conduct their research. Financial considerations played an important part. The project initiated and financially supported

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Other social work activities without accommodation NABS12General advancement of knowledge: R&D financed from General University Funds (GUF)72 Scientific research and development; 72.1 Research and experimental development on natural sciences and engineering; 72.2 Research and experimental development on social sciences and humanities NABS13General advancement of knowledge: R&D financed from other sources than GUF72 Scientific research and development; 72.1 Research and experimental development on natural sciences and engineering; 72.2 Research and experimental development on social sciences and humanities Source: Stancik, J., A methodology for estimating public ICT R&D expenditures in the EU, JRC, 2012. 342 Annexes Annex 10. NACE v2 to S&T domains correspondence tables via NABS and ASJC Scopus subject fields, for each EaP countryThe tables below show the mapping between NACE sectors and the Scopus ASJC subject fields associated with the set of publications within each S&T domain for each EaP country. The mapping was obtained by first manually assigning each ASJC field to socio-economic objectives of the NABS 2007 classification and then using the NABS 2007 to NACE correspondence table v2 (presented in Annex 9). As the NABS to NACE concordance is of a very low granularity, NACE sectors associated with each ASJC field were manually revised. The mapping via NABS to NACE always occurs through NABS06 ‘Industrial production and technology’, except for the case of NACE 61-Telecommunica- tions and NACE 53-Postal and courier activities, where it occurs via NABS04 ‘Transport, telecom- munication and other infrastructures’. ARMENIA Concordances between NACE sectors and the intersection of ASJC subject fields & S&T domains NACE sector ASJC Scopus subject field 13 Manufacture of textiles Surfaces, Coatings and Films; Materials Chemistry 14 Manufacture of wearing apparel Surfaces, Coatings and Films; Materials Chemistry 15 Manufacture of leather and related products Surfaces, Coatings and Films; Materials Chemistry 16Manufacture of wood and of products of wood and cork, except furniture; manufacture of articles of straw and plaiting materialsMaterials Chemistry 18 Printing and reproduction of recorded media Surfaces, Coatings and Films; Materials Chemistry 19 Manufacture of coke and refined petroleum productsEnergy Engineering and Power Technology; Fuel Technology; General Chemical Engineering; Geochemistry and Petrology; Surfaces, Coatings and Films; Materials Chemistry 20 Manufacture of chemicals and chemical productsBiotechnology; Applied Microbiology and Biotechnology; Biochemistry; Drug Discovery; Pharmacology; General Chemical Engineering; Surfaces, Coatings and Films; Materials Chemistry 23 Manufacture of other non-metallic mineral productsFuel Technology; General Chemical Engineering; Surfaces, Coatings and Films; Materials Chemistry 25Manufacture of fabricated metal products, except machinery

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[]

Figure 2.4 | Higher-performing education systems tend to grant greater autonomy over human and financial resources decisions to principals............................................................................................................................................................................... | 40 | | Figure 2.5 | Not all leadership dimensions are equally embedded in national professional standards.................................................41 | | | Figure 3.1 | Principals' academic qualifications vary across countries............................................................................................................ | 53 | | Figure 3.2 | In wealthier countries, average principal tenure varies by a factor of three........................................................................... | 54 | | Figure 3.3 | Women are much less likely to be principals than teachers......................................................................................................... | 55 | | Figure 3.4 | In francophone Africa, female principals have less school management experience than men...................................... | 56 | | Figure 3.5 | Relatively few principals begin their tenure having done a course in school administration.............................................57 | | | Figure 3.6 | A quarter of principals report a need for professional development......................................................................................... | 58 | | Figure 3.7 | Pre-service and induction training are insufficiently emphasized............................................................................................. | 59 | | Figure 3.8 | Only one fifth of principal preparation and training programmes cover all four dimensions of leadership................. | 63 | | Figure 3.9 | The extent to which countries focus on principal certification varies by country................................................................. | 65 | | Figure 3.10 | Principals in some countries spend at least twice as much time in teaching-related tasks than in other countries........................................................................................................................................................................................ | 68 | | Figure 3.11 | Principals appear to enjoy high levels of job satisfaction.............................................................................................................. | 69 | | Figure 4.1 | A variety of stakeholders are represented in school management teams.............................................................................. | 80 | | Figure 4.2 | Most teachers in middle leadership positions are involved in teacher appraisal.................................................................. | 83 | | Figure 4.3 | Parents are more likely than community members to be mandated to participate in school management committees ........................................................................................................................................................................91 | | | Figure 4.4 | Parental engagement in school governance is high in Latin America........................................................................................92 | | | Figure 5.1 | In Latvia, one third of education ministry officials reported high levels of professional development on commissioning and using research.....................................................................................................................................................104 | | | Figure 5.2 | In Latvia, one half of local education officials reported high levels of need for professional development on methodological and subject support to teachers ....................................................................................................................104 | | | Figure 5.3 | External school inspection is becoming less common in OECD countries............................................................................. | 107 | | Figure 6.1 | Curriculum emphasis varies by type of political regime .............................................................................................................. | 118

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[]

by a particular line. 56 The crucial difference between them was their political and ideological character: state feminists such as the Union of Greek Women, the Association of Greek Women Scientists or the Federation of Greek Women were often linked to political parties and formed their collective actions into associations and organizations that held political dependencies and hierarchical structures in one way or another. On the contrary, autonomous groups such as the Free Women's Movement, the Movement of the Liberation of Women or the Women's Group of Self- Examination were independent of political parties and formed based on horizontal relations and self- organization, embodying a plurality of ideological directions and agendas. The distinction between them is also apparent in the content, aims and analysis of birth control and the birth control movement. Schematically, we can say that the former focused on their active participation in decision- making centres, prioritizing their cooperation with the state and the medical community, aiming for the state to manage birth control. By contrast, the latter emphasized self- education, self- help and selfconsciousness, prioritizing the infusion of the institutional and scientific knowledge and culture with their own experiences, developing a unique system of knowledge production and circulation, wherein experts and the state would hold a secondary role. While this chapter emphasizes the meaning and narratives of abortion and contraception in current research, it is essential to discuss the common context of women's counterpublics. Despite the differences in means, practices, organizational forms, ideologies or the related analysis, women fought against an established regime that was characterized by the profitable market of illegal abortions, women's financial exploitation, mortality and health complications, the limited circulation of contraception, the problematic and limited operation of family planning centres, the lack of sex education programmes, the established sexual taboos and gender roles, gender inequality, the lack of research related to male contraception and women's invisibility and inaccessibility from the public and political realms. 57 Additionally, the communication of birth control in women's and feminists' counterpublics was contextualized by the parallel discussion of the following issues: abortion, contraception, sexuality, family planning, sex education, local and international practices of networking, development of specific practices of communication, deliberation regarding the form of organization of their collective action that would ensure better communication of the issue of birth control (i.e., closed groups, open groups, organizations etc.), the analysis of feminist theories and the development of theoretical/

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and between subjects. Mice were tracked using contour tracking and center of mass (ANY-maze). Automatic freezing assessment resulted inaccurate due to cable movements and thus freezing was manually scored by trained experimenters using frame-by-frame analysis with Boris (Friard and Gamba, 2016). ## Auditory exposure test Mice were head-fixed on a running wheel in a custom-made mounting station identical to the one used for microscope attachment procedure habituations and placed inside a sound-attenuating chamber under low light conditions, and with a background noise of 45 dB. Following a brief habituation after the miniaturized microscope attachment (1-2 min), mice were exposed to a protocol consisting of a set of two different tones (50 dB or 80 dB, 6 kHz) presented with pseudorandom ITI (range 3-24 s, /C24 10 s inter-tone ITI). All mice underwent the same protocol sequence of tone presentations and were placed at the same distance from the speaker. Tone presentations were triggered using the ANY-maze software via TTL pulses. The mounting station and running wheel were cleaned with 70% ethanol before and between subjects. ## Optogenetic manipulation of behavior Before behavioral experiments, all mice were handled for at least 3 days and habituated to the optical fiber attachment procedure. On experimental days, mice were tethered to optic patch cords (0.48 NA; Doric Lenses) and connected to a custom-built laser bench setup via a rotary joint (Doric Lenses). An acousto-optic tunable filter controlled the laser intensity (MGL-F-589, 589-nm wavelength). WeusedANY-maze to track mice in real time for closed-loop manipulations and to trigger optogenetic manipulations on the basis of the mouse location or protocol timeline. At the beginning of each behavioral test, the laser power at the tip of the patch cables was measured and adjusted with an optical power meter (PM100D, ThorLabs) to an intensity of 15 mW. All behavioral sessions were recorded using an overhead camera and the ANY-maze software. ## Social preference The same behavioral protocol as described above for deep-brain Ca 2+ imaging was used with minor modifications. Mice were first individually allowed to habituate to the arena for 10 min. After this habituation period, the test mouse was guided to the center of the arena, and a novel unfamiliar mouse (juvenile 4-8-week-old C57Bl6/J male mouse) was placed into a mesh enclosure in one corner whereas an identical empty mesh enclosure was placed in the opposite corner of the arena. The position of the empty and interactor

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................................ ................................ ................................ ................................ ................... 3 Acknowledgements ................................ ................................ ................................ ................................ . 4 1 Introduction ................................ ................................ ................................ ................................ ....... 5 1.1 Background ................................ ................................ ................................ ................................ . 5 1.2 Objectives and novelty of the study ................................ ................................ ........................... 6 2 Methodology ................................ ................................ ................................ ................................ ...... 9 2.1 Overview of goals of the analysis ................................ ................................ ............................... 9 2.2 Stakeholder consultation ................................ ................................ ................................ ............ 9 2.3 Literature review and data adaptation ................................ ................................ .................... 10 2.4 Material Flow Analysis overview ................................ ................................ .............................. 11 2.4.1 Sectors -specific modelling ................................ ................................ .............................. 11 2.4.2 Polymers -specific modelling ................................ ................................ .......................... 14 2.4.3 Product -specific modelling ................................ ................................ ............................. 16 2.5 Life Cycle Assessment overview ................................ ................................ ............................... 17 2.5.1 Goal and scope and functional unit ................................ ................................ ............... 17 2.5.2 System boundaries ................................ ................................ ................................ ......... 17 2.5.3 Life cycle inventories ................................ ................................ ................................ ......18 2.5.4 Life cycle impact assessment (LCIA) ................................ ................................ ............... 18 3 Results ................................ ................................ ................................ ................................ .............. 19 3.1 Sector specific results ................................ ................................ ................................ ............... 19 3.1.1 Plastic production, manufacturing and consumption ................................ .................... 21 3.1.2 Plastic waste ................................ ................................ ................................ ................... 22 3.1.3 Plastic losses and mismanagement waste ................................ ................................ .....26 3.2 Polymers specific highlights ................................ ................................ ................................ .....28 3.3 Products specific highlights ................................ ................................ ................................ ......31 3.4 Life Cycle Assessment results ................................ ................................ ................................ ...33 4 Conclusions and recommendations ................................ ................................ ................................ .35 References ................................ ................................ ................................ ................................ ............. 39 List of abbreviations and definitions ................................ ................................ ................................ .....45 List of figures ................................ ................................ ................................ ................................ ......... 48 2 List of tables ................................ ................................ ................................ ................................ .......... 50 Annex 1 ................................ ................................ ................................ ................................ .................. 51 1.1. Stakeholder consultation ................................ ................................ ................................ .......... 51 1.2. Transfer coefficient approach ................................ ................................ ................................ ..53 1.3. Sectors -specific assumptions ................................ ................................ ................................ ....53 1.4. Polymers -specific assumptions ................................ ................................ ................................ 64 Annex 2 ................................ ................................ ................................ ................................ .................. 73 2.1. Key life cycle assessment information ................................ ................................ ..................... 73 2.2. Overview of employed life cycle datasets ................................ ................................ ................ 82 Annex 3 ................................ ................................ ................................ ................................ .................. 87 3.1. Results of the sector -specific MFAs ................................ ................................ .......................... 87 3.2. Results of the polymer -specific MFAs ................................ ................................ ...................... 92 3.3. Results of the product -specific MFAs ................................ ................................ ..................... 101 3 Abstract In this report , a Material Flow Analysis (MFA) model was developed for the 2022 EU-27 plastic value chain . The

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[]

little in public intent data. The share of total official development assistance devoted to statistics has ranged between 0.35 percent and 0.4 percent in recent years, or US$693 million in 2018. 75 The combi- nation of national and donor contributions leaves a funding gap of between US$100 million and US$700 million a year globally to upgrade public intent data systems, depending on the scope of improvements. 76 Misalignment of investment priorities. Beyond the size of investments in public intent data, how donors invest matters as well. With insufficient government funding of data and with donors stepping in to fill needs, the risk is that donor priorities will be funded Figure 2.7 Most countries do not fully fund their national statistical plans Source: WDR 2021 team calculations, based on indicators collected by the Partnership in Statistics for Development in the 21st Century (PARIS21) that are also used as Statistical Performance Indicators (World Bank, http://www.worldbank.org/spi). Data at http://bit.do/WDR2021-Fig-2_7. Note: Having a fully funded national statistical plan under implementation is Sustainable Development Goal Indicator 17.18.3. FCS = fragile and conflict- affected situations.020406080100Share of countries with fully funded plan (%) Low-income Lower-middle-income Upper-middle-incomeHigh-income Sub-Saharan Africa Latin America and the CaribbeanEast Asia and PaciﬁcSouth Asia Middle East and North AfricaEurope and Central AsiaFCS Non-FCS Income group Region FCS status0048 394 74 69 50 43 2293 61 41 Data as a force for public good | 67 at the expense of national priorities and that donors, instead of national stakeholders, will become the main clients of NSOs. 77 Because investments in data tend to be small, donors have limited incentives to make longer-term commitments that strengthen data systems such as technical capacity, research and development, infrastructure, or recording of administrative data. Instead, many investments prioritize the production of new data or specific survey efforts such as a one-off survey on a specific topic. 78 In particular, donor priorities skew toward monitoring and international reporting. 79 Although most national governments subscribe to international reporting, there is argu - ably a more immediate need for frequent and highly geographically disaggregated data and strong admin-istrative data systems for the effective day-to-day functioning of government. 80 Within the development community, lack of donor coordination can undermine public intent data systems, leading to duplication of and parallel systems for data collection. Each project uses its own set of indicators to report results instead of relying on and strengthening country data systems.

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should not be heroes. Sharing leadership builds better schools. - Sharing leadership throughout the school creates a collaborative learning environment. It empowers teachers to lead within their classrooms, students to be active leaders with their peers, and parents and community members to be involved. Yet collaboration is the most underemphasized of the four leadership dimensions in training programmes. - School leadership is too often hierarchical. Assistant principals and teachers can help achieve school goals when enabled with clear roles, training and incentives. But only half of countries explicitly emphasize teacher collaboration in their leadership standards and barely one third of leadership training programmes focus on it. Some 81% of countries require school boards to include teachers and 83% to include parents, 62% community members and 57% students. ## System leaders do not receive sufficient attention in leadership plans. - Education officials at the central and local levels are potential leaders. They can drive system-wide improvement and alignment in education reform and policy. Countries increasingly recognize that these officials can have greater influence if they are given greater autonomy. - System leaders are effective when they work with other actors. In the Mexican state of Puebla, the success of the education reform was the result of coordinated system-wide efforts that included the leadership of education officials. ## Education ministers work in complex political environments and are stymied by short tenures. - Ministers balance multiple demands during short tenures and often do not have a background in teaching. A new global database shows that half of education ministers since 2010 leave office within two years after their appointment; only 23% have prior experience of teaching in schools. - Political leaders need to be astute in political compromise and outreach to make reform happen. Coalition and relationship building can make up for a lack of time and good data and in the face of conflicting opinions. - Short tenures make it hard to deliver reform. Analysis of World Bank education projects between 2000 and 2017 in 114 countries found a substantive negative correlation between ministerial turnover and project performance. ## More women in leadership can have positive outcomes in education. - Female political leaders have prioritized education more than their male peers. Female parliamentarians have helped increase primary education spending globally. Yet, the percentage of female ministers has increased only from 23% in 2010-13 to

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by the president of the Republic was successful in the case of the hospital, but the attempt to extend it to scientific research, whether as an institute for tropical disease research or radiotherapeutic institute, eventually failed due to the lack of finances and geopolitical barriers. Notes 1 With the institutional support of the Czech Academy of Sciences, Masaryk Institute and Archives, RVO: 67985921. 2 Tomáš Garrigue Masaryk (1850– 1937), first Czechoslovak president, profes - sor of philosophy at the Faculty of Arts, Czech University, Prague. 3 See Státní okresní archiv (State Regional Archives; hereafter, SOkA), Písek, fond Family Archive Di Lotti 1887– 1982, box 1, inv. no. 3, biography of Vlasta Kálalová. Another important source for tracing Vlasta Kálalová’s life are docu - ments from the National Archives in Prague. See Národní Archiv (National Archives; hereafter, NA), fond Police Headquarters Prague II – general office 1941– 1951, box 6755, sign. L/ 2186/ 11. A novel that documents Kálalová was authored by journalist and novelist I. Borská, Doktorka z domu Truba čů [The Doctor from the Trumpeters’ House ] (Prague: Mladá Fronta, 1978). These materials include, for example, passport and gun licence applications and per - manent residence reports. 119 119 Vlasta Kálalová Di-Lotti in Iraq 4 See Marie Tauerová, V duchu s MUDr: Vlastou Di- Lottiovou K álalovou [In the Spirit with MUDr: Vlasta Di- Lotti K álalov á]. Private archive of Hana Tauerová. 5 Tauerová, In the Spirit with MUDr: Vlasta Di- Lotti K álalov á. 6 Alois Musil (1868– 1944), a prominent Austro- Hungarian and Czechoslovak Orientalist, Bible scholar and traveller, spent several years in the Middle East at the end of the nineteenth and beginning of the twentieth century, where he lived with several Bedouin tribes. From 1920 onwards, he was a full professor at the Faculty of Arts of Charles University in Prague. 7 Marie Tauerová (1896– 1981), librarian, sculptor, translator from Persian, worked at the Moravian Library in Brno. 8 Tauerová, In the Spirit with MUDr: Vlasta Di- Lotti K álalov á. 9 Jiří Baum (1900– 44), Czech zoologist, traveller and writer, received his doc - torate at the Faculty of Science of the Charles University in 1928 and worked for the National Museum, whose zoological collection he expanded through travels around the world. 10 SOkA Písek, fond Family Archive Di Lotti 1887– 1982, box 2, inv. no. 210, medical diploma V. Kálalová. 11 MVDr.

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domain. Using this information, the collaboration network patterns within and across EaP countries (as well as international partners) for publications and re- search projects funded by the EC have been iden- tified. In the following analysis, for each domain, a collaboration between any pair of countries (with- in the EaP and beyond) is counted if an institu- tion from both countries appears as an affiliation of a publication, as co-owners of a patent or as partners of an EC research and innovation project classified within the respective S&T domains. The main actors per EaP country and the na- tional collaboration networks are presented and discussed in Section 5.1, while international col- laborations, within EaP countries and with external partners, are presented in Section 5.2. This chapter is complemented by the interactive networks68, which provide a complete exploratory depiction of all actors for a country, filterable by domain. 68 Available on the Smart Specialisation platform webpage.5.1 Top actors in science and tech- nology in the EaP countries Methodology This section focuses on identifying, for each EaP country and S&T specialisation domain, the main actors producing scientific publications, applying for patents and receiving funding from the EC for research and innovation projects. In doing so, every single analysed record is linked back to the respective extracted domain and the pertinent af- filiation (for publications), applicant (for patents) or beneficiary (for projects) is identified. While each single document is linked to the respective actor for publications and research projects, in the case of patents, whole patent families are assigned to their applicants. The following figures aggregate the three data sources together, providing a unified view of the national research ecosystem. Since this aggre- gation is normally biased towards publications (which is by far the largest dataset), two comple- mentary tables provide the top 10 organisations classified as ‘private company, for profit’ and ‘pub- lic administration’, which includes public hospitals and state-owned companies. Results The following sections present the EaP science and technology ecosystems country by country. The national academies play a central role in Ar- menia, Moldova and Ukraine. In all countries, one or very few comprehensive universities, usually located in the capital city (or some other main cities for Ukraine), also have a backbone role in the national ecosystem. After those, specialised research institutions and universities present rel- evant roles in specific S&T domains or related sets of domains. The presence of

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sciences océaniques. Les femmes représentent 39 % des chercheurs en sciences océaniques dans le monde, soit 10 % de plus que la part mondiale des femmes dans la recherche en sciences exactes et naturelles Le pourcentage de femmes dans la recherche en sciences océaniques va d’environ 12 % (Japon) à plus de 63 % (Croatie). En Angola, au Brésil, en Bulgarie, en Croatie, en El Salvador, à Maurice, en Pologne, en République dominicaine, et au Suriname, au moins 50 % des chercheurs en sciences océaniques sont des femmes. En moyenne, 38,6 % de l’ensemble des chercheurs en sciences océaniques sont des femmes – un niveau similaire à celui communiqué en 2017 (38 %) et qui reste supérieur de 10 % à la part mondiale des femmes dans la recherche en sciences exactes et naturelles. Les femmes océanologues prennent de plus en plus souvent la parole La participation des femmes scientifiques aux conférences internationales est un autre indicateur utilisé pour évaluer le rôle des femmes dans les sciences océaniques. Les femmes représentent entre 29 % et 53 % du nombre total des participants aux conférences, selon la catégorie scientifique et la région. Par rapport à l’ évaluation présentée dans l’ édition 2017 du Rapport mondial sur les sciences océaniques, le nombre de participantes par catégorie et par région est plus élevé dans l’analyse de l’ édition 2020. Régions Sciences océaniques % de participantes et de participantsMer MéditerranéeOcéan IndienOcéan Atlantique nordRégions polairesOcéan Paciﬁque Santé et bien-être des populationsSanté des océansFonctions et processus des écosystèmes marinsCroissance bleueOcéan et climatObservations océaniques et données marinesCroûte océanique et géorisques marins 0 50 100 /uni25CF Femmes /uni25CF HommesSciences océaniques – axes principaux Figure 5 (résumé). Proportion (%) de femmes et d’hommes participant aux conférences/colloques scientifiques internationaux organisés entre 2015 et 2018. La section supérieure concerne les conférences/ colloques régionaux ; la section inférieure porte sur les conférences/ colloques thématiques. Source : Sélection de listes de participants aux conférences/colloques internationaux sur les sciences océaniques organisés entre 2015 et 2018. COI RAPPORT MONDIAL SUR LES SCIENCES OCÉANIQUES 2020 / 9RÉSUMÉ EXÉCUTIF ChIffRES ET DONNÉES fACTUELLES Les sciences océaniques doivent s’ouvrir à la jeunesse pour permettre la mise en place de solutions transformatrices véritablement innovantes Il est important de promouvoir les réseaux de scientifiques en début de carrière dans le domaine des sciences océaniques et de faciliter la participation des jeunes scientifiques à la définition des priorités de la recherche.

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returns to idle, awaiting additional material availability. - the optical sorter 1105 is a SpydIR®-R optical sorter provided by National Recovery Technologies (NRT)® - the metal detector is an NRT® MetalDirectorTM sorting system - the AI/ML high speed object identification system is a Max-AI® system provided by Bulk Handling Systems®. - the robotic sorters 1102 , 1106 are Autonomous Quality Control 2 (AQC-2) robotic sorters provided by Bulk Handling Systems®, which are equipped with Max-AI® systems. - AQC-2 Autonomous Quality Control 2 - FIG. 12 illustrates an example compute node 1200 (also referred to as “platform 1200 ,” “device 1200 ,” “appliance 1200 ,” “system 1200 ”, and/or the like), and various components therein, for implementing the techniques (e.g., operations, processes, methods, and methodologies) described herein. - This compute node 1200 provides a closer view of the respective components of node 1200 when implemented as or as part of a computing device or system. - the compute node 1200 can include any combination of the hardware or logical components referenced herein, and may include or couple with any device usable with a communication network or a combination of such networks. In particular, any combination of the components depicted by FIG. - any combination of the components depicted by FIG. 12 can be implemented as a system-on-chip (SoC), a single-board computer (SBC), a system-in-package (SiP), a multi-chip package (MCP), and/or the like, in which a combination of the hardware elements are formed into a single IC or a single package. - SoC system-on-chip - SBC single-board computer - SiP system-in-package - MCP multi-chip package - the compute node 1200 includes physical hardware devices and software components capable of providing and/or accessing content and/or services to/from the remote system 1290 . - the compute node 1200 and/or the remote system 1290 can be implemented as any suitable computing system or other data processing apparatus usable to access and/or provide content/services from/to one another. - the compute node 1200 communicates with remote systems 1290 , and vice versa, to obtain/serve content/services using any suitable communication protocol, such as any of those discussed herein. - the remote system 1290 may have some or all of the same or similar components as the compute node 1200 . - the compute node 1200 and/or the remote system 1290 can be embodied as desktop computers, workstations, laptops, mobile phones (e.g., “smartphones”), tablet computers, portable media players, wearable

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century is often regarded as the century of women in STEMM, the twentieth century may be said to have been ‘a long runway’ towards many dramatic changes. I suggest that four topics are particularly important when discussing women researchers in the twentieth century: the impact of 1980: Cong ress passes the Science and Technology Equal Opportunities Ac t 1982: First NSF publication of statistics on women in sci. and eng. 1982–1997: NSF visiting pr ofesso rships for women in sci. and eng. 1986–1998: NSF res. planning gr ants and ca reer ad vancement gr ants for women in sci. and eng. 1989: NSF task fo rce on pr ogra ms on wome n 1990–1991: NSF faculty gr ants for women scientis ts and engineer s progra m (F AW) 1993–pr esent: NSF pr ogra m fo r women and girls (P WG) 2001–pr esent: NSF ADVANCE progra m She figure s: 2003The rising tide (UK) : 1994 WISE (UK) : 1984 Wold and Wennerå s expose gender biased peer review pr ocesse s: 1997 Unit ‘women and science’ starts : 199 8 ~ETAN gr oup (ETAN repor t 2000 ): 1999 Helsinki gr oup (helsinki repor t 2002 ) Stockt aking 10 years of ‘women in science’ policy by the EC 1999–200 9: 201 01997–2000: NSF pr ofessional opportunities for women in R and Ed. 1980 1990 2000 2010 2009: Supporting positiv e activities for FR 2006: Supporting activitie s for female resear cher s (FR)1995: NSF women and science conf erence(now resear ch on gender in sci. and eng. (GSE)) Supporting activities for FR : 2011 Figure 0.1 Support programmes for women in STEMM implemented by NSF (USA), EC (EU) and MEXT (Japan) xxiii xxiii Foreword the two world wars, the introduction of PhD (Doctor of Philosophy) pro - grammes, the Nobel Prize and the creation of international organizations. The two world wars The two world wars were undoubtedly the most significant events of the twentieth century. These tragic events ironically provided opportunities for women to advance in STEMM fields previously dominated by men. Studies show that in the UK and the US, the two world wars promoted women’s participation in the rapidly developing STEMM fields to make up for short - ages in the male workforce. As Sally Horrocks discusses, during and after World War I, women sci - entists gained footholds in academia, industry and government research,

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average is performed to obtain the final indicator. In line with what was done for the SI, the average 61 https://en.wikipedia.org/wiki/Citation_impact. 174 Part 3 Analysis of scientific and technological potential number of citations per publication for the EaP re- gion within each bibliometric category is used as a baseline to compute the NCI. It is important to consider that Ukraine produces most of the records in the Eastern Partnership and its publications therefore have a greater impact and are cited more often (proportionately). There- fore, most of the computed NCI indicators for Ukraine are higher than 1. This is considered when analysing the results in the following section. 4.2 Results by country For each of the six countries, results are present- ed and discussed in the following pages. Firstly, the bare numbers (i.e. critical mass) of records are presented per S&T specialisation domain, both in the form of a table and a stacked bar chart. Those domains with the highest number of records are highlighted, and special consideration is given to their evolution in recent years, as captured by the compound annual growth rate (CAGR). The dis- tribution of records (by type) per domain is also discussed. The citation impact (for publications) and the specialisation index (both for publications and patents) are then presented for each domain for individual countries62. For publications, a two-di- mensional graph is provided: the graph shows the specialisation index on the x-axis and the normal- ised citation impact on the y-axis. In each graph, EaP countries feature a higher specialisation and higher citation impact for domains scattered to- wards the right and the top parts of the graph, respectively. In the case of patents, a simple bar chart is featured; each bar represents the speciali- sation index of a domain, and special consideration is given to those domains with an SI higher than 1, which signals a relative specialisation of the country in that particular domain. These graphs, elaborated for each of the six EaP countries, are exemplified in the following pages. 62 As per how the specialisation index has been defined, it would make no sense to present its results for the Eastern Partnership region as a whole. Figure 3.23. Example of the figures used to present the citation impact and specialisation index for publications (left) and the specialisation index for patents (right) Specialisation index Specialisation indexNo pubs. 100 500 1 000Normalised citation impact2

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not changing the filters and some homes not taking proper care. He says he always suggests boiling drinking water. At that moment, a patient comes to the door. 'Doctor Ansari? Sorry to trouble you', they say, coughing and explaining that they have finished the medicine he prescribed and need more. He consults his notes on the computer and then reaches to one of his shelves behind him. Taking down a box, saying, 'Another course of this medicine should clear it, but please do come back if the symptoms have not completely cleared'. Another patient pops their head around the door. 'Doctor Ansari, are you free for a moment?' they ask. They explain they are suffering from stomach pain and have not been eating well. Ansari asks how many times they have been to the toilet since the pain started and if they have vomited. He prescribes medicines and recommends that they go to the pharmacy in Harikesh Nagar to buy them. 'Don't forget, 3ml thrice a day. You will be fine'. His smile is reassuring, and the patient leaves on a mission to the pharmacy and better health. We will let Dr Ansari get back to his patients and come back later in the chapter to find out more about not only his medical journey but also the journeys of other slum doctors. As might be expected, not everyone sees Dr Ansari's medical practice as desirable, including the Medical Council and judiciary: One hotly debated topic is the relative quality of providers in the private and public sectors. One side of the debate holds that private-sector providers are mostly 'quacks' with little training and medical competence; the other side notes that anyone able to afford a private doctor will do so, since the care is much better. ( Das and Hammer, 2007, p.340) In the 1996 case of Poonam Verma v. Ashwin Patel, the Supreme Court of India provided a legal definition of 'quack' (Section 41): A person who does not have knowledge of a particular System of Medicine but practices in that System is a Quack and a mere pretender to medical knowledge or skill, or to put it differently, a Charlatan. (Supreme Court of India, Poonam Verma vs Ashwin Patel and Ors on 10th May, 1996) As per Section 11 of the Indian Medical Council Act, 1956, a medical qualification is one acquired from a university or medical

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This section provides guidance to governments on how to design ring-fencing rules for mining, considering the various policy objectives and challenges outlined in Section 3. It covers five main design aspects: - · What should be ring-fenced (i.e., mine area, mining activities, etc.)? - · What taxes should be ring-fenced (i.e., profit-based taxes, royalties, etc.)? - · Who should ring-fencing rules apply to (i.e., licence holders, subcontractors, etc.)? - · Is it reasonable to consider some exceptions to ring-fencing rules? - · How to deal with permanent losses? Countries have taken different approaches to the design of ring-fencing rules, as shown in Table 4. The advantages and disadvantages of each are discussed below. ## TABLE 4. Practices identified among 25 resource-rich countries | Design feature | Practice among resource-rich countries | |-----------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | What should be ring-fenced? | • Per mining area, expressed as ⁰ mine from mine ⁰ per mining project ⁰ per separate mineral operation ⁰ per mining licence area • Mining from non-mining activities • Upstream from downstream activities | | What taxes should be ring- fenced? | • CIT • RRT • APT | | Who should ring-fencing rules apply to? | • Mining licence holders • Mining licence holders and subcontractors acting as mine operators • Subcontractors providing high-value-added services to mining companies | ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING ## 4.0 DESIGNING RING-FENCING RULES 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION Source: Author's elaboration. | Design feature | Practice among resource-rich countries | |-----------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Is it reasonable to consider some exceptions to ring-fencing rules? | • No exceptions • Some exceptions, such as the following: ⁰ Two or more mines produce the same resource. ⁰ Two or more mines are adjacent. ⁰ Two or more mines are substantially interdependent. ⁰ Exploration expenditures were incurred in one of the mines owned by the mining company. ⁰ There are unsuccessful exploration expenditures incurred in one of the mines owned by the mining company. | | How to deal with permanent losses? | • Permanent losses are not recoverable. • Permanent losses are permitted for gradual set-off. | | Is there a policy preference to reinforce the accrual and matching concepts that exist in financial accounting? | • Accrual and matching concepts will typically require that costs be matched with corresponding revenues, and this may sometimes

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[]

8 | 7 | 8 | 13 | 18 2 | | 2 | 5 | 7 6 | | 6 | 7 | 12 | 15 | 25 | 18 51 | | 34 | 41 | 41 | | Congo | 17 | 120 | 8 | 61 | 2 | 30 | 6 | 29 | 17 | 32 7 | | 14 | 2 | | | 5 | 6 | | 9 | 12 | 49 | | 15 | 25 | 25 | | D. R. Congo | 315 | 319 | 211 | 278 | 60 | 26 | 43 | | 217 | 317 149 | 271 | | 29 | 23 | 12 | | 12 | | 11 12 | 67 | 87 | 19 | | 8 | 8 | | Djibouti | 22 | 21 | 12 | 9 | 4 | 4 | 6 | 15 8 | 19 | 17 8 | 4 | | 2 | 1 | 4 | | | 5 | 13 11 | 57 | 44 | 17 | | 18 | 18 | | Equat. Guinea | 2 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 2 | 2 1 | | 1 | 0 | 0 | 0 | | 0 | 18 | 18 3 | 69 | 74 | 6 | | 11 | 11 | | Eritrea | 4 | 2 | 1 | 0 | 1 | 1 | 1 | 1 | 4 | 2 0 | 0 | | 1 | 0 | 1 | | 1 | | 9 | 35 | 19 | | 34 | 32 | 32 | | Eswatini | 3 | 2 | 2 | 1 | 1 | 0 | 1 | 1 | 3 | 2 1 | 0 | | 0 | 0 | 0 | 1 | | | 2 2 6 | 57 49 | 45 | | 33 | 22 14 24 | 22 14 24 | | Ethiopia Gabon | 156 35 | 264 31 | 77 | 158 | 52 | 64 | 28 | 41 9 | 156 35 31 | 264 65 1 | 128 2 | 46 | 1 2 | 49 | 22 3 | 3 | 26

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[]

on temporary contracts. Uncertainty about employment can be a significant source of stress for principals, while a return to teaching may be undesirable. In Bosnia and Herzegovina, a director is allowed to be reappointed for up to two consecutive terms in the same school. In North Macedonia, the Republic of Moldova and Spain, school directors have a four- or five-year term, after which they may return to their previous positions. In Portugal, school principals can only serve two four-year terms in the same position, after which they must move to a different school or return to the classroom (OECD, 2019; 2020). In Poland, while teachers are employed on indefinite contracts, school principal positions are for a fixed term of between one and five school years, as defined by law. In Kyrgyzstan, regulations state that principals are appointed for 5 years, with a maximum tenure of 10 years in the same school. In China and the Philippines, principals rotate between schools every few years. This system is meant to protect principals from prolonged exposure to high-stress environments and to foster diverse experiences that can enhance a principal’s skill set. However, frequent moves can disrupt personal life and community ties, which can adversely affect a principal’s job satisfaction and overall well-being. In the United States, principals on tenure were 68% less likely to leave and those with collective bargaining contracts were 56% less likely to change to non-principal positions than those without these benefits (Yan, 2019). In Sweden, principals with low job security are more likely to seek support for anxiety, depression and sleep problems (Persson et al., 2024). Overall, no single contractual approach maximizes effectiveness and minimizes stress. Instead, a balanced approach that combines stability with accountability appears most beneficial. Countries should consider flexible yet stable contract arrangements that provide security to principals while also holding them accountable through periodic reviews focused on short-term achievements and long-term strategic goals. Understanding how contracts impact principals is crucial for policymakers seeking to improve educational leadership in diverse systems. Aligning contract terms with educational goals can improve school leadership and well-being, creating a stronger and more resilient education system (Day et al., 2020). A few countries offer school principals opportunities for career progression A few countries provide a separate career structure and salary scales for school principals, recognizing their unique responsibilities. In Bhutan, principals have the opportunity to advance levels from Principal III to

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and displayed on the with high resolution, image interpolation such as upconversion can be performed in the broadcast data decompression by the decoder. The above-described broadcasting system utilizing artificial intelligence is suitable for ultra-high definition television (UHDTV: 4K, 8K) broadcasting, which needs a large amount of broadcast data. As an application of artificial intelligence in the , a recording device including artificial intelligence may be provided in the , for example. With such a structure, the artificial intelligence in the recording device can learn the user's preference, so that TV programs that suit the user's preference can be recorded automatically. <Parallel Computer> Building a cluster using a plurality of computers of one embodiment of the present invention can constitute a parallel computer. illustrates a large . In the , a plurality of are stored in a . The can have a configuration in a perspective view of , for example. In , the includes a , and the motherboard includes a plurality of . A is inserted in the . In addition, the includes a , a , and a , each of which is connected to the .

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[]

The World Bank, GDP (current US$) , 2022 . https://data.worldbank.org/indicator/NY.GDP.MKTP.CD (accessed January 2025). UNEP (United Nations Environment Program), The Global Goals Life Below Water , 2024. https://www.unep.org/explore -topics/sustainable -development -goals/why -do-sustainable - development -goals -matter/goal -14 (accessed March 2024). 44 Vito, The climate impact of the European plastic value chain and how to reduce it , 2021. https://vito.be/en/news/climate -impact -european -plastics -value -chain -and-how -reduce -it (accessed June 2024). Watkins, E., Romagnoli, V., Kirhensteine, I., Ruckley, F., Mitsios, A., Pantzar, M., Saveyn, H., and Garbarino, E., Support to the Circular Plastics Alliance in Establishing a Work Plan to Develop Guidelines and Standards on Design -for- Recycling of Plastic Products , 2020. https://publications.jrc.ec.europa.eu/repository/handle/JRC122453 (accessed October 2024). Yang , Z., Lu, F., Zhang, H., Wang, W., Shao, L., Ye, J., He, P., Is incineration the terminator of plastics and microplastics? , Journal of Hazardous Material s, 2021 . https://doi.org/10.1016/j.jhazmat.2020.123429 . 45 List of abbreviations and definitions Abbreviations Definitions ABS Acrylonitrile butadiene styrene bio-PP Bio-based polypropylene bio-PUR Bio-based polyurethane CA Cellulose acetate CPA Circular Plastic Alliance EC European Commission EMAF Ellen MacArthur Foundation EPS Expanded polystyrene EU European Union GDP Gross Domestic Product HDPE High -density polyethylene LDPE Low-density polyethylene MFA Material Flow Analysis PA Polyamides PC Polycarbonates PET Polyethylene terephthalate PLP Plastic Leak Project PMMA Poly (methyl methacrylate) PP Polypropylene PS Polystyrene PUR Polyurethane 46 Abbreviations Definitions PVC Polyvinyl chloride SDG Sustainable Development Goal TC Transfer Coefficient UNEP United Nations Environment Programme WEEE Waste Electrical and Electronic Equipment Mismanaged waste Inadequately managed waste , which could be inappropriately disposed (e.g., disposed in open dumps, in unspecified landfills, unaccounted, etc.) , uncollected, and/or inappropriately treated/managed (e.g., by unauthorized third parties) and that could create routes for potential losses and releases in the environment Plastic loss The quantity of macroplastic or microplastics that is lost from plastic management processes or by consumers Plastic release The quantity of macroplastic or microplastics that is lost from e.g., the production phase, use phase, etc ., and is ultimately released to the environment (i.e., the fraction of lost plastic which is not recollected) Plastic consumption The quantity of plastics that is consumed by end -users (i.e., “apparent consumption”, calculated as semi -finished or finished production minus exports plus imports) Plastic demand The total quantity of plastics demanded by plastic converters to manufacture plastic products Product -specific model Material flow analysis model where the granularity detail of data is

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5,3 ₋₂ | 14,3 ₋₂ | … 9496 12 | 8421 ₋₂ | 13 019 ₋₂ | … | ₋₂ | ₋₂ | 29 ₋₂ | EST | | 6,5 ₋₂ | 10,2 ₋₂ | 122 ₋₂ 10 | 062 ₋₂ 14 359 | ₋₂ 15 862 ₋₂ | 21 ₋₂ | 21 ₋₂ | 25 ₋₂ | 27 ₋₂ | FIN | | 5,4 ₋₂ | 8,9 ₋₂ | 12 347 ₋₂ 10 | 195 ₋₂ 13 571 | ₋₂ 14 569 ₋₂ | 19 ₋₂ | 19 ₋₂ | 25 ₋₂ | 27 ₋₂ | FRA | | 4,5 ₋₁ | 9,2 ₋₁ | 13 818 ₋₂ 12 | ₋₂ 15 687 | 20 695 ₋₂ | 22 ₋₂ 18 ₋₄ | 20 ₋₂ | 25 ₋₂ | 33 ₋₂ | DEU | | 4,1 ₋₂ | 7,1 ₋₂ | 6013 ₋₄ 7233 | 633 ₋₄ 6666 | ₋₂ ₋₄ 3269 | ₋₄ | 22 ₋₄ | 20 ₋₄ 18 ₋₂ | 10 ₋₄ 44 | GRC | | 4,7 ₋₂ | 10,4 ₋₂ | ₋₂ 7260 | 6834 | 17 104 | ₋₂ 19 | ₋₂ 19 ₋₂ | | ₋₂ | HUN | | | | 7153 16 | ₋₂ 649 | ₋₂ | 661 ₋₂ 30 | 27 ₋₂ | 22 ₋₂ | 24 ₋₂ | ISL | | 7,1 ₋₁ | 14,9 ₋₁ | 18 596 ₋₂ … 10 | 629 ₋₂ 13 ₋₂ 12 | ₋₂ 14 17 | 878 ₋₂ | ₋₂ … 10 ₋₂ | 11 ₋₂ | 16 ₋₂ | IRL | | 3,0 ₋₂ 4,2 ₋₂ | 12,0 ₋₂ 7,4 ₋₂ | ₋₂ | 869 732 ₋₂ 11 | 122 ₋₂ 370 ₋₂ | 911 ₋₂ | 26 ₋₂ | 23 ₋₂ | 24 ₋₂ | ITA | | | | 9368 7419 ₋₂ | 12 6966 | | 11 | 19 ₋₂ 20 ₋₂ | | | LVA | | 4,6 ₋₂ … | 12,7 ₋₂ … | … | ₋₂ | 8038 ₋₂ | ₋₂ | 19 ₋₂ | 22 ₋₂ … | 17 ₋₂ | | | 4,3 ₋₂ | 12,7 ₋₂ | 9827 ₋₂ | … ₋₂ 8220 | … | 6196 … | … 17 ₋₂ | 18 ₋₂ | … | LIE | | | | | 8115 | ₋₂ 8572 | … 21 ₋₂ | | | 18 ₋₂ | LTU |

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community may value in a broker but also their ability to negotiate and see clear ways forward when problems seem unattainable: 'An educated person can approach problems in different ways, to help the community more effectively. They would be able to understand and imple -ment solutions better.' The idea that a broker would work more effectivity if they were educated also came through the interviews, with comments such as: 'If a broker is well educated, they will have a better understanding of how to plan and execute tasks. They can catch on quickly and act more effectively. They are also less likely to make mistakes.' ## Overview of data collection in Delhi for our research experiment

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productivity and sustain growth in this changing world . The core focus of a competitiveness agenda should be to raise productivity growth, which is the most important driver of long-term growth and leads to rising standards of living over time. Promoting competitiveness should not be seen in a narrow sense of a zero-sum game focused on conquering global market shares and raising trade surpluses. It should also not lead to policies of defending “national champions” that can stifle competition and innovation, or using wage repression to lower relative costs. Competitiveness today is less about relative labour costs and more about knowledge and skills embodied in the labour force. Beyond this broad objective, a focus on sectoral or industrial competitiveness can be particularly useful in situations where otherwise productive companies are disadvantaged by an unlevel global playing field, be it asymmetries in regulation or large subsidies abroad. In such scenarios, levelling the playing field may be necessary for continued productivity growth. Finally, a modern competitiveness agenda must also encompass security. Security is a precondition for sustainable growth, as rising geopolitical risks can increase uncertainty and dampen investment, while major geopolitical shocks or sudden stops in trade can be extremely disruptive. 13THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 1Three transformations ahead for Europe Europe now faces three major transformations, the first of which is the need to accelerate innovation and find new growth engines . The EU’s competitiveness is currently being squeezed from two sides. On the one side, EU companies are facing weaker foreign demand – especially from China – and rising competitive pressures from Chinese companies. The ECB finds that the share of sectors in which China is directly competing with the euro area exporters03 is now close to 40%, up from 25% in 2002v. The EU’s share in world trade is declining, with a notable fall since the onset of the pandemic04 [see Figure 5] . On the other side, Europe’s position in the advanced technologies that will drive future growth is declining. Only four of the world’s top 50 tech companies are European and the EU’s global position in tech is deteriorating: from 2013 to 2023, its share of global tech revenues dropped from 22% to 18%, while the US share rose from 30% to 38%. Europe urgently needs to accelerate its rate of innovation both to maintain its manufacturing leadership and to develop new

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contestations 3 Inventing a career across borders in the early 1930s: The case of cytogeneticists Eileen W. Erlanson and E. K. Janaki Ammal – Savithri Preetha Nair 79 4 Vlasta Kálalová Di- Lotti in Iraq: Medical practice and scientific research – Adéla Jůnová Macková 103 5 Early years of the International Conference of Women Engineers and Scientists: Shaping transnational collaboration in the Cold War era, 1964– 1975 – Emily Rees Koerner and Graeme Gooday 125 viii Negotiating in/visibility III In/ visibilities in medicine and care: Treating, teaching, reforming 6 ‘A model of devotion to the school’: Female doctors in secondary schools in interwar Romania – Camelia Zavarache 147 7 Women and the practice of Western medicine in late Republican China: Evidence from Sichuan – Jean Corbi 172 8 Agency and coercion: Fighting ‘women’s illnesses’ with grassroots science and medicine during the Great Famine in China, 1958– 1962 – Kathryn Edgerton- Tarpley 192 IV Intimate knowledge and in/ visible domesticities: Science, medicine and the home 9 The curious case of Yashoda Devi, a woman Ayurvedic practitioner in colonial India – Saurav Kumar Rai 217 10 Lady Irwin College: Domestic science post- secondary education for three women graduates in India – Anne Hardgrove 236 11 Clara Park: A mother’s intimate knowledge and child science – Marga Vicedo 257 V Towards visible change? Publics, pedagogies and politics of science 12 The valuable ‘s’: Publics and counterpublics of abortion and contraception in late- twentieth- century Greece – Evangelia Chordaki 281 13 The power of autobiography: Documenting women scientists through a lecture series at the University of Illinois – Bethany G. Anderson and Kristen Allen Wilson 301 14 How to do science as a woman and laugh? Insights and lessons from Hungary – Andrea Pető 321 Select bibliography 334 Index 353 Figures 0.1 Support programmes for women in STEMM implemented by NSF (USA), EC (EU) and MEXT (Japan) xxii 0.2 Nobel Prize women in science and international exchanges xxix 1.1 Reinet Maasdorp and the Cavendish Research Group, Cambridge, 1935 (courtesy of Margaret Kettlewell) 40 3.1 Eileen Erlanson (later Macfarlane), dressed in Indian sari, undated (courtesy of the McCamic family) 95 4.1 Vlasta Kálalová Di- Lotti with nurse Marie Marianinová and son Radbor, Baghdad, 1928 (courtesy of the State Regional Archives in Trebon, Czech Republic) 115 9.1 List of 108 books published by Yashoda Devi (illustration from Yashoda Devi, Samsar ka Nari Itihas (Bharat ka Nari

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of people (Justice R.K. Agrawal and Justice Mohan M. Shantanagoudar). People having no recognised and approved qualifications, having little knowledge about the indigenous medi -cines are becoming medical practitioners and playing with the lives of thousands and millions of people. Sometimes such quacks commit blunders and precious lives are lost.' ( Business Standard , 2018) Utilising the services of private providers, operating as 'quacks' within the slums may have poor consequences, not only for the individuals involved but also for the public healthcare system. Patients delayed from receiving genuine treatment risk recovery and well-being. The delay to a professional diagnosis can lead to the patient being transferred to the public health system in greater need of care than originally first required at the outset of the symptoms ( Singh and Trivedi, 2024 ; Pai, et al., 2024). In this chapter, we explore the world of what some have termed private or infor -mal healthcare providers. We believe these doctors are examples of medical entrepreneurship. The basic concept in Kirzner's theory of entrepreneurship is alertness ( Kirzner, 1997 ; 1973). 'Alertness leads individuals to make discoveries that are valuable in the satisfaction of human wants' (Yu, 2001, p. 48). The private health -care providers are satisfying the wants of our communities. Due to inequalities in health care access, private medical services have sprung up within neighbourhoods to cater for individuals unable to access or ignored when attending a government healthcare facility. There are three parts to this chapter. First, to consider the supply side, we set out the findings from our census and survey in each of our three neigh -bourhoods. Second, focusing on demand, we listen to medical providers' voices to explore the extent and type of medical conditions treated regularly within the communities. Third, utilising the methodological tool developed by Das and Hammer (2005), we conduct an experiment to explore quality and competence. Each part starts with quotes from the private healthcare provider interviews, followed by some of the findings already documented in the literature and then our own findings from our three settlements. ## The number of private healthcare providers in the three settlement types Dr Kartik, a doctor in one of our neighbourhoods told us: 'At our clinics, poor people come to visit. I treat them at less cost accord -ingly. Also, I possess good knowledge also. Those who did not benefit from anywhere, I've cured them.

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functionality (like videos, personalised content or the ability to save your favourite content) may not work.

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the actual usage and benefits of the expenditure for a particular project. In the absence of specific guidance, taxpayers may consider the most favourable apportionment methods from a tax liability perspective. If tax administrations disagree with the approach taken by the taxpayers, this may result in disputes and uncertainty. To mitigate such outcomes, tax authorities may consider issuing guidance for taxpayers on how to apportion shared direct, indirect, and general revenues and expenditures for ring-fencing purposes. This should include clear definitions of the revenues and expenditures, as well as a method for apportionment and appropriate apportionment keys. Where such guidance is considered, the following section provides some practical insights. ## 5.2.1 Defining Direct, Indirect, and General For the purpose of apportionment, revenues and expenditures are usually categorized according to their nature by direct, indirect, and general categories. This categorization will generally have implications for the method of allocation of those revenues or expenses, as well as the relevant allocation keys needed to achieve reasonable outcomes that are consistent with the underlying objectives of the ring-fencing rules. - · 'Direct' revenues and expenditures can be directly and exclusively attributed to a specific licence or business activity. - · 'Indirect' revenues and expenditures have a bearing on a specific licence or business activity, as well as other licences or business activities. - · 'General' revenues and expenditures are those that have no bearing on the specific licence or business activity but are shared revenues and costs that relate to the licences and various other activities of the enterprise as a whole. Before the costs are allocated into the different categories using the methods outlined below, it may also be important to determine whether the particular type of costs actually belongs in the particular category and is eligible to be allocated to the particular mining licence area or business activity. For example, where a country applies ring-fencing rules to separate the mining activities from non-mining activities, the expenses not related to the mining activities (e.g., expenses related to speculative investment activities) should not be included in any of the categories mentioned above, where the income or expenses from these activities are subject to a separate ring-fencing regime. ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES ## 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION ## TABLE 6. Examples of direct, indirect, and

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as education institutions are expected to deliver an expanding set of results  School leadership is conceptualized and enacted in various ways, along the four dimensions of setting expectations, focusing on learning, fostering collaboration and developing people. The focus of school leadership is generally on the three areas of knowledge and skills related to people (e.g. caring, communication, networking, trust and confidence), instruction (e.g. observation, feedback, pedagogy, curriculum and assessment expertise) and organization (e.g. data use, technology, strategic thinking, resource allocation, management and reporting). The different contexts of schools - for example, urban vs rural, poor vs well-resourced, small vs large, public vs private, homogenous vs diverse, stable vs in emergency, and autonomous vs controlled - affect leadership. School leaders may be constrained by the context in which they operate in enacting leadership. Evidence on leadership's impact on the achievement of education goals focuses on two levels - the academic, social, emotional and other personal development needs of individual students and teachers ; and school community objectives, such as learning, equality, inclusion, respect, engagement, harmony, cohesion, solidarity, justice, innovation, efficiency, sustainability, resilience, satisfaction and well-being - which are stepping stones to achieving these goals at the societal level. Research often focuses on whether observable characteristics, such as gender, formal education qualifications, socioeconomic and cultural background, beliefs, or personality traits, are associated with good leadership and positive education outcomes. However, such variables are not easy to measure, whether inputs, such as the nature and qualities of leadership, or outcomes, especially if one goes beyond numeracy and literacy skills. For example, it is difficult to assess whether a school promotes equity and inclusion. While a particular school leader might promote a chosen ethos, such outcomes are not the result of one person but of a succession of people, each of whom have left their mark, cumulatively establishing a school culture that may attract like-minded individuals. Such compounding factors make it difficult to draw causal interpretations. Small-scale, ethnographic research may better suit such analyses, but its guidance will be limited as the conclusions are highly dependent on context. Standards of good leadership have emerged, at least partly informed by evidence. The report reviews the global prevalence of such standards and the extent to which they are related to various governance and accountability regimes. Standards can influence the development of professionalism, certification, initial and continuous education policies, and appraisal, although care has

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quarantine centres, complementing government efforts. Efforts to reach vulnerable populations were significant. ## Coherence Development partner funding was strategically aligned with the Government of Kenya 's response plan , thanks to the role of the government and the co-ordination mechanisms. The World Bank, AfDB, and International Monetary Fund (IMF) provided funding to support Kenya's budget shortfalls, prioriti sing healthcare, social protection, and development of micro, small and medium enterprises (MSME). Funding aligned with government priorities, including intensive care unit (ICU) expansion, oxygen generation, and cash transfers for vulnerable populations. Key initiatives included World Bank support for testing and isolation centres, as well as AfDB and the United States Agency for International Development (USAID) assistance for small businesses and health systems. ## Effectiveness The early results of the collective response to COVID-19 in Kenya indicate significant achievements, although some gaps remained. Development co-operation enhan ced Kenya's COVID -19 response, expanding ICU capacity, oxygen supply and laboratories while supporting socio-economic relief. International partners played a vital role in supporting and enhancing the effectiveness of the COVID-19 vaccination campaign. International support was crucial to Kenya's COVID -19 vaccination efforts. However, vaccine hesitancy and logistical challenges led to low initial uptake, with only 7% fully vaccinated by the end of 2021. Innovative strategies, including mobile vaccination units, community health volunteers and the use of local religious influencers, helped increase coverage to 21% by 2023. However, disparities in remote areas remained, highlighting the continued need for international co-operation. Development assistance significantly bolstered Kenya's pandemic response, particularly in health and emergency sectors. At the same time, other critical areas such as agriculture, transport and storage, banking and financial services, and the production sector were deprioritised. These shifts may have longer term implications for economic development and underscore the challenge of responding to urgent crisisrelated needs in ways that do not overlook other critical areas. ## Efficiency Innovations in resource mobilisation and management contributed to the efficiency of the response. Kenya and international partners used innovative strategies such as digital vaccine tracking, local production of personal protective equipment (PPE), and rapid cash transfers through the National Safety Net Programme (NSNP) to enhance efficiency and strengthen local capacity for future health crises. Efforts to alleviate the secondary social and economic effects of the pandemic were enabled by flexible funding and represented an integral part to the overall response strategy. Kenya's COVID -19 response included social protection measures such

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| … | … | | … | 2.5 3.1 ᵢ | … | 14.7 | COG | 8.0 | | | | | | | | | | ᵢ | 3.0 ₋₁ | | 22 ₋₁ … | … | 3 ₋₁ | … | … | … | … … | … | … | … 100 | 100 | | … … | … … | … … | … | 3.5 ᵢ | 21.2 ᵢ 15.7 | 15.9 | CIV COD | | | | | | | | | | | | 3.4 | | … … … … | … | … | … | … | … | … | | … | … | 95 ₋₁ | 13 | … 100 | … 71 | … | … 81 | 2.2 ᵢ | 8.6 ᵢ | … … | DJI | | | | | | | | | | | | | | … … | … … | … | … | … | … | … | | … … | … 91 | 100 | 66 | | 100 … | | 3.6 | 3.0 ₋₁ … … | … | | GNQ | | | | | | | | | | | | | | … … … | … | … … | … … | … … | … | … | | … | … | 37 71 ₋₁ ᵢ | … 77 ₋₁ | 11 | … … | 80 ₋₂ | … … | … … | … | 16.4 16.6 | … … | ERI | | | | | | | | | | | … | | 84 ₋₂ … … | … | 37 ₋₂ | … … | … … | … … | … … | | … 69 ₊₁ | … 23 | 82 95 | … | 86 ₋₂ … | … | … 100 | … 6.3 3.7 ₋₁ | 5.4 23.7 | 23.0 ₋₁ | SWZ ETH | | | | | | | ₋₁ | | | | | | | | … … … | … | … … | … | … | … … | … … | … | | 23 ₋₂ | ₋₁ | … | … | … … | … | … …

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this paper that gen- uine progress in our ﬁeld — climbing the right hill, not just the hill on whose slope we currently sit — depends on maintaining clarity around big picture notions such as meaning andunderstanding in task design and reporting of experimental results. After brieﬂy reviewing the ways in which large LMs are spoken about and summarizing the re- cent ﬂowering of “BERTology” papers ( x2), we offer a working deﬁnition for “meaning” ( x3) and a series of thought experiments illustrating the im- possibility of learning meaning when it is not in the training signal ( x4,5). We then consider the human language acquisition literature for insight into what information humans use to bootstrap lan- guage learning (x6) and the distributional seman- tics literature to discuss what is required to ground distributional models ( x7).x8 presents reﬂections on how we look at progress and direct research effort in our ﬁeld, and in x9, we address possible counterarguments to our main thesis. 2 Large LMs: Hype and analysis Publications talking about the application of large LMs to meaning-sensitive tasks tend to describe the models with terminology that, if interpreted at face value, is misleading. Here is a selection from academically-oriented pieces (emphasis added): (1) In order to train a model that understands sentence relationships, we pre-train for a binarized next sentence prediction task. (Devlin et al., 2019) (2) Using BERT, a pretraining language model, has been successful for single-turn machine comprehension . . . (Ohsugi et al., 2019) (3) The surprisingly strong ability of these models to re- call factual knowledge without any ﬁne-tuning demon- 5186strates their potential as unsupervised open-domain QA systems. (Petroni et al., 2019) If the highlighted terms are meant to describe human-analogous understanding, comprehension, or recall of factual knowledge, then these are gross overclaims. If, instead, they are intended as techni- cal terms, they should be explicitly deﬁned. One important consequence of imprudent use of terminology in our academic discourse is that it feeds AI hype in the popular press. As NLP gains public exposure and is more widely used in applied contexts, it is increasingly important that the actual capabilities of our systems be accurately represented. In some cases, NLP experts speaking with the media are being appropriately careful, as in these two quotes in the New York Times :1 (4) These systems are still a really long way from truly understanding running

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responsible for implementing these policies. The National Library plays an essential role in preserving literary heritage and promoting public reading. The same ministry is responsible for copyright and intellectual property through the Burkinabè Office of Copyrights (Bureau Burkinabè du Droit d’Auteur – BBDA). The Ministry of National Education, Literacy and the Promotion of National Languages (MENAPLN) oversees the development of educational programmes and the production of textbooks adapted to the country’s socio-cultural realities. The National Centre for School Textbooks and School Supplies (Centre National des Manuels et Fournitures Scolaires – CENAMAFS), under the supervision of the MENAPLN, is specifically responsible for publishing, producing and distributing school textbooks. Law No. 049-2019/AN on the orientation of the book and public reading sector in Burkina Faso, 2 adopted in 2019, elevates the sector to a national priority. This text aims to structure the entire book supply chain, from creation to distribution, with the active involvement of the State. The latter offers financial and technical support to boost the sector, while promoting works in national languages and French. Digital publishing, the inclusion of Burkinabè works in school curricula, and the organization of events such as literary fairs are among the concrete measures introduced. The law was recently supplemented by Decree No. 2024-0456 3, adopted in 2024, which establishes operational guidelines for the book trade and aims to optimize the contribution of the book industry to the national economy by improving the legal framework and professionalizing the industry. In order to work as a book trade operator in Burkina Faso, a licence must be obtained, issued for a renewable period of five years. 4 Population 23 million (2023) Urban population 33% (2023) Mobile phone subscription (2021) 112% Internet users (2022) 20%Literacy rate (≥15 years old) 34% (2022) GDP per capita US$883 (2023) Book sector 2023 estimated data Publishing houses 98 Titles published 222 (2022) Bookstores 3 Public libraries 34 Public libraries per capita 1 per 676,470 inhabitants Jobs 1,400 71 Part 4 • National mappings Foire Internationale du Livre de Ouagadougou – FILO / © MINISTÈRE DE LA COMMUNICATION, DE LA CULTURE, DES ARTS ET DU TOURISME These efforts are also based on the legal deposit system introduced in 1996 (Law No. 042/96/ADP), now governed by the new law of 2019, which requires publications to be kept with the National Library. Although still in the deployment phase, the integration of the digital repository is a

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classification of socio-economic objectives NACE statistical classification of economic activities NCI normalised citation impact NICE international classification of good and services R&D research and development R&I research and innovation S&T scientific and technological S3 smart specialisation strategies SI specialisation index SITC standard international trade classification SME small medium enterprises STI science, technology, innovation UAV unmanned aerial vehicle UNIDO United Nations Industrial Development Organization USPTO United States Patent and Trademark Office WIPO World Intellectual Property OrganisationSmart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation 257 258 List of figures and tables JRC Joint Research Centre LDA Latent Dirichlet Allocation algorithm LQ location quotient NABS classification of socio-economic objectives NACE statistical classification of economic activities NCI normalised citation impact NICE international classification of good and services R&D research and development R&I research and innovation S&T scientific and technological S3 smart specialisation strategies SI specialisation index SITC standard international trade classification SME small medium enterprises STI science, technology, innovation UAV unmanned aerial vehicle UNIDO United Nations Industrial Development Organization USPTO United States Patent and Trademark Office WIPO World Intellectual Property OrganisationLIST OF FIGURES Figure I. Summary scheme of the methodological steps leading to the selection and definition of a list of specialisation domains for each country and the potential cooperation areas for the whole region and with international partners ............................. 5 Figure IIa. Summary table for the EaP region, showcasing the alignment between the country’s economic clusters (representing the E&I specialisation domains) and the S&T specialisation domains .................................................................................................................................. 6 Figure IIb. The most relevant S&T specialisation domains by EaP countries ..................... 8 Figure III. Example of one such interactive visualisation tool, depicting the main analysed actors and collaboration networks in the Eastern Partnership ........................... 22 Figure IV. Number of publications and EC projects in collaboration between EaP actors in different countries .................................................................................................................................. 23 Figure V. Number of publications and EC projects in collaboration between EaP actors in different countries .................................................................................................................................. 24 Figure VI. Number of publications and EC projects in collaboration between EaP actors and partners outside of the EaP ............................................................................................................ 25 Figure 1.1. Summary scheme of the methodological steps leading to the selection and definition of a list of specialisation domains for each country and the potential cooperation areas for the whole region and with international partners .......................... 31 Figure 2.1. Importance of Agriculture in EaP countries ............................................................. 40 Figure 2.2. Distribution of employment in Manufacturing for five

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[]

can utilize any suitable AI and/or ML technique(s) (e.g., such as those discussed herein) or those later developed as appropriate to a given implementation (e.g., object recognition, pattern matching, edge detection, and/or the like). In some implementations, the AI/ML system(s) , potentially in conjunction with the , may distinguish between 2D and 3D objects for directing (e.g., via a conveyor or the like) to an appropriate MHU (or set of MHUs ) for sorting. For example, milk cartons, bottles, cans, and/or the like, may be recognized as 3D materials as compared to 2D materials, such as paper, OCC, foil, plastic sheeting, and/or the like. With this feedback, the and/or individual MHUs (e.g., robotic sorters, optical sorters, and/or the like) may expel, redirect, or otherwise separate 2D objects from 3D objects so that each is appropriately processed and handled. may also include input and located at both the input and output of the MRF, respectively. On the output side, the MRF may be equipped with one or more . Examples of include balers, stretch wrappers, case erectors, carton and tray formers, baggers, palletizers, and case sealers. These are designed to bundle, bale, or otherwise package materials from a recoverable material stream for subsequent shipment to a receiving facility or the like. A packaging machine (e.g., baler) may also be used to package a residual stream for transport to a landfill or other suitable disposal facility. The may receive from the and/or from one or more , such as operating status (e.g., whether normal, in need of servicing, jammed, and/or the like), amount of material processed, capacity, service information, and/or the like. The is configured to control the including, for example, commanding it/them to start or stop, adjust baling or packaging sizes, and/or the like. On the input side, a MRF may be equipped with one or more infeed or . These input- are configured to receive incoming solid waste streams from one or more sources (e.g., conveyor from a pile, a shredder, hopper, unbaler, waste collection vehicles, and/or other solid waste sources), and direct the solid waste streams to the start of the sorting pipeline (e.g., screen depicted in or the like). In some implementations, infeed or and/or supply the with a data streams , which can include parameters such as operating status, amount of solid waste being accepted, speed of infeed, nature of the infeed solid waste stream, and other

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[]

Inglehart and Genes, 2000 ; Verme, 2009 ; Bavetta et al., 2014 ; Steptoe et al., 2015) (the items for these scales are shown in Table 2.1). When considering how the neighbourhood in which you live affects percep -tions of the community and the involvement within it, we use the seven-item scale devised by Auerbach (2019) . This was developed using as a springboard the World Bank's Measuring Social Capital scale (World Bank, 2004) and the active social capital scale devised by Krishna (2002) . We elected to use this scale due to Auerbach's extensive research work in India's slums (Auerbach, 2019 ; Auerbach, 2017 ; Auerbach and Thachil, 2018 ; Auerbach and Thachil, 2023). The seven items are set out in Table 2.2 . Table 2.1 Measures: Neighbourhood Cohesion Index (NCI) and subjective well-being (SWB) | Neighbourhood Cohesion Index (NCI) | Neighbourhood Cohesion Index (NCI) | |--------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------| | Item | Item description | | NCI1 (ATTR) | Overall, I am very attracted to living in this neighbourhood | | NCI2 (ATTR) | I feel like I belong to this neighbourhood | | NCI3 (NEI) | I visit with my neighbours in their homes | | NCI4 (NEI) | The friendships I have with people in my neighbourhood mean a lot | | NCI5 (ATTR) | Given the opportunity, I would like to move out of this neighbourhood (R) | | NCI6 (NEI) | If people in my neighbourhood were planning something, I'd think of it as something 'we' were doing rather than 'they' were doing | | NCI7 (NEI) | If I need advice, I could go to someone in my neighbourhood | | NCI8 (SOC) | I agree with most of my neighbourhood about what's important in life | | NCI9 (SOC) | I believe my neighbours would help me in an emergency | | NCI10 (SOC) | I feel loyal to people in my neighbourhood | | NCI11 (NEI) | I borrow things and exchange favours with my neighbours | | NCI12 (SOC) | I'd be willing to work with others to improve my neighbourhood | | NCI13 (ATTR) | I plan to remain a resident of this neighbourhood for a number of years | | NCI14 (SOC) | I think of myself as similar to people who live in this neighbourhood | | NCI15 (NEI) | I have never invited neighbours over to my house to

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12 before transitioning to production and reproces sed CNTR_1M_2020 and EEZ_1M_2020 using the same methods as with previous versions. The final output is a simplified one, where "holes" caused by geometric inconsistencies are no longer classified as MICO or INCO but are instead labelled as "problematic." T hese gaps may result from mismatched coastlines between CNTR and EEZ data or geometries that do not extend to the ± 90° latitude and ± 180° longitude limits. 2.2.2 Challenges with the attributes Unique country codes are crucial for computing and reporting country -level metrics in DOPA. Its functions rely on internationally recognized country codes, including alpha -2 and alpha -3 codes as per ISO 3166 standard3 and M49 numerical codes as per the United Nations (UN)4. Using these officially assigned codes ensures compatibility with global datasets like the WDPA, the baseline dataset in DOPA necessary for calculating protected area coverage, that also use internationally recognized country codes . This approach worked well with the previous administrative baseline layer based on FAO (2015) and Flanders Marine Institute (2019) datasets. However, the GISCO '’s products (both 2024 and 2020 versions ) present new country codes. Below is a non -exhaustive list of relevant characteristics that impact the current DOPA back -end process: 1. Use of d ifferent codes : although unique official codes exist for countries and territories, the GISCO datasets use the sov ereign state's code for several overseas territories. For example, internationally recognized codes exist for Guadeloupe, French Guiana, Martinique, and Réunion (“GP”, “GF”, “MT”, and “RE” ISO -2 codes, respectively). While the GAUL dataset uses these codes , the GISCO dataset assigns the “FR” ISO -2 code for France to these territories instead. Since DOPA calculates indicators and metrics at the country /territory level, this coding approach hinders the ability to calculate separate values for these territorie s. 2. Presence of non -officially assigned codes : some of the country codes used in the GISCO dataset s do not match any officially assigned codes. In most cases, these non-officially assigned codes correspond to disputed territories (e.g., the code “XH” in the CNTR_ID field, which corresponds to the disputed territory of Jammu and Kashmir, does not exist in the list of ISO -2 codes as per ISO 3166 standard). In addition to using unofficial code s, there is no documentation of the officially assigned codes for the countries involved in territorial disputes

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as well as of the preconditions that should be in place for ring-fencing benefits to outweigh its costs. 9 See Article 11 sub-article 11.2 of the model Production Sharing Agreement in Uganda. Available here: https://www.unoc.co.ug/wp-content/uploads/2018/06/ MPSA.pdf 10 Ring-fencing of PSA has been discussed in Guyana in regard to its Stabroek PSA. See Ram (2019). 11 The United Kingdom requires banks with more than GBP 25 billion in deposits to separate their domestic retail banking operations from riskier wholesale and investment banking operations. This is done to insulate core banking services, such as deposit-taking, from the effects of a future global financial crisis. 12 Australia has ring-fencing in the energy sector to ensure the financial separation of electricity and gas distribution and retailing activities. The goal of ring-fencing is to facilitate the provision of effective retail competition by preventing the exercise of leverage by the monopoly service provider in the sector (Australian Energy Regulator, 2023).3.0 THE BENEFITS AND RISKS OF RING -FENCING 4.0 DESIGNING RING -FENCING RULES 5.0 THE IMPLEMENTATION OF RING -FENCING RULES 6.0 CONCLUSION 2.0 THE FUNDAMENTALS OF RING -FENCING 1.0 INTRODUCTION 3.0 The Benefits and Risks of Ring-Fencing 13 Ring-Fencing Mining Income: A toolkit for tax administrators and policy-makersResource-rich developing countries should weigh the benefits and challenges of introducing ring-fencing rules and carefully consider ways to reduce potential risks, as explained below. 3.1 The Benefits 3.1.1 Ring-Fencing Delivers Early Government Revenues In a typical mining project, substantial upfront costs are incurred when a new mine is explored and developed before production begins. Once production starts, these costs will be recouped through the successful exploitation of the mine. In the absence of ring-fencing rules, a company that undertakes two or more mining projects in the host country can offset exploration and development costs from one mine against the profits of another mine, which is potentially already generating taxable income, thus accelerating the tax savings while deferring tax payments to a later stage (or creating a permanent saving if the new mine does not become profitable). Such tax savings may also be available for other non-mining activities requiring significant upfront costs. This timing difference can amount to several years or even decades. The deferral of taxes to a later period results in an additional benefit for the investor—the time value of money—since they can reinvest the money that they could otherwise have to pay as tax, and this generates additional

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Saudi Arabia | 1310 | 1211 | 603 | 2 552 | 306 | 1 273 | 401 | 386 | 337 | 195 | 1 | 11 | 5 | 2 | 101 | 115 | | | 25 | 19 | | 46 | 46 | 46 | 23 | 46 | 46 | 46 | 46 | 23 | | Slovakia | 2 | 4 | 0 | 0 | 0 | | 2 | 2 | 2 | 4 | 0 | 0 | 0 | 1 | 2 | | 2 | 9 | 13 | 13 | 15 | 22 | 22 | 22 | 22 | 22 | 22 | 22 | 22 | 22 | | Slovenia | 1 | 0 | 0 | 0 | 0 | 1 0 | | 0 | 1 | | 0 | 0 | 0 | 0 | 1 | 0 | 2 | | | | 1 46 | 1 | | 7 | 14 | 13 | 13 | 13 | 13 | 13 | | Spain | 66 | 69 | 30 | 31 | 19 | 17 | 1 16 | 20 | 66 | 0 69 | 16 | 16 | 12 | 10 | 9 | 13 | | 7 | 7 | | 29 | 25 | 25 | 25 | 25 | 25 | 25 | 25 | 25 | 25 | | Sweden | 113 | 98 | 69 | 47 | 11 | 17 | 33 | 34 | 113 | 98 | 60 | 35 | 7 | 10 | 29 | 28 | 4 | | 4 | 61 | 45 48 | 10 | 17 | 17 | 17 | 17 | 17 | 17 | 17 | 17 | | Switzerland | 165 | 165 | 72 | 66 | 68 | | | 26 | | 165 | 46 | | 55 | 61 | 13 | 14 | 8 | 10 | | | | 40 | 41 15 | 44 | 44 | 44 | 44 | 44 | 44 | 44 | | Türkiye United Arab Emirates* | 440 | 227 | 122 | 21 | 67 | 73 16 | 26 | 190 | 164 434 | 227 | 5 | 43 2 | 8 |

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[]

| SC5 | When people here are free, do they mostly socialise and spend time with their own social group, or do they mix with other social groups? | | SC6 | People in this settlement only really care about their own household and don't care about the welfare of the settlement as a whole (R). | | SC7 | Generally speaking, how much do you (mainly) trust people in this settlement? | majority in both colonies were Hindu, belonging to the scheduled caste, migrating from Uttar Pradesh (UP). However, there were statistically significant differences between the two colonies with a higher proportion of Muslims in Bhalswa (22.6% Bhalswa vs 5.5% Sanjay), a higher proportion of general and 'backward' caste in Bhalswa (42.4% Bhalswa vs 31.9% Sanjay) and a higher proportion of migrants from UP in Sanjay colony (71.7% Sanjay vs 63.7% Bhalswa). For the 639 partici -pants, the mean number of years of education (8.78 years) and the age of the main household wage earner (38.62 years) were not statistically significantly different in the two colonies. Almost one third of households in Sanjay colony reported their main occupation as a self-employed business owner, whereas in Bhalswa, this was true for less than one fifth of households. The average monthly income in Sanjay colony was statistically significantly less at Rs. 16,681.70/- (£172.82 (£1=Rs.96.52/- conversion rate)) compared with Bhalswa at Rs. 18,935.98/(£196.18). Monthly income was positively correlated with the household owning a refrigerator with a freezer (r=0.280, p<0.01), washing machine (r=0.331, p<0.01) and scooter/motorcycle (r=0.367, p<0.01) in both communities. These wealth indi -cators show positive associations with monthly income. Those in Sanjay colony were more likely to carry out employment within their own community compared to those in Bhalswa (35.4% Sanjay vs 12% Bhalswa). Where a statistically significant difference was found regarding wealth indi -cators, only the ownership of a smartphone was more likely in Sanjay than in Bhalswa. For scooter, bicycle, electricity, refrigerator and washing machine, Bhalswa residents were statistically more likely to own these items than those in Sanjay ( Table 2.3). ## Data analysis Data were collected using Qualtrics and exported into Stata 17 for analysis. Initially, descriptive statistical analysis was undertaken to obtain means and Table 2.3 Demographic variables - Sanjay colony (slum/JJ) and Bhalswa (resettlement) | | N (%) | N (%) | |----------------------------------------------|--------------------|-----------------| | | Sanjay colony (JJ) | Bhalswa (RS) | | Household religion

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[]

- an air system 322 or load cell in a conveyor 322 can be used to provide sorting via mass and/or density. For example, a conveyor 322 may detect higher density (and thus more massive) objects, which control system 302 can use to redirect the detected materials to an appropriate processing stage in the MRF. - a result of the density separation at operation 1004 is a waste stream 1006 of heavy contaminants (e.g., aggregates, textiles, construction debris, and/or other similarly dense materials). - This heavy contaminant stream 1006 can be passed through an AQC station at operation 1008 , where the control system 302 directs one or more MHUs 322 to further extract any possibly recyclable/recoverable materials. - the AQC station is the same or similar as the AQC-2 robotic sorters 1102 , 1106 discussed infra w.r.t FIG. 11 . - This waste stream may rejoin the final product of process 800 in operation 822 , if of sufficient purity, or may be returned to an earlier block of process 800 for reprocessing. - a heavy contaminant residue stream 1012 remains. - This residue stream 1012 may be sent to a landfill, a waste energy generation plant, another suitable disposal facility, or may be returned back to an earlier stage in the MRF for reprocessing as appropriate. - control system 302 performs or causes further quality control processes and/or sorting to be performed on the residue stream 1012 , either automatically via one or more MHUs 322 and/or via human processing, to ensure that any recyclable materials that remain are extracted prior to final disposal of the residue. - a system for separating lightweight material that is configured to receive a mixture of 2D and 3D recyclable materials is also included, wherein the 2D and 3D objects are separated by shape. These 3D objects are then sorted according to material. - the objects removed can include, but are not limited to: paper, cardboard, film plastic and other general residual components. - the remaining stream includes the lightweight recyclable containers. - the automated system may include any form of robotic sorting such as but not limited to a six axis robot, parallel robot, or delta robot. - a multiple component solid waste facility that requires un-processable material to be removed prior to the size, density and shape sorting components. This presort is done using a large automated system to remove

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[]

of EU law flagged duplication across 169 require - ments, including differences (29%) and outright inconsistencies (11%). Second, EU companies face an extra burden due to national transposition, for instance as Member States “gold plate” of EU legislation or implement laws with divergent requirements and standards from one country to another. As touched on in chapter 2, GDPR in particular has been implemented with a large degree of fragmentation which undermines the EU’s digital goals. Third, EU regu - lation imposes a proportionally higher burden on SMEs and small mid-caps than on larger companies, yet the EU lacks a framework to assess these costs. About 80% of Commission Work Programme items are relevant to SMEs but only around half of impact assessments substantially focused on these companies. The EU also lacks a commonly agreed definition of small mid-caps and readily available statistical data. To start lowering the “stock” of regulation, the report recommends appointing a new Commission Vice Pres - ident for Simplification to streamline the acquis, while adopting a single, clear methodology to quantify the cost of the new regulatory “flow” . At the start of each Commission mandate, before adopting new EU legislation, a fixed period of at least six months should be devoted to systematically assessing and stress-testing all existing regulation by sector of economic activity. On this basis, a second phase should focus on pursuing the codification and consolidation of EU legislation by policy area. This process should include simplifying and removing overlap and inconsistencies across the whole “legislative chain”, with priority given to those economic sectors where Europe is particularly exposed to international competition. This exercise should be run by all members of the College of Commissioners within their respective competencies and coordinated by a Vice-President for Simplification. To ensure that new legislation is consistent with this simplification drive, a single methodology should be developed and consistently applied within the Commission across its impact assessments. This methodology should be applied to all new legislation and be adopted by co-legislators when amending legislation. It is also recommended to add a new standard requirement in the article on the transposition of directives requiring Member States to systemati - cally assess new legislation using the same methodology as the EU institutions. At the same time, the Single Market Enforcement Taskforce (SMET) should be strengthened and focused on evaluating and addressing instances of incorrect transposition and transposition which exceeds

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[]

| . xvi | | Leadership in education | 1 | | CHAPTER 1. Introduction..................................................................................................................................................................................5 | | | Expectations of leaders at the school and system level have been changing...........................................................................................10 | | | Guide to the report ........................................................................................................................................................................................................13 | | | Recommendations.........................................................................................................................................................................................................17 | | | CHAPTER 2. School leadership: Roles, impact and standards........................................................................................................... | 23 | | School principals are expected to fulfil various leadership roles.................................................................................................................. | 25 | | The impact of school principals can be significant..............................................................................................................................................31 | | | Leadership standards can guide action and certification................................................................................................................................ | 39 | | Conclusion....................................................................................................................................................................................................................... | 42 | | CHAPTER 3. School leadership: Selection, training and conditions.................................................................................................. | 45 | | Improving selection processes is needed to professionalize principals' careers.....................................................................................47 | | | Countries need to do more to prepare and train school leaders................................................................................................................... | 57 | | Countries try to make principalship an attractive career path...................................................................................................................... | 67 | | Conclusion........................................................................................................................................................................................................................74 | | | CHAPTER 4. Shared school leadership...................................................................................................................................................... | 77 | | School personnel can lead if given opportunities and support...................................................................................................................... | 79 | | Students can exercise leadership through formal channels and informally ............................................................................................. | 87 | | Engaged parents and community members can steer schools towards their goals ............................................................................. | 90 | | Conclusion....................................................................................................................................................................................................................... | 94 | | CHAPTER 5. System leadership .................................................................................................................................................................. | 97 | | System leaders need to set expectations for quality and equity ................................................................................................................. | 99 | | System leaders should be instructional leaders .............................................................................................................................................. | 105 | | Civil servants are often not selected to serve as system leaders..............................................................................................................108 | | | Conclusion..................................................................................................................................................................................................................... | 112 | | CHAPTER 6. Political leadership............................................................................................................................................................... | 115 | | Political motivations determine education system development.............................................................................................................. | 117 | | The direction of education is influenced by many other actors................................................................................................................... | 127 | | Conclusion..................................................................................................................................................................................................................... | 137 | | Monitoring education in the Sustainable Development Goals | 139 | |------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------| | CHAPTER 7. Introduction............................................................................................................................................................................ | 143 | | Conference on Education Data and Statistics ................................................................................................................................................... | 145 | | SDG 4 Scorecard.......................................................................................................................................................................................................... | 145 | | 2025 Comprehensive Review................................................................................................................................................................................. | 147 | | CHAPTER 8. Primary and secondary education .................................................................................................................................. | 150 | | Access and completion.............................................................................................................................................................................................. | 152 | | Learning ......................................................................................................................................................................................................................... | 157 | | Focus 8.1. Mathematics anxiety negatively affects mathematics performance...................................................................................164 | | | CHAPTER 9. Early childhood education ................................................................................................................................................. | 170 | | Focus 9.1. Preschool leadership needs attention............................................................................................................................................. | 177 | |

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- the memory circuitry 1203 can include resistor-based and - the storage 1204 (also referred to as “storage circuitry 1204 ”) provides persistent storage of information, such as data, OSs, apps, instructions 1204 x , and/or other software elements. - the storage 1204 may be embodied as a magnetic disk storage device, hard disk drive (HDD), microHDD, solid-state drive (SSD), optical storage device, flash memory devices, memory card (e.g., secure digital (SD) card, eXtreme Digital (XD) picture card, USB flash drives, SIM cards, and/or the like), and/or any combination thereof. - the storage circuitry 1204 can also include specific storage units, such as storage devices and/or storage disks that include optical disks (e.g., DVDs, CDs/CD-ROM, Blu-ray disks, and the like), flash drives, floppy disks, hard drives, and/or any number of other hardware devices in which information is stored for any duration (e.g., for extended time periods, permanently, for brief instances, for temporarily buffering, and/or caching). Additionally or alternatively, the storage circuitry 1204 can include resistor-based and/or transistor-less memory architectures. Further, any number of technologies may be used for the storage 1204 in addition to, or instead of, the previously described technologies, such as, for example, resistance change memories, phase change memories, holographic memories, chemical memories, among many others. Additionally or alternatively, the storage circuitry 1204 can include any of the devices or components discussed previously w.r.t the memory 1203 . - optical disks e.g., DVDs, CDs/CD-ROM, Blu-ray disks, and the like - Instructions 1201 x , 1203 x , 1204 x in the form of computer programs, computational logic/modules (e.g., including the sorting logic discussed herein), source code, middleware, firmware, object code, machine code, microcode ( ⁇ code), or hardware commands/instructions, when executed, implement or otherwise carry out various functions, processes, methods, algorithms, operations, tasks, actions, techniques, and/or other aspects of the present disclosure. - the instructions 1201 x , 1203 x , 1204 x may be written in any combination of one or more programming languages, including object oriented programming languages, procedural programming languages, scripting languages, markup languages, machine language, and/or some other suitable programming languages including proprietary programming languages and/or development tools, or any other suitable technologies. - the instructions 1201 x , 1203 x , 1204 x may execute entirely on the system 1200 , partly on the system 1200 , as a stand-alone software package, partly on the system 1200 and partly on a remote system

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[]

in 1990. • MPD III – (2001–2021) issued six years late in 2007. • MPD IV – (2021–2041) still under review (2024). The Master Plans created by the Delhi Development Authority (DDA), established in 1957 as a statutory body, under the jurisdiction of the Ministry of Housing and Urban Affairs, attempt to “pioneer the process of development in the city”.6 Each Master Plan sets out detailed land use categories, including urban development areas and rural zones. However, the Master Plans haven’t predicted the number of people coming into the city and thus changes to the number of planned colonies as a proportion of different colonies imply that many citizens have built their homes and businesses on illegal spaces. Indeed, there has been “haphazard and unplanned growth of the capital city of the country, notwithstanding Master Plans prepared for the city and in existence for last more than 40 years, wherein the planners have envisioned planned growth with beautiful city in mind” .7 The third Master Plan aimed to make Delhi a global metropolis and a ‘world-class’ city ( DDA (2007) 2010:1). It will become ‘slum free’ through in situ slum development and rehabili - tation for the ‘economically weaker sections’ ( Routray, 2022 , p. 60). The draft MPD 2041 ( DDA, 2021 ) is set out over 487 pages in two volumes – Visions 2041 and Enabling Policy Framework and Spatial Development Strategy and Action Plan . The overall vision is to “Foster a Sustainable, Liveable and Vibrant Delhi”. There are three main Goals and six Objectives to achieve the vision. Objective 4 – Shelter and Social Infrastructure – includes the need for the “regeneration of planned and unplanned areas” (p. 9). The MPD 2041 notes that although Delhi is one of the fastest growing megacities in the world, the second highest performer and the fastest growing economy in Asia Pacific, issues in the city, including “disparate living conditions”, are a “threat to its market potential and global attractiveness” (p. 1). With highly dense populations living in ‘unplanned’ areas, the MPD 2041 recommends a need for a “nuanced policy for regeneration in the city” (p.3). Over the last 20 years migration and high land values have caused a “growth of unplanned settlements in the city” (p. 4). This highlights, according to MPD 2041, “the need for introducing new housing types that cater to the needs of different income groups

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know that school principals, often invisible, can make or break a reform with their leadership. Connecting vision with practical reality is critical. Collective and collaborative action by these leaders can drive progress. It requires emotional intelligence, self-awareness and social awareness. Education ministers, juggling multiple demands and tenures lasting often little more than two years, must employ strategic approaches such as coalition building to implement policies. Principals, too, face time constraints that hinder their ability to focus on core challenges like improving learning outcomes. With such complex roles, leaders deserve training, particularly to learn how they can draw in others to support them achieve their goals. But this publication shows us that fewer than half of countries explicitly emphasise teacher collaboration and only one-third focus on it in leadership programs. Without ever mentioning it, this report modestly exemplifies leadership. It provides valuable knowledge, expertise, and potential solutions and invites education actors at all levels to discuss how they can contribute to improvement. Learning is about collaboration, and this report facilitates that process. We must seize this opportunity to elevate leadership as a powerful tool for improving education from within. Jutta Urpilainen European Commissioner for International Partnerships and Chair of the Advisory Board for the GEM Report ## Acknowledgements This report would not have been possible without the valuable contributions of numerous people and institutions. The Global Education Monitoring Report (GEM Report) team would like to acknowledge their support and thank them for their time and effort. The GEM Report Advisory Board's members and its chairperson, Jutta Urpilainen, provided constructive guidance and feedback. Special thanks go to our engaged and committed funders, whose financial support ensures the preparation, release and dissemination of the GEM Report's publications. We would like to acknowledge the role of UNESCO and its leadership. We are grateful to many individuals, divisions and units at UNESCO headquarters, notably in the Education Sector and in various administrative services, for facilitating our daily work. The UNESCO Institute for Statistics plays a key role as the principal data provider but also through our partnership in support of SDG 4 monitoring, notably in the national SDG 4 benchmarking process. We would like to thank its director, Silvia Montoya, and her dedicated staff for the close collaboration. Additional thanks go to colleagues at other UNESCO institutes and to its regional and field office network. The GEM Report team would like to thank the following

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[]

to a vector that includes a tuple of one or more features. - forward propagation or “forward pass” at least in some examples, in the context of ML, refers to the calculation and storage of intermediate variables (including outputs) for a neural network in order from the input layer to the output layer. - hidden layer in the context of ML and NNs, at least in some examples refers to an internal layer of neurons in an ANN that is not dedicated to input or output. - hidden unit refers to a neuron in a hidden layer in an ANN. - hyperparameter at least in some examples refers to characteristics, properties, and/or parameters for an ML process that cannot be learnt during a training process. Hyperparameter are usually set before training takes place, and may be used in processes to help estimate model parameters. Examples of hyperparameters include model size (e.g., in terms of memory space, bytes, number of layers, and the like); training data shuffling (e.g., whether to do so and by how much); number of evaluation instances, iterations, epochs (e.g., a number of iterations or passes over the training data), or episodes; number of passes over training data; regularization; learning rate (e.g., the speed at which the algorithm reaches (converges to) optimal weights); learning rate decay (or weight decay); momentum; number of hidden layers; size of individual hidden layers; weight initialization scheme; dropout and gradient clipping thresholds; the C value and sigma value for SVMs; the k in k-nearest neighbors; number of branches in a decision tree - the term “inference engine” at least in some examples refers to a component of a computing system that applies logical rules to a knowledge base to deduce new information. - the term “intelligent agent” at least in some examples refers to a software agent or other autonomous entity which acts, directing its activity towards achieving goals upon an environment using observation through sensors and consequent actuators (i.e. it is intelligent). Intelligent agents may also learn or use knowledge to achieve their goals. - instance-based learning or “memory-based learning” in the context of ML at least in some examples refers to a family of learning algorithms that, instead of performing explicit generalization, compares new problem instances with instances seen in training, which have been stored in memory. - instance-based algorithms include k-nearest neighbor, and the like), decision tree Algorithms (e.g., Classification

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Wilcox, S. (2013). Audit of the mining industry. In Inter-American Center of Tax Administrations, Prevention and control of tax evasion: Proceedings of CIAT Technical Conference. https:// www.ciat.org/Biblioteca/ConferenciasTecnicas/2013/Ingles/2013\_topic3.2\_Wilcox\_ASI.pdf

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esos ámbitos. ## Se espera que los líderes escolares excedan en sus funciones a pesar de los escasos recursos de que disponen. - Hay demasiadas exigencias en el funcionamiento de las escuelas como para dejar tiempo suficiente a las y los directores para establecer una visión. Las expectativas que se tienen de los directores suelen ser demasiado altas. Los directores escolares juegan un rol fundamental a la hora de aplicar de manera eficaz las reformas. En algunos países, están además sometidos a un intenso escrutinio debido a los nuevos mecanismos de rendición de cuentas. Sin embargo, una encuesta realizada a directores de 14 países de ingresos medios reveló que estos dedican el 68 % de su tiempo a tareas rutinarias de gestión. Aproximadamente un tercio de los directores de centros públicos y un quinto de los directores de centros privados de los países de la OCDE declararon carecer de tiempo suficiente para desempeñar funciones de liderazgo pedagógico. ## Los líderes escolares no deben ser héroes. Al compartir el liderazgo se construyen mejores escuelas.

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[]

the State Regional Archives in Trebon, Czech Republic) 116 Negotiating in/visibility (partly counting on donations from Czechoslovak companies) was so high that by the end of 1928 any information regarding the enterprise had dis - appeared from the archival documents.61 It is therefore likely that the idea failed to materialize. Conclusion Vlasta Kálalová Di- Lotti ended up staying in Baghdad for almost seven years, working tirelessly throughout her stay on all the tasks she set out to accomplish. Her large medical practice speaks of the success she achieved – the only setback was the failure to find a successor to take over and main - tain such a practice (she offered it for free) after her illness prevented her from continuing her work. In autumn 1931, Kálalová Di- Lotti decided to return to Czechoslovakia. She feared not only for the health of her children, but also for her own health. She suffered from high fevers, most likely the outcome of dengue fever. In the spring of 1932, after futile attempts to find a successor among Czechoslovak or foreign doctors to continue her work, she left for her homeland and her clinic closed its doors.62 Vlasta Kálalová Di- Lotti also worked to improve health conditions for the Iraqi population, especially women, who could not be treated by a male doctor. She sought to extend compulsory education for midwives, who were to be allowed to practise their profession with only basic reading and writ - ing skills. We cannot document today how much influence she had on the founding of the first medical school in Iraq, but at its inauguration she took a place of honour next to King Faisal I.63 The Office of the President of the Republic has preserved a copy of a cer - tificate issued to Vlasta Kálalová Di- Lotti in January 1933 as an evaluation of her medical practice in Baghdad: We confirm in addition to your request that you established a surgical institute (Mustausaf Čechoslovak) in Baghdad in 1925 with the moral and material support of the President of the Republic and that you ran the same as an inde - pendent surgeon until 31 March 1932. Your clinic was equipped according to the model of our hospital surgical departments. We have been following your activities all the time and we like to express our satisfaction, especially because you have been successful in a foreign environment

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infrastructure, and enforcement efforts. More insights can be gained by integrating exist - ing data and collecting further information, such as Making roads safer by repurposing private intent traffic data | 153Uber and Waze data on average speeds on road seg - ments and on road obstacles; Google Maps data on land use; and weather data on driving conditions. The researchers also invested in a massive data collection effort that is surveying the infrastructure and video-taping and coding the behavior of road users in 200 crash black spots in the city. The analysis of these new data will generate hypotheses to optimize the policy response to the road safety problem. Overall, developing spatially integrated datasets that leverage administrative, social media, private, and more traditional sources can help to fill data gaps and pave the way for smart and socially beneficial investments and policies. Source: Milusheva et al. 2020. Note: Data shown are for July 2017–July 2018.Map S4.2.1 By combining police reports and crowdsourced data, researchers were able to identify the 5 percent of roads where half of the crashes occur in Nairobi Notes 1. WDR 2021 and World He alth Organization (WHO) team calculations based on a comparison of reported deaths from the WHO Global Status Report on Road Safety (WHO 2018). 2. WHO (2018) . 3. Milusheva et al. (2020) . 4. The new algorithms build on work by Finkel, Grenager, and Manning (2005); Gelernter and Balaji (2013); and Ritter et al. (2011). References Finkel, Jenny Rose, Trond Grenager, and Christopher Mann - ing. 2005. “Incorporating Non-local Inf ormation into Information Extraction Systems by Gibbs Sampling.” In 43rd Annual Meeting of the Association for Computational Linguistics: Proceedings of the Conference, edited by Kevin Knight, Hwee Tou Ng, and Kemal Oflazer, 363–70. New Brunswick, NJ: Association for Computational Linguis-tics. https://www.aclweb.org/anthology/P05-1045. Gelernter, Judith, and Shilpa Balaji. 2013. “An Algorithm for Local Geoparsing of Microtext.” GeoInformatica 17 (4): 635–67. https://doi.org/10.1007/s10707-012-0173-8. Milusheva, Sveta, Robert Marty, Guadalupe Bedoya, Eliza- beth Resor, Sarah Williams, and Arianna Legovini. 2020. “Can Crowdsourcing Create the Missing Crash Data?” In COMPASS ’20: Proceedings of the 3rd ACM SIGCAS Confer - ence on Computing and Sustainable Societies, 305–06. New York: Association for Computing Machinery. https://doi .org/10.1145/3378393.3402264. Ritter, Alan, Sam Clark, Mausam, and Oren Willi Etzioni. 2011. “Named Entity Recognition in Tweets: An Exper - imental Study.” In Conference on Empirical Methods in Natural Language Processing: Proceedings of the Conference, 1524–34. Stroudsburg, PA: Association for Computa-tional Linguistics.

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largest scientific partner of EaP institutions, followed by Germany, Poland and the United States. At some distance, other European countries follow: France, the UK, Italy, Spain and Switzerland can be ob- served as recurrent partners. A considerable share of these co-publications is the result of great en- deavours in physics, mainly classified under the Fundamental physics and mathematics domain. China is the only Asian country appearing on the list. In EC-funded projects, the first top European partners are repeated, complemented by Belgium and Netherlands – very active countries in Horizon 2020 – and Greece and Romania, which are geo- graphically closer to the EaP countries. The Russian Federation so far concentrated a larg- er proportion of scientific collaborations within Bi- otechnology, Chemistry and chemical engineering, Energy, Nanotechnology and materials and Optics and photonics. The remaining domains present a more evenly distributed collaboration pattern, notably in Agrifood, Environmental sciences and industries or Electric and electronic technologies. Some specific relationships emerge, notably with Poland in Transportation and ICT and computer science or with the United States in Health and wellbeing. 6. Summary of the strengths of each S&T specialisation do- main for each EaP country 6.1 Selection of the most relevant domains per country Based on the evidence shown in Chapter 4 for critical mass, specialisation and excellence per domain, the following sections present synthet- ic indicators supporting the selection of the S&T specialisation domains for each Eastern Partnership country. For each country, each do- main is characterised by the indicators below. 1. Critical mass a. The domain is within the country’s top 5 by number of publications b. The domain is within the country’s top 5 by number of patents 2. Specialisation a. The domain is within the country’s top 5 by relative specialisation for publications, in relation to the EaP b. The domain is within the country’s top 5 by relative specialisation for patents, in relation to the EaP 3. Excellence a. The domain is within the country’s top 5 by normalised citation impact for publications b. The domain is within the country’s top 5 by number of EU-funded projects (Horizon 2020) The previous chapters have provided diverse and complementary evidence on the thematics, col- laborations and STI ecosystems related to each domain. For this reason, while the table presents a final column with the number of highlighted in- dicators for a domain and country, no automatic selection of domains

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[]

22 The selected portable NiMH batteries exhibit different internal resistances ranging from 2 m Ωup to 130 m Ω(see Figure 4). Increasing the size of the batteries tends to correlate with lower internal resistance. A “D” NiMH battery has a larger cell construction than a “AAA” battery (diameter of “AAA” 10 mm and “D” 33 mm); thus, the D battery has a greater electrode contact area with the electrolyte, reducing the internal resistance [ 33]. While the internal resistance is lower in bigger NiMH batteries (C and D designations), the specific energy density of the NiMH batteries is larger in AA and AAA batteries (see Figure 4). In all cases, there are differences between the rated capacity (Wh/kg declared label) and the tested capacity (Wh/kg JRC test). In most cases, the capacity declared by the manufacturer is larger than the capacity measured in this study. These differences could be related to the manufacturer’s date of production, testing equipment, changes in the cell during transportation and distribution, to name a few. Figure 4. Portable NiMH batteries specific energy and internal resistance with manufacturers and designation. The difference in resistance and specific energy of batteries of the same size can also be related to the internal construction of the batteries. Figure 5 shows the X-ray tomography scan of the cross-sectional view of two AAA NiMH batteries with different rated capacities (see Figure 5a NiMH 900 mAh and Figure 5b NiMH 1000 mAh). The reconstructed CT data are evaluated by the VGSTUDIO MAX 3.4 software. Figure 4. Portable NiMH batteries specific energy and internal resistance with manufacturers and designation. Batteries 2025, 11, x FOR PEER REVIEW 9 of 21 Figure 5. X-ray tomography scan cross-sectional view of AAA NiMH battery: (a) GP 900 mAh and (b) Tronic 1000 mAh rated capacity. 3.2. Discharge Analysis of Portable NiMH Batteries The discharge is performed by following the procedure in standard IEC 61951-2. Fig- ure 6 shows the discharge proﬁle of diﬀerent sizes of portable NiMH batteries. The bat- teries are discharged at a rate of 0.2 C until a cut-oﬀ voltage of 1 V (no resting period between charging and discharging is used). The discharge voltage proﬁles of the diﬀerent NiMH batteries with sizes AAA, AA, C, and D are similar (see Figure 6a–d). The starting discharge voltage is between 1.38 V and 1.45 V, depending on the brand and battery size. The voltages drop

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deflator and exchange rate have an important effect on results. Depending on the objective of the comparison, one or the other indicator may be more relevant. GDP at current prices offers insights into market value, GDP at constant prices into volume growth, while purchasing power adjustment allows a comparison from the consumer perspective. 12THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 1FIGURE 4 GDP per capita gap GDP per capita, 2023, constant PPP prices (EUR) Source: AMECO, 2024. At the same time, three external conditions – in trade, energy and defence – that supported growth in Europe after the end of the Cold War have been fading . First, even as domestic growth slowed, the EU benefitted significantly from burgeoning world trade under multilateral rules. Between 2000 and 2019, international trade as a share of GDP rose from 30% to 43% in the EU, whereas in the US it rose from 25% to 26%. Trade openness ensured that Europe could import freely goods and services it lacked, ranging from raw materials to advanced technologies, while exporting manufactured goods in which it specialised, particularly to the growing markets of Asia. However, the multilateral trading order is now in deep crisis and the era of rapid world trade growth looks to have passed: the IMF projects world trade to grow at 3.2% over the medium term, a pace well below its annual average from 2000-19 of 4.9%iv. Second, as relations normalised with Russia, Europe was able to satisfy its demand for imported energy by procuring ample pipeline gas, which accounted for around 45% of the EU’s natural gas imports in 2021. But this source of relatively cheap energy has now disappeared at huge cost to Europe. The EU has lost more than a year of GDP growth while having to re-direct massive fiscal resources to energy subsidies and building new infrastructure for importing liquefied natural gas. Third, the era of geopolitical stability under US hegemony allowed the EU largely to separate economic policy from security considerations, as well as to use the “peace dividend” from lower defence spending to support its domestic goals. The geopolitical environment is however now in flux owing to Russia’s unwar - ranted aggression against Ukraine, deteriorating US-China relations and rising instability in Africa, which is a source of many commodities that are critical to the world economy. Raising the EU’s competitiveness is necessary to reignite

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can includes obtained from deployed at various locations within the MRF, and status information (also referred to as “ ”, “ ”, “ ”, and/or the like) from . The can include any measurements, events, and/or other data related to one or more events or phenomena, which may be based on the specific sensing means employed by an . The can include any information related to the operation of and/or including operational states (e.g., active, inactive, idle, sleeping, off, on, and/or the like), parameters and/or conditions of individual components or elements (e.g., compute system measurements, metrics, statistics including any of those discussed herein), maintenance/servicing data/statistics of and/or , and/or any other measurements and/or metrics to assist with the management of the MRF. Additionally or alternatively, the data streams can include data from other sources including sources outside of the MRF (e.g., sensor data from waste collection vehicles and/or other relevant vehicles, weather report data from weather stations, historical (stored) data collected from , historical (stored) data collected from , historical MHU configurations, historical sorting logic settings and/or configurations, and/or the like). Any other data, measurements, metrics, statistics, and/or parameters may be monitored, collected, analyzed, and/or controlled for individual MHUs and/or according to implementation and/or use case. The can record and/or store the received data stream data (e.g., including data from , and/or other data) for later use, and/or provide the to the AI/ML system(s) for training and/or generating inferences. The can include individual data items from the data streams , , and/or the can include analyzed, fused, or otherwise processed data based on the received , and/or other collected data, measurements, and/or metrics. When used for training AI/ML models, the may be referred to as “ ”, “ ”, and/or the like. The includes data to be used for AI/ML model training including the inputs data and/or labels for supervised training. When used for generating inferences, the may be referred to as “ ”, “ ”, “ ”, and/or the like. In some cases, the may overlap with the , however these data sets are at least logically different. As mentioned previously, the AI/ML system(s) builds, trains, optimizes, validates, and/or tests one or more AI/ML models using a . In some implementations, the AI/ML system(s) include AI/ML engine(s) that execute or operate the trained AI/ML models to generate or determine inferences. In these implementations, the AI/ML system(s) provides AI/ to

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the ring-fencing rules, which is to avoid the deferral of taxes where there are several mining projects in different stages, such as a producing mine and a mine at the exploration or development stage. ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES ## 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION - · For revenues, a method based on the contribution of each licence area to the total revenues from mining activities fits the purpose. General and indirect revenues can often be linked to mining revenues. For instance, income earned from bank interest will usually be generated from the excess cash that is achieved from selling the minerals. ## 5.3 How to Mitigate the Risk of Domestic Transfer Pricing Abuse in the Context of Ring-Fencing Mining investors might over-allocate expenditures to mature mining projects or profitable activities to reduce the profits of those projects or activities. Similarly, there might be cases where mining investors will shift profits from profitable projects to loss-making projects or to non-mining activities subject to a lower tax burden. These profit or expense (deduction) shifting strategies are well known approaches that may be a result of an arrangement between related parties (belonging into the same MNE group) and/or can be also result of arrangements agreed with third parties-i.e. the investor could instruct the third-party service provider to contract and invoice a specific expense to a specific legal entity, which faces the highest effective tax rate and thus optimizing the tax benefit. Tax administrations are equally aware of such practices and address them either by applying transfer pricing rules or other special anti-avoidance rules designed to prevent the income or expense (deduction) shifting. The existing transfer pricing risk can be observed between separate legal entities, but equally, it may be demonstrated where different parts of the same entity are treated as separate taxpayers due to the application of ring-fencing rules. To address this challenge and to deal with such valuation/transfer pricing risks, the resource-rich countries often apply transfer pricing rules based on the arm's-length principle not only to cross-border transactions but also to transactions between different legal entities that operate in the same jurisdiction (domestic transactions). Where ring-fencing is used and the different parts of the same legal entity are subject to different tax treatment or there is a risk of profit shifting between the ring-fenced

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or more operating parameters (e.g., conveyor speed, movement direction of the conveyor or conveyance means, and/or the like), move to a different location/area of the MRF, and/or other parameters based on the information obtained from various data streams. Some of the include mechanical separation mechanisms (or mechanical separators). As examples, the mechanical separation mechanisms can include vibratory equipment to form a vibratory screen, screen separators (e.g., of ) that may employ discs and/or the like, ballistic separators, and/or the like. Such mechanical separators may be used as an initial separation means for a given waste stream to generate a relatively crude recoverable (commodity) material stream and residual stream. Each such stream may then be passed through one or more other sorters (e.g., robotic, optical, air, vibratory, and so forth) for further refinement and/or purification of the recoverable material stream, and further recovery of recoverable materials from the residual stream. Although many of the sorting means is discussed herein are mechanical in nature, for purposes of the present disclosure, the mechanical separators connote any sort of separation technology useable with a MRF that is not otherwise discussed herein w.r.t other sorting technologies. Such mechanical separators may include sensors feeding a data stream (e.g., including and/or sensor data ) to control indicating the efficiency of the separation, to allow to engage the additional sorter(s) as necessary. Other sensors, as discussed elsewhere, may feed control system a data stream about the operating status of the mechanical separators (e.g., whether the separator is jammed or clogged, is in need of service, requires a speed adjustment to optimize efficiency, and/or the like). In any of the examples discussed herein, any of the can include mobility mechanisms (also referred to as locomotion mechanisms and/or the like) and/or any other devices or subsystems to transport themselves from place to place. These mobility mechanisms allow the to move throughout the MRF based on the command/instructions received from the . These movement mechanisms can include walking mechanisms (e.g., using any number of legs), rolling mechanisms (e.g., wheels, continuous tracks, and the like), propulsion mechanisms, cranes, and/or any other suitable mechanism, including any of those discussed herein. In some implementations, the can utilize a suitable motion planning optimization techniques, costmaps, and/or AI/ML techniques to perform the movements necessary to travel throughout the MRF. The various sorters (e.g., mechanical, robotic, optical, air, and/or any other type) may be located at any

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SEARCH ARCHIVE Advanced Search EurekAlert! Science News A service of the American Association for the Advancement of Science EurekAlert! Science News A service of the American Association for the Advancement of Science Home News Releases Multimedia Meetings Login Register News Release 13-Jan-2016 Novel blood thinner found to be safe and effective in women Study shows cangrelor reduces the odds of cardiovascular events by 35 percent in women undergoing coronary stenting when compared to standard therapy Peer-Reviewed Publication Brigham and Women's Hospital Percutaneous coronary intervention (PCI) is a staple of modern day medicine in which cardiologists place a stent in a blood vessel around the heart in order to restore blood flow in people with heart disease. Blood thinners allow for the procedure to be completed with a reduced risk of certain complications such as clots. In 2015, a potent intravenous blood thinner, cangrelor, was FDA approved for this purpose following positive results from a multi-center trial. However, the efficacy and safety of blood thinners in women has not been previously well studied. In new research, investigators from Brigham and Women's Hospital compared the safety and efficacy of cangrelor to another commonly used anti-platelet therapy, clopidogrel, to see whether the effects differed between men and women. Researchers found that among women, cangrelor reduced the odds of major adverse cardiovascular events by 35 percent and reduced the odds of stent thrombosis (clot in a stent) by 61 percent when compared to standard therapy. The odds of severe bleeding were not increased. Their findings are published in the January 19, 2016 issue of Circulation. "In the past, questions have been raised about the safety and efficacy of blood thinners in women," said lead author Michelle O'Donoghue, MD, MPH, a cardiologist and researcher at Brigham and Women's Hospital. "This study provides important reassurance overall that this potent and novel intravenous blood thinner appears to offer as much benefit for women as it does for men." The research team used data from the randomized control trial, CHAMPION PHOENIX, which studied cangrelor in more than 11,000 patients who were undergoing elective or urgent stenting. ### CHAMPION PHOENIX was funded by The Medicines Company, which manufactures cangrelor. Brigham and Women's Hospital (BWH) is a 793-bed nonprofit teaching affiliate of Harvard Medical School and a founding member of Partners HealthCare. BWH has more than 3.5 million annual patient visits, is the largest birthing center in Massachusetts and

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patents. Azerbaijan has the following two: for the ‘Oil and Gas Production and Transportation’ cluster, the S&T domains Chemistry and chemical engineer- ing, Energy and Nanotechnology and materials could be aligned with the E&I domain Manufac- ture of coke and refined petroleum products. For the ‘Chemical Products’ cluster, the S&T domains Chemistry and chemical engineering and Nano- technology and materials could again be matched with the E&I domains. In this case, further con- cordances could be also found with the Agrifood and Biotechnology S&T domains. For all S&T do- mains except for Agrifood, the concordances were produced by both patents and publications. Georgia has two concordances: for the ‘Food Processing and Manufacturing’ cluster, the Agri- food S&T domain could be aligned with the man- ufacturing of food and beverages E&I domains through both patents and publications. For the ‘Metalworking Technology’ cluster, the Nano- technology and materials S&T domain could be matched with the Manufacture of fabricated met- al products E&I domain. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation251 Moldova has four concordances: for the econom- ic cluster ‘Food Processing & Manufacturing’, the Agrifood S&T domain could be matched with the corresponding food and beverage manufactur- ing E&I domains. The concordance was triggered by both patents and publications. For the ‘Wood Products’ cluster, a concordance was obtained be- tween the respective E&I domain and the Chem- istry and chemical engineering. For the cluster ‘Chemical Products’, a concordance between the E&I domain Manufacture of chemicals and chem- ical products and the Biotechnology, Chemistry and chemical engineering and Nanotechnology and materials S&T domains could be found. In all cases, the concordance is produced by both pat- ent and publications and seems to be satisfactory. For the cluster ‘Communications Equipment and Services’, a reasonable concordance between the Telecommunications E&I domain and the ICT and computer science S&T domain could be identified. The concordance is, in this case, produced by pub- lications only. Ukraine, having the largest number of S&T re- cords, has the following five concordances: in the cluster ‘Food Processing and Manufacturing’, the S&T domain Agrifood could be aligned with the Manufacture of food products E&I domain. The concordance was produced by both publications and patents. In the ‘Metalworking Technology’ cluster, a concordance could be produced between the Nanotechnology and materials S&T domain and the respective E&I domain. The concordance was produced by publications only, but in

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key data from other public institutions in a timely fashion, primarily because the national statistical law is not sufficiently clear in authorizing INE’s access to statistical information. When the law was passed in 1970, data exchanges were not a concern. Although a process to modernize the law has been at the forefront of political discussions for a decade, a revised version has yet to be formally implemented. This issue is a concern more generally because the older the national statistical law, the lower is statistical performance in general and data openness in particular at any country income level (figure 2.8). Other important elements of the legal framework are regulations governing data protection and the right to information. When these safeguards are lacking or weak, data exchanges can entail serious risks to data protection. 95 Lack of comprehensive data protection regulations is a problem in many parts of the world. 96 A review of African countries found that only 28 percent had procedures in place to ensure deidentification of data before publication. 97 Without a requirement to share data and guidance on how to treat confidential information, any risk-averse government employee would face few incentives to share data, especially confidential data, considering the possibly high costs should confidentiality be breached. The absence of comprehensive data protec-tion legislation can also facilitate misuse of data such as for political control or discrimination. 98 Independence of the NSO. The legal, financial, and institutional independence of the NSO is an import - ant element of a successful public intent data sys-tem, especially its data quality and openness. 99 The Figure 2.8 The older a country’s statistical laws, the lower is its statistical performance and the less open are its data Sources: WDR 2021 team, based on UNSTATS (Statistics Division, Department of Economic and Social Affairs, United Nations), UNSTATS (database), https://unstats.un.org/unsd/dnss/cp /searchcp.aspx; Partnership in Statistics for Development in the 21st Century (PARIS21), https://paris21.org/knowledge-database?keyword=&type%5B%5D=Statistical-Legislation -Country-Documents&date-from=&date-to=&page=; World Bank, World Development Indicators (database), https://databank.worldbank.org/source/world-development-indicators. Data at http://bit.do/WDR2021-Fig-2_8. Note: In panel a, the regression coefficient on age, controlling for GDP per capita, is –0.48, p < .01; in panel b, –0.39, p < .01. For the Statistical Performance Indicators, see World Bank, Statistical Performance Indicators (database), http://www.worldbank.org/spi. For the Open Data Inventory (ODIN), see Open Data Watch, https://odin.opendatawatch.com/. 01030507090 20406080 01030507090 20406080 10 20 30 40 50 60 70 10 0 0 20 30 40 50 6070Statistical Performance Index ODIN

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other preparations for making beverages Class 33 – Alcoholic beverages (except beers) Class 34 –Tobacco; smokers’ articles; matches SERVICES Class 35 – Advertising; business management; business administration; office functions Class 36 – Insurance; financial affairs; monetary affairs; real estate affairs Class 37 – Building construction; repair; installa- tion services 326 Annexes Class 38 – Telecommunications Class 39 – Transport; packaging and storage of goods; travel arrangement Class 40 – Treatment of materials Class 41 – Education; providing of training; enter- tainment; sporting and cultural activities Class 42 – Scientific and technological services and research and design relating thereto; indus- trial analysis and research services; design and development of computer hardware and software Class 43 – Services for providing food and drink; temporary accommodation Class 44 – Medical services; veterinary services; hygienic and beauty care for human beings or ani- mals; agriculture, horticulture and forestry services Class 45 – Legal services; security services for the physical protection of tangible property and indi- viduals; personal and social services rendered by others to meet the needs of individuals Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation327 Annex 6. Locarno Classification for industrial designs Class 1 – Foodstuffs Class 2 – Articles of clothing and haberdashery Class 3 – Travel goods, cases, parasols and per- sonal belongings, not elsewhere specified Class 4 – Brushware Class 5 – Textile piece goods, artificial and natural sheet material Class 6 – Furnishing Class 7 – Household goods, not elsewhere spec- ified Class 8 – Tools and hardware Class 9 – Packages and containers for the trans- port or handling of goods Class 10 – Clocks and watches and other meas- uring instruments, checking and signalling instru- ments Class 11 – Articles of adornment Class 12 – Means of transport or hoisting Class 13 – Equipment for production, distribution or transformation of electricity Class 14 – Recording, telecommunication or data processing equipment Class 15 – Machines, not elsewhere specified Class 16 – Photographic, cinematographic and op- tical apparatus Class 17 – Musical instruments Class 18 – Printing and office machinery Class 19 – Stationery and office equipment, art- ists’ and teaching materials Class 20 – Sales and advertising equipment, signs Class 21 – Games, toys, tents and sports goodsClass 22 – Arms, pyrotechnic articles, articles for hunting, fishing and pest killing Class 23 – Fluid distribution equipment, sanitary, heating, ventilation and air-conditioning equip-

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[]

in all circumstances and contexts, but their influence is greater the more they are trusted to use their skills. Education systems therefore need to empower school principals with sufficient autonomy to manage financial and human resources and to make decisions related to teaching and learning. But introducing autonomy will not be sufficient without support measures. Governments must be clear about the scope of school leaders' decision-making authority. They need to allocate adequate resources in a timely, equitable and predictable manner. School leaders need to be accountable to governments and communities for the responsible use of these resources to achieve feasible education outcomes. Governments must develop leaders' capacity to use resources effectively and their own capacity to monitor schools and use the information effectively. Trust should be developed further by meaningful and regular engagement. And governments need to be aware of and protect school leaders from the potential downsides of greater autonomy. ## RECOMMENDATION 2. SELECT, DEVELOP AND RECOGNIZE ## Invest in the professionalization of school principals ## a. Select talented school principals through inclusive recruitment Approaches to recruitment need to be inclusive and recognize that good leadership potential can be found in those who are 'modest and self-effacing, surprised to be singled out as effective leaders'. Talented people are likely to be discouraged if processes are closed and inequitable. While there may be alternative pathways to becoming a school leader, it is highly unlikely that someone could be appointed outside of the pool of current teachers. It, therefore, makes sense for initial teacher training to incorporate elements of leadership development. Talent spotting and succession planning should be integral components of recruitment strategies. Offering management and leadership roles in advance is desirable where circumstances allow. However, it is crucial to ensure that these approaches are free of bias, stereotypes and favouritism, and to avoid hierarchical structures, partisanship or patronage. Selection criteria should be clearly defined, objective and transparent to ensure that qualified candidates, regardless of their background or gender, have equal opportunities to demonstrate their diverse leadership skills. Politics should not play a role in the choice of school leaders. The lack of diversity in leadership positions is a problem for education decision making at all levels. Currently, 8 in 10 countries do not have measures in place to ensure balanced representation. Open selection processes could help reduce disparity in representation in leadership positions, but temporary quotas may be needed where

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[]

part of the analysis focuses on the methodo- logical aspect of the identification of EIST special- isation domains across the entire EaP perimeter, and for this reason considers and treats equally all E&I and S&T domains, throughout all EaP coun- tries, in order to offer the broadest spectrum of possible EIST specialisation domains that could be eventually selected for each single EaP country. 2. Methodology As previously stated, the goal of this analysis is to provide a common understanding of the evi- dence emerging from the E&I analysis performed in Part 2 and that coming from the S&T study performed in Part 3. To achieve this, it was de- cided to work on the granular data analysed in Part 3 and to take several steps to align the S&T specialisation domains uncovered in Part 3 with the E&I specialisation domains identified in Part 2. Notably, the S&T domains obtained in Part 3 were derived from the semantic content of scien- tific publications, research projects and patents by means of text mining techniques. These domains were therefore not bounded by the respective tax- onomies of the different data sources: this means that any specific S&T domain could, in principle, cross through taxonomic categories and be at the intersection of multiple classifications. In this 71 Ketels, C. et al., Methodology and Findings Report for a Cluster Mapping of Related Sectors, EC, 2014.work, the intersection of each S&T domain with the original taxonomies is exploited to link the S&T domains emerging from textual content with the E&I domains identified in Part 2 via NACE sectors. In essence, the work presented in Part 4 imple- ments Step 3 of the overall methodology. To achieve the proposed alignment, in this work, the following steps were followed. 1. For each EaP country, statistics of patent families associated with each S&T domain were extracted by IPC class. By doing this, the most recurrent IPC patent classes associat- ed with each S&T domain were identified for each country – importantly, records within the same IPC class could be assigned to different S&T domains: this combination of text mining with taxonomic characterisation enabled the identification of smaller niches within a clas- sification scheme that deal with a transversal topic (e.g. to disentangle nanotechnology and chemistry in patents classified under the sym- bol C01 – inorganic chemistry). 2. For each S&T domain and each EaP country, an IPC to NACE

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to NiMH batteries and the testing battery equipment used for this research.Batteries 2025 ,11, 30 3 of 20 2.1. The Batteries Regulation Concerning Portable Batteries of General Use Table 1 lists the parameters from Regulation EU 2023/1542 Annex III part B applicable to rechargeable PBGUs, such as NiMH, for which minimum performance and durability requirements will be set. These definitions are based on those found in standard IEC 61951-1 [5]. Table 1. Performance parameters from the Battery regulation, Annex III, part B, rechargeable batteries. Parameter Definition Rated capacityCapacity value of a battery determined under specified conditions and declared by the manufacturer. Charge (capacity) retentionCapacity that a battery can deliver after storage, at a specific temperature, for a specific time without subsequent recharge as a percentage of the rated capacity. Charge (capacity) recoveryCapacity that a battery can deliver with subsequent recharge after storage, at a specific temperature, for a specific time, as the percentage of rated capacity. Endurance in cyclesThe number of charge and discharge cycles a battery can perform under specific conditions before the capacity drops below a specified fraction of the rated capacity. The standard IEC 61951-2 is used for determining the parameters listed in Table 1. In Section 8, this research also uses the standard for primary batteries, IEC 60086 part 1 [27] and part 2 [ 28], together with the Nordic Ecolabel for primary batteries [ 29] and rechargeable batteries [30]. 2.2. Samples and Battery Energy Storage Testing (BESTEST) Laboratory at JRC The samples used in this research have been selected from the database on primary and secondary batteries created by the JRC since 2020 and that is in constant update. This database is not openly accessible for the time being but has been described in our previous research [25]. For the experimental analysis of the performance and durability, we use various brands of batteries commercially available in the European Union. Portable NiMH batteries and alkaline primary batteries (only in Section 8) of general use with the common designations AA, AAA, D, C, and 9V are used. A list of the selected batteries is presented in Table 2. All experiments are performed on pairs of batteries to check for repeatability. The differences in results between pairs of batteries were generally small; for all pairs used in this study, the difference was below 2%. The testing of the batteries is performed at the BESTEST Lab (see Figure 1).

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- Compartir el liderazgo en toda la escuela crea un entorno de aprendizaje colaborativo. El liderazgo compartido empodera y capacita a los miembros del profesorado para convertirse en líderes dentro de sus aulas, al alumnado para ser líderes activos con sus compañeros y compañeras, y a los padres, madres y miembros de la comunidad a estar más involucrados. Sin embargo, la colaboración es, de las cuatro dimensiones del liderazgo, a la que menos importancia se da en los programas de formación. - El liderazgo escolar es, con demasiada frecuencia, jerárquico. Los subdirectores y el profesorado pueden ayudar a alcanzar los objetivos escolares cuando se les dota de funciones, formación e incentivos claros. Sin embargo, solo la mitad de los países hacen hincapié explícitamente en la colaboración entre los miembros del profesorado en sus normas de liderazgo, y apenas un tercio de los programas de formación de líderes se centran en este aspecto. Aproximadamente el 81 % de los países exige que los consejos escolares incluyan a profesores, el 83 % a padres y madres de alumnos, el 62 % a los miembros de la comunidad y el 57 % al alumnado. ## Los líderes del sistema no reciben suficiente atención en los planes de liderazgo. - Los funcionarios de educación a nivel central y local son líderes potenciales. Pueden impulsar la mejora de todo el sistema y la armonización de la reforma y la política educativas. Los países reconocen cada vez más que estos funcionarios pueden tener una mayor influencia si se les concede más autonomía. - Los líderes del sistema son eficaces cuando trabajan con otros actores. En el estado mexicano de Puebla, el éxito de la reforma educativa fue el resultado de los esfuerzos coordinados de todo el sistema, que incluyeron el liderazgo de los funcionarios de educación. ## Los ministros de Educación trabajan en entornos políticos complejos y se ven obstaculizados por la brevedad de sus mandatos. - Los ministros compaginan múltiples exigencias durante breves mandatos y, a menudo, carecen de experiencia docente. Según muestra una nueva base de datos mundial, desde 2010, la mitad de los ministros de Educación abandonan su cargo antes de que se cumplan los dos años desde su nombramiento y solo el 23 % de ellos tiene experiencia previa en la enseñanza en centros escolares. - Los líderes políticos deben ser astutos con sus compromisos políticos

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be the existence of ring-fencing rules in mining. While the mining company must keep separate accounts and reflect separate results per each concession, the taxpayer is entitled to offset losses and profits between projects. 35 34 LIBRO.pmd (fao.org) . 35 A490-D12\_INF\_Mineras\_Perdidas\_cambiocriterio\_PAC\_IGV\_web\_final (sunat.gob.pe) . ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION ## 5.1.4 Requiring Separate Tax Identification Numbers for Each Mining Title Some resource-rich countries (i.e., Mozambique) have decided that ring-fencing is applied per mineral right or title and for each prospecting and exploration licence, mining certificate, or mining concession. In Mozambique, each taxable person must obtain a single tax identification number for each mining title and keep separate accounting for each project/licence. Each project is identified by a separate tax identification number, which means that one taxpayer may have multiple tax identification numbers. This can result in administrative complexities that need to be carefully considered and managed. ## 5.1.5 Clarifying the Date of Effectiveness Resource-rich countries that decide to introduce ring-fencing rules should be clear about which projects the rules will cover. It is inadvisable-and in most cases, it would be considered illegal-to apply the ring-fencing rules retroactively because this will also change the tax consequences for the past, which in most countries will not be permitted under constitutional principles. While the newly established ring-fencing rules may also apply to the existing projects (unless there is a stability clause in place that would prevent this), such an approach was taken by only a few countries because it also brings a significant compliance burden and administrative challenges. Ring-fencing rules should therefore preferably apply only to new licences/ projects granted after the year of entry into force, unless there are imperative policy reasons to the contrary. These entry-into-force and effectiveness considerations should be carefully considered and reflected in the legislation. Administrative guidance would be helpful to deal with transitional issues and to determine when the ring-fencing rules should apply to existing projects. ## 5.1.6 Stabilizing Ring-Fencing Rules in Investment Agreements Several resource-rich countries have signed mining contracts with investors containing specific fiscal clauses that guarantee that the fiscal provisions are stabilized (through stability clauses), which means that a set of fiscal terms is frozen at the time of signing the contract and will be applicable to a specific project until the end

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energy prices . . . . . . . . 39 The threat to Europe’s clean tech sector . . . . . . 42 The challenges of asymmetric decarbonisation . 44 A joint plan for decarbonisation and competitiveness . . . . . . . . . . . . . . . . . . 46 4. Increasing security and reducing dependencies . . . . . . . . . . . . . . . 50 Reducing external vulnerabilities . . . . . . . . . . 52 Strengthening industrial capacity for defence and space . . . . . . . . . . . . . . . . . 55 5. Financing investments . . . . . . . . . . . . . . 59 6. Strengthening governance . . . . . . . . . . . 63Contents 10THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 1. The starting point: a new landscape for Europe Europe has the foundations in place to be a highly competitive economy . The European model combines an open economy, a high degree of market competition and a strong legal framework and active policies to fight poverty and redistribute wealth. This model has allowed the EU to marry high levels of economic integration and human development with low levels of inequality. Europe has built a Single Market of 440 million consumers and 23 million companies, accounting for around 17% of global GDP [see Figure 1] , while achieving rates of income inequality that are around 10 percentage points below those seen in the United States (US) and China, according to some measures [see Figure 2] . At the same time, the EU’s approach has delivered outstanding outcomes in terms of governance, health, education and environmental protection. Of the world’s ten top-scoring countries for the application of the rule of law, eight are EU Member Statesi. Europe leads the US and China in terms of life expectancy at birth and low infant mortalityii. Europe’s education and training systems deliver strong educational attainment, with a third of adults having completed higher educationiii. The EU is also the world leader in sustainability and environmental standards and progress towards the circular economy, backed by the most ambitious global targets for decarbonisation, and can benefit from the largest exclusive economic zone in the world,

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professionalization. Other countries have even taken steps to shape approaches to leadership, urging leaders to engage more with those around them. Change can be slow, however, when it involves long-standing cultures and traditions. This report’s four recommendations focus on actions governments can take to foster leadership in education at school and in the civil service. They are underpinned by four dimensions of an education leader’s role that are relevant for them to lead effectively, whether they work in a school or a government education office: to set expectations, to focus on learning, to foster collaboration and to develop capacity. These dimensions should be the basis upon which to build coherent national strategies of education leadership that cut across all levels of the system. For an education system to work well, leaders at different levels need to be working in the same direction to achieve common goals. RECOMMENDATION 1. TRUST AND EMPOWER Create the enabling conditions for school principals to improve education There can be no leadership when there is no opportunity to make decisions. Education leaders contribute to education improvement in all circumstances and contexts, but their influence is greater the more they are trusted to use their skills. Education systems therefore need to empower school principals with sufficient autonomy to manage financial and human resources and to make decisions related to teaching and learning. But introducing autonomy will not be sufficient without support measures. Governments must be clear about the scope of school leaders’ decision-making authority. They need to allocate adequate resources in a timely, equitable and predictable manner. School leaders need to be accountable to governments and communities for the responsible use of these resources to achieve feasible education outcomes. Governments must develop leaders’ capacity to use resources effectively and their own capacity to monitor schools and use the information effectively. Trust should be developed further by meaningful and regular engagement. And governments need to be aware of and protect school leaders from the potential downsides of greater autonomy.RECOMMENDATION 2. SELECT, DEVELOP AND RECOGNIZE Invest in the professionalization of school principals a. Select talented school principals through inclusive recruitment Approaches to recruitment need to be inclusive and recognize that good leadership potential can be found in those who are ‘modest and self-effacing, surprised to be singled out as effective leaders’. Talented people are likely to be discouraged if processes are closed and inequitable. While there may be alternative

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u virusne nukleinske kiseline COVID-19 putem RT-PCR. Kompletna krvna slika i nivo seruma CRP rutinski su mereni na prijemu. Svi klini~ki i laboratorijski podaci pacijenata su prikupljeni i analizirani. Klasifikacija te`ine bolesti bila je u skladu sa klini~kom klasifikacijom privremenih uputstava SZO, a le~enje pacijenata prilago |eno me|unarodnim smernicama. Izvr{ili smo procenu ROC krive parametara analize krvi kao i njihovu povezanost sa te`inom bolesti COVID-19. Rezultati: U istra`ivanje je uklju~eno 145 pacijenata sa infekcijom COVID-19. Srednja vrednost starosti bila je 50 godina (32-63 godine), a 75 pacijenata (51,7%) bili su mu{karci. U lak{u grupu svrstan je 101 pacijent, a u te`u 75 (51.7%) were men. 101 patients were classified in the non-severe group and 44 patients in the severe group. Based on disease severity, significant differences were observed in the age, gender, comorbidities, and respiratory symptom. Similarly, the biological analysis found significant differences for the neutrophil count, lymphocyte count, eosinophil count, and CRP level . However, according to ROC curves of these laboratory biomarkers, the AUC of CRP at 0.872 was significantly higher than all other parameters. Further, CRP was independently associated withseverity of COVID-19 disease (OR = 1.11, 95% IC (1.011.22) and OR = 1.13, 95% IC (1.04-1.23)). Conclusions: This study found that the CRP level at admission represent a simple and independent factor that can be useful for early detection of severity during COVID-19 and the easy guidance of primary care. Keywords: COVID-2019; SARS-CoV-2; C-reactive Protein; early predictor; severity ## Introduction The novel coronavirus (COVID-19) pandemic is the defining global health crisis of the moment and the greatest threat we have faced during this century. As a highly contagious virus, the infection has emerged in China in January 2020 (1). After Asia, it has then rapidly spread globally. The United States, Brazil, Russia, and Europe are the most affected regions today. According to the World Health Organizations'(WHO) data, in May 2020, five million of the global population has been infected, with more than 340,000 deaths (2). According to the WHO interim guidance (3), the clinical manifestations of COVID-19 disease are heterogeneous, including severe and non-severe forms. The management of patients is therefore adapted to the severity of the clinical situation. According to recent experiences, the majority of infected persons are not severely affected and can recover without medical intervention, whereas a small number of cases need to be carefully treated and hospitalized in an intensive unit (4, 5).

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electrical equipment | | | | X | | | | 28 | Manufacture of machinery and equipment n.e.c. | | | | X | | | | 310 | Furniture | | X | | X | | | ## Mapping the economic potential in Manufacturing: results for Moldova Results of the economic mapping for Moldova are shown in Table 2.12 . In total, 5 manufacturing industries have been identified as having a current strength and only one manufacturing industry has been identified as having an emerging strength (these industries are highlighted in the two columns with an 'X' in a green-coloured cell). Industries with current strength include Processing/preserving of fish, etc. (102); Manufacture of textiles (13); Manufacture of wearing apparel (14); Manufacture of leather and related products (15); and Furniture (310). Industries with emerging strength include Manufacture of chemicals and chemical products (20). ## Table 2.12. Economic mapping results for Manufacturing for Moldova n.e.c. = not elsewhere classified | | | Employ- ment | Turnover | Employ- ment & turnover | Employ- ment | Turnover | Employ- ment & turnover | |-----|---------------------------------------------------------------------------------------------------------------------------------|----------------|------------|---------------------------|----------------|------------|---------------------------| | | | Current | Current | Current | Emerging | Emerging | Emerging | | | | 7 | 10 | 5 | 1 | 7 | 1 | | 101 | Processing/preserving of meat | | X | | | | | | 102 | Processing/preserving of fish, etc. | X | X | X | | | | | 103 | Processing/preserving of fruit, vegetables | | X | | | | | | 104 | Vegetable and animal oils and fats | X | | | | X | | | 106 | Grain mill products, starches and starch products | | | | | X | | | 13 | Manufacture of textiles | X | X | X | | | | | 14 | Manufacture of wearing apparel | X | X | X | | | | | 15 | Manufacture of leather and related products | X | X | X | | | | | 16 | Manufacture of wood and of products of wood and cork, except furniture; manufacture of articles of straw and plaiting materials | | | | | X | | | 19 | Manufacture of coke and refined petroleum products | | | | | X | | | 20 |

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contracting with multilateral donors to deliver a programme. - Multilateral flows refers to bilateral donor contributions pooled with other contributions and disbursed at the discretion of the multilateral donor to fund its own programmes and running costs. For a list of bilateral and multilateral donors, see the 'Donors' worksheet at: https://webfs.oecd.org/oda/ DataCollection/Resources/DAC-CRS-CODES.xls. ## TABLE 1: DEVELOPMENT AND HUMANITARIAN ASSISTANCE ODA comprises bilateral and multilateral development assistance, both sector allocable and non-allocable (e.g. general budget support, humanitarian aid and debt relief). ODA disbursements are reported as follows: - Total ODA - As volume, in million US dollars - As a share of gross national income (GNI) - Contributions to multilateral donors (a subset of total ODA) - As volume, in million US dollars - As a share of total ODA disbursements. Reported humanitarian assistance is a subset of total ODA from the OECD CRS database. It has been estimated using the cash-flow approach. ## TABLES 2 AND 3: DEVELOPMENT ASSISTANCE TO EDUCATION BY DONOR AND BY RECIPIENT Direct aid to education is aid reported in the CRS database as direct allocations to the education sector. Four education levels are distinguished: - Basic covers primary education, basic life skills for youth and adults, and early childhood education. - Secondary covers general secondary education and vocational training. - Post-secondary covers tertiary education as well as advanced technical and managerial training. - Level unspecified refers to any activity that cannot be attributed solely to the development of a particular level of education, such as education research and teacher training. General education programme support is often reported in this subcategory. Total aid to education adds to direct aid a component of general budget support (i.e. aid provided to governments without being earmarked for specific projects or sectors). It is reported as follows: - Total aid to education is direct aid to education plus 20% of general budget support. - Total aid to basic education is direct aid to basic education plus 50% of 'level unspecified' and 10% of general budget support. - Total aid to secondary education is direct aid to secondary education plus 25% of 'level unspecified' and 5% of general budget support. - Total aid to post-secondary education is direct aid to postsecondary education plus 25% of 'level unspecified' and 5% of general budget support. The share of

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Fundamental physics and mathematics Chemistry and chemical engineering Health and wellbeing Nanotechnology and materials ICT and computer science Environmental sciences and industries Governance, culture, education and the economy Energy Mechanical engineering and heavy machinery Agrifood Optics and photonics Biotechnology Baku State University 546 381 73 308 75 105 86 27 28 44 86 33 Azerbaijan Mational Academy of Sciences742 196 64 61 162 81 75 92 68 55 7 27 Azerbaijan State Oil and Industry University256 80 20 75 74 84 34 41 14 10 16 9 Azerbaijan Medical University 8 28 481 20 13 15 15 3 3 46 5 51 Azerbaijan Technical University 83 48 1 69 50 4 23 9 29 2 10 2 State Oil Company of the Azerbaijan Republic48 23 1 13 32 93 13 20 20 1 0 1 Azerbaijan State University of Economics32 11 13 31 18 4 38 12 10 2 5 4 National Nuclear Research Center 109 10 1 34 1 7 0 4 1 2 2 1 National Aviation Academy of Azerbaijan12 6 4 37 19 16 3 1 7 0 18 0 Azerbaijan State Advanced Training Institute for Doctors named after A. Aliyev1 1 77 2 2 1 1 0 0 0 0 0Figure 3.41. Top actors in Azerbaijan by number of records (all types), across all domainsAzerbaijan Scientific production in Azerbaijan is heavily con- centrated in a few institutions, notably Baku State University, the National Academy of Sciences and a few specialised universities. The most active public actor, by far, is the State Oil Company of the Azerbaijan Republic, also known as SOCAR, followed by several medical centres and ministries making up the rest of the ranking. Private actors, which account for a very low num- ber of records, are mostly linked to scientific and technical services, mining and the energy industry. 200 Part 3 Analysis of scientific and technological potential AZERBAIJAN Top 10 actors classified as ‘Public sector (excluding higher education and research institutions)’ NameNo of recordsMain S&T domains State Oil Company of the Azerbaijan Republic209Environmental sciences and industries; Fundamental physics and mathematics; ICT and computer science Ministry of Health 38 Health and wellbeing; Agrifood; Biotechnology National Centre of Ophthalmology 35Health and wellbeing; Environmental sciences and industries; Governance, culture, education and the economy Azerbaijan Scientific Research and Design-Prospecting Power Engineering Institute27Energy; ICT and computer science; Fundamental physics and mathematics Azerbaijan National Aerospace Agency22Environmental sciences and industries; Nanotechnology

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above. ## 5.2.3 Direct Methods These methods use the actual usage or benefit as a proxy. For instance, the cost of the drilling rig used during the taxable year for two or more licences should be apportioned based on the time/number of days it was used during the financial year on a specific licence area. This approach would result in the most reasonable outcome-rather than allocating such significant expenditure on some more indirect allocation key-such as total CapEx expenses on the different mining areas incurred during the year. For such significant expenses, the requirement to track the actual usage may be reasonable. ## 5.2.4 Indirect Methods For insignificant expenses, it may be more pragmatic to use allocation keys that can serve as reasonable proxies without placing an excessive compliance burden on the taxpayer. There are different indirect methods to apportion general and indirect expenditures and revenues based on production, direct revenues, and capital expenditure. Resource-rich countries might consider using these methods in specific cases, that is to say, for material general and indirect revenues and expenditures. ## Production Under this method, apportionment is based on the contribution of each licence area/business activity to production volumes. Advantage: It is relatively easy to apply if production volumes per mine are monitored. ## Disadvantages: - · For expenditures, it directly undermines one of the policy objectives of ring-fencing rules, which is to avoid the deferral of taxes where a taxpayer holds both a producing mine and a mine at the exploration or development stage. Essentially, a mining investor is required to allocate 100% of indirect and general costs to the mine that is producing and generating profits. None of the costs are allocated to the mine under exploration or development, even though it presumably benefits from the same shared services. The result is that taxes owed by the producing mine are substantially deferred compared to if some of the costs were allocated to the exploration licence (see the case of Mongolia in Box 18). ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES ## 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION - · For revenues, mines may produce different mineral products that are not easy to aggregate. For example, an investor holds one mine producing gold concentrate and another mine producing copper concentrate. The prices are expressed in different units (e.g., ounces

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[]

is measured using location quotients (LQs), which are defined as the ratio of the share of an industry in the national economy and the share of that same indus- try in the aggregate EaP economy. An LQ above 1 shows an above-average concentration in the industry, i.e. the share of e.g. employment of that industry in the national economy is higher than the share of employment of that same industry in the aggregate EaP economy. An LQ below 1 shows a below-average concentration in the industry, i.e. the share of e.g. employment of that industry in the na- tional economy is lower than the share of employment of that same industry in the aggregate EaP economy.of employees for each year in the 2012-2019 period; ■the rate of change in degree of specialisation for the number of employees for three time periods: between 2012 and 2015, between 2014 and 2017 and between 2016 and 2019; ■the degree of specialisation for turnover for each year in the 2012-2019 period; ■the average relative share of the total turn- over for each year in the 2012-2019 period; ■the rate of change in degree of specialisation for turnover for three time periods: between 2012 and 2015, between 2014 and 2017 and between 2016 and 2019. Degrees of specialisation have been calculated relative to the unweighted average of Georgia, Moldova and Ukraine. Specialised industries with critical mass are identified as those indus- tries for which the degree of specialisation and relative size for both the number of employees and turnover are above the thresholds for at least 6 out of 8 years shown in the first two columns in Table 2.2. Emerging industries with increasing degrees of specialisation and relative size are identified as those industries for which the change in the degree of specialisation for both the number of employees and turnover are above the thresholds shown in the last column in Table 2.2. To identify current strengths for both the number of employees and turnover the same minimum relative size of 0.1% has been used for each country, and for the degree of specialisation a minimum location quotient30 of 1.5. For changes over time, for both the number of employees and turnover, changes in both degrees of specialisa- tion have to be positive for at least 2 out of 3 time periods for all countries. Full results are shown in Annex 1. Here, we

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| 6 30 | 5 85 | 9 77 | 10 168 | 42 188 | 43 384 | 23 | 23 17 | 4 | 3 17 | 7 64 | 8 55 17 100 | 14 17 | 13 27 | 64 | 64 | 16 | 12 43 21 | 12 43 21 | 12 43 21 | 12 43 21 | 38 | 12 43 21 | 12 43 21 | 12 43 21 | 12 43 21 | | Japan | 709 | 922 | 261 | 389 | 121 | 132 | 326 | 401 | 479 | 605 | 71 | 165 | 26 | 20 | 231 | 289 | | 4 | 37 | 42 | 17 | 14 | 14 | 14 | 14 | 14 | 14 | 14 | 14 | 14 | | Kuwait* | 38 | 34 | 19 | 17 | 10 | | 10 | 8 | 38 | 34 | 0 | 0 | 0 | 0 | | 0 | 5 | 4 7 | 50 | 50 | 25 | 25 | 25 | 25 | 25 | 25 | 25 | 25 | 25 | 25 | | Lithuania* | 5 | 6 | | | | 8 | | | | | | | 0 | 0 0 | 3 | 6 | 36 | | | 2 | 13 | | | | | | | | | | | Luxembourg | 47 | 40 | 1 15 | 0 13 | 1 27 | 0 21 | 4 | 6 6 | 5 47 | 6 40 | 0 7 | 0 5 | 22 | 17 | 1 | 2 | 21 | 42 18 | 18 32 | 33 | 56 | 1 53 | 1 53 | 1 53 | 1 53 | 1 53 | 1 53 | 1 53 | 1 53 | 1 53 | | Netherlands | 87 | 80 | 14 | 40 | 6 | 5 | 6 67 | 35 | 87 | 80 | 14 | 39 | 6 | 5 | 67 | 34 | 3 | 3 | 16 | 50 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | 7 | | New

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[]

a region where a channel is formed. Note that in one transistor, channel widths in all regions are not necessarily the same. In other words, the channel width of one transistor is not fixed to one value in some cases. Therefore, in this specification, the channel width is any one of values, the maximum value, the minimum value, or the average value in a region where a channel is formed. - a channel width in a region where a channel is actually formed (hereinafter also referred to as an effective channel width) is different from a channel width shown in a top view of a transistor (hereinafter also referred to as an apparent channel width) in some cases. - an effective channel width is greater than an apparent channel width, and its influence cannot be ignored in some cases. - the proportion of a channel formation region formed in the side surface of the semiconductor is increased in some cases. In that case, an effective channel width is greater than an apparent channel width. - an effective channel width is difficult to estimate by actual measurement in some cases. For example, to estimate an effective channel width from a design value, it is necessary to assume that the shape of a semiconductor is known. Therefore, in the case where the shape of a semiconductor is not known accurately, it is difficult to measure an effective channel width accurately. - an apparent channel width is referred to as a surrounded channel width (SCW) in some cases. - SCW surrounded channel width - channel width in the case where the term “channel width” is simply used, it may represent a surrounded channel width or an apparent channel width. - channel width in the case where the term “channel width” is simply used, it may represent an effective channel width in some cases. Note that values of a channel length, a channel width, an effective channel width, an apparent channel width, a surrounded channel width, and the like can be determined, for example, by analyzing a cross-sectional TEM image and the like. - impurities in a semiconductor refer to, for example, elements other than the main components of a semiconductor. - an element with a concentration of lower than 0.1 atomic % can be regarded as an impurity. - an impurity for example, DOS (Density of States) in a semiconductor may be increased

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[]

section discusses in more detail, other types of publications, especially those that have engaged with the topic from feminist and post- colonial perspectives, have done a better job of attempting to correct this imbalance. 16 However, dictionaries are a good index of 'dominant 7 trends in the historiography' which, as Abha Sur cogently reminds us, 'are but refractions of the power relations in the world'. 17 The point remains: the visibility of women in the historiography of science has not necessarily been a function of their numbers, but of politics and power asymmetries, many of which stem from lingering imperial legacies about regimes of knowledgemaking and scientific rationality. We have come some way from the days of publications of 'scientific types' and encyclopaedias of scientists that listed no to very few women, 18 but we are still a long way from a time when women scientists, engineers and doctors, in their various guises, will have entered the historiographical mainstream. Indeed, the proportion of women in science often appears lower than it was because much of the scientific work women have engaged in historically - within or without the consecrated sites of professional science - has not been recognized and counted as such. One is reminded here of earlier feminist critiques, especially Rossiter's famous 'Matthew Matilda effect' in science, used to explain how women have been systematically denied credit for their scientific work and have been erased from histories of science, their achievements credited to (white) male colleagues who could leverage more scientific prestige and important institutional positions. 19 'When it [was] no longer possible … to render the women's share of the work invisible', AbirAm reminds us, 'society's solution has been to regard [their] contribution[s] as merely derivative'. 20 A study of the journal Theoretical Population Biology provides a striking illustration of the mechanisms by which female scientists' work has been rendered invisible. Only 7 per cent of the authors published in the 1970s were women, but the situation changed dramatically when researchers turned their attention to footnotes, where they represented more than half (59 per cent) of the programmers acknowledged in the pages of the journal. This example demonstrates that women's computing work was inseparable from knowledge- making in population genetics, but it was relegated to the footnotes of professional science and, until very recently at least, the footnotes of history- writing as well. 21 As we go forward,

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Optics and photonics 171 -10.0% 16 2 189Table 3.15. Number of records per S&T specialisation domain in Moldova 188 Part 3 Analysis of scientific and technological potential Figure 3.33. Number of records per S&T specialisation domain in Moldova 0 200 400 600 800 1 000 1 200 Number of records publicationsNanotechnology and materials Health and wellbeing Mechanical engineering and heavy machinery Governance, culture, education and the economy Chemistry and chemical engineering Fundamental physics and mathematics Electric and electronic technologies Biotechnology Agrifood Environmental sciences and industries Energy ICT and computer science Optics and photonics patents EC projectsHealth and wellbeing are domains in which Moldo- va’s S&T ecosystem presents a high critical mass, relative specialisation and scientific impact simul- taneously. In patents, Biotechnology (1.7), Agrifood (1.3), Health and wellbeing (1.3), Mechanical engineer- ing and heavy machinery (1.1) and Electric and electronic technologies (1.1) have a positive spe- cialisation. Given the patent counts in the coun- try for these domains, such figures provide a relevant indication of the country’s technological specialisation. Finally, Table 3.16 presents the change in the share of each domain within the S&T data sourc- es, comparing the 2011-2014 period to the more recent 2015-2018 period66. The small number of records, particularly patents, gathered for Moldo- va affects the temporal evolution indicators sig- nificantly, and thus some domains have not been considered. 66 See section ‘Temporal evolution of the S&T specialisation domains’ for further methodological information. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation189 Figure 3.34. Specialisation index across domains of Moldova’s S&T ecosystem against the EaP average, for publications Specialisation indexNo pubs. 100 500 1 000Normalised citation impact2 1.3 1 0.75 0.50.25 0.5 1 2 4 Agrifood Biotechnology Chemistry and chemical engineering Electric and electronic technologies Energy Environmental sciences and industries Fundamental physics and mathematics Governance, culture, education and the economy Health and wellbeing ICT and computer science Mechanical engineering and heavy machinery Nanotechnology and materials Optics and photonics Transportation Figure 3.35. Specialisation index across domains of Moldova’s S&T ecosystem against the EaP average, for patents 0.8 0.6 0.4 1.0 Specialisation indexBiotechnology Agrifood Health and wellbeing Mechanical engineering and heavy machinery Electric and electronic technologies Nanotechnology and materials ICT and computer science Energy Chemistry and chemical engineering Optics and photonics Fundamental physics and mathematics Governance, culture, education and the economy Environmental sciences and industries Transportation 190 Part 3 Analysis of scientific and technological potential

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be B and replying to A’s messages. Can O successfully pose as B without making A suspicious? This constitutes a weak form of the Turing test (weak because A has no reason to suspect she is talking to a non- human); the interesting question is whether O fails it because he has not learned the meaning relation, having seen only the form of A and B’s utterances. The extent to which O can fool A depends on the task — that is, on what A is trying to talk about. A and B have spent a lot of time exchanging trivial notes about their daily lives to make the long island evenings more enjoyable. It seems possible that O would be able to produce new sentences of the kind B used to produce; essentially acting as a chatbot. This is because the utterances in such conversations have a primarily social function, and do not need to be grounded in the particulars of the interlocutors’ actual physical situation nor anything else speciﬁc about the real world. It is sufﬁcient to produce text that is internally coherent. Now say that A has invented a new device, say a coconut catapult. She excitedly sends detailed instructions on building a coconut catapult to B, and asks about B’s experiences and suggestions for improvements. Even if O had a way of construct- ing the catapult underwater, he does not know what words such as rope andcoconut refer to, and thus can’t physically reproduce the experiment. He can 5189only resort to earlier observations about how B re- sponded to similarly worded utterances. Perhaps O can recognize utterances about mangos andnails as “similarly worded” because those words appeared in similar contexts as coconut andrope. So O de- cides to simply say “Cool idea, great job!”, because B said that a lot when A talked about ropes and nails. It is absolutely conceivable that A accepts this reply as meaningful — but only because A does all the work in attributing meaning to O’s response. It is not because O understood the meaning of A’s instructions or even his own reply. Finally, A faces an emergency. She is suddenly pursued by an angry bear. She grabs a couple of sticks and frantically asks B to come up with a way to construct a weapon to defend herself. Of course, O has no idea what A “means”. Solving a

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[]

(e.g., CIT, withholding taxes, or royalties) or via the application of VAT/GST grouping scheme (i.e., under which an entity that would have been in a refund position can use other entity's positive output VAT/GST and recover its input VAT/GST). 24 Most resource-rich countries impose these fiscal instruments along with the general CIT. In some cases, both the RRT and the CIT are imposed at a project level. However, the RRT is sometimes levied on a project basis, while a CIT is levied on aggregate company income. 25 For more on recommendations to address the VAT challenges in Mining Sector, see Swistak & Vernon-Lin (2023). ## 1.0 INTRODUCTION 2.0 THE FUNDAMENTALS OF RING-FENCING 3.0 THE BENEFITS AND RISKS OF RING-FENCING ## 4.0 DESIGNING RING-FENCING RULES 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION ## 4.5 Who Ring-Fencing Rules Should Apply To Ring-fencing rules usually apply to mining licence holders. In general, a licence holder is any person who carries out mineral exploration, mining, processing, transport, or marketing activities under a licence granted based on mining or other relevant laws. The main reason for subjecting mining licence holders to ring-fencing rules is that the income they generate is directly related to the extraction of non-renewable, finite (in most cases publicly owned) mineral resources. As such, governments can impose measures to speed up the payment of taxes from licence holders. In addition, licence holders' activities pose a risk of delayed revenues or lost revenue when you consider the typical features of the mining industry (i.e., price volatility, production level, long lead times to generate profits, etc.). Other actors in the mining sector, such as subcontractors, are generally not subjected to ring-fencing for several conceptual and practical reasons. Conceptually, subcontractors typically generate their income by providing their services to mining licence holders rather than from the extraction of the resource itself, and they do not carry the risks and rewards associated with normal mining enterprises. They often receive their payments for services rendered irrespective of the success or failure of a particular mining project. Therefore, they can be treated as any other business that does not benefit directly from the economic rent derived from the exploitation of the mineral resource. Practically, subcontractors are typically remunerated on a costplus-margin basis, and they will likely pass any costs associated with taxation, including the tax effect of the ring-fencing, onto the licence holder. Another practical consideration is

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|---------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----| | Figure 14.3 | Girls are less likely than boys to expect to actively participate in politics, but more likely to expect to vote and get informed about candidates..........................................................................................................................................235 | | | Figure 14.4 | Intended electoral participation is significantly higher among richer students ..................................................................236 | | | Figure 15.1 | Fast progress on access to WASH services is possible from all starting points..................................................................240 | | | Figure 15.2 | Progress on school internet connectivity has been fast but uneven...................................................................................... | 241 | | Figure 15.3 | The prevalence of bullying has increased more for girls than for boys................................................................................... | 242 | | Figure 15.4 | More countries are suffering attacks on education, though most attacks remain concentrated in a few countries......................................................................................................................................................................................244 | | | Figure 15.5 | Coverage of school meals varies widely between countries......................................................................................................246 | | | Figure 15.6 | The actual coverage of school meals programmes is higher if private school students are excluded.........................248 | | | Figure 15.7 | In Brazil, schools in hotter regions are less likely to have green spaces................................................................................ | 249 | | Figure 15.8 | Disasters have caused significant damage to critical infrastructure in Pacific Island countries...................................250 | | | Figure 16.1 | COVID-19 affected scholarship spending.........................................................................................................................................255 | | | Figure 16.2 | France and Germany stand out among the country donors.......................................................................................................255 | | | Figure 16.3 | In Germany, the number of students from low- and lower-middle-income countries has increased almost fivefold in the past 20 years................................................................................................................................................... | 257 | | Figure 16.4 | The number of international students has been steadily rising since 2000......................................................................... | 257 | | Figure 16.5 | International student mobility increased in some countries while it fell in others.............................................................258 | | | Figure 16.6 | Contributions from non-major industrialized nations are on the rise.....................................................................................259 | | | Figure 17.1 | In some regions, increases in the number of teachers means more untrained teachers.................................................263 | | | Figure 17.2 | Low shares of trained teachers increase the pupil/trained teacher ratio .............................................................................264 | | | Figure 17.3 | Trends in pupil/trained teacher ratios can reflect changes in the share of trained teachers or in the relative number of teachers......................................................................................................................................................265 | | | Figure 17.4 | Pupil/teacher ratios can be considerably higher when taking into account teachers' working hours.........................266 | | | Figure 17.5 | Format and content of in-service training matter......................................................................................................................... | 267 | | Figure 17.6

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[]

with demonstrated leadership potential. Scholars are selected by and receive academic and social support from a network of Mastercard ## FIGURE 16.6: Contributions from non-major industrialized nations are on the rise Aid to education in the form of direct scholarships and imputed student costs, 2013-22  b. By non-DAC countries donor  GEM StatLink: https:/ /bit.ly/GEM2024\_fig16\_6 Source: OECD Creditor Reporting System database. partners, including an African leadership academy, non-governmental organizations and universities. The support includes orientation and tutoring; leadership, entrepreneurship and community service training activities; and access to networks, resources (such as counselling) and opportunities for professional preparation (such as internships). Scholars also receive financial support, which varies by partner but generally includes tuition and fees; books, a laptop and other learning materials; accommodation; a living stipend; health insurance; and travel expenses. Between 2012 and 2019, the Scholars Program supported 5,100 scholars at the undergraduate and 1,000 scholars at the graduate level. In 2019, just before COVID-19, the programme further committed USD 850 million for 9,000 university students and also for 26,000 secondary education scholarships. Two thirds of scholars studied in their home country, and nearly all the African alumni who studied in Africa stayed on the continent. Among African scholars who studied abroad, about 50% had returned (Cosentino et al., 2019). In the Arab states, governments drive higher education funding through large programmes, such as the King Abdullah Scholarship Program launched in 2010 in Saudi Arabia, one of the largest overseas scholarship programmes worldwide (Hilal, 2013). Private foundations provide additional funding support, such as the Qaddumi Foundation supporting Palestinian students, the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research supporting Emirati students and the Elia Nuqul Foundation supporting Jordanian students (Campbell, 2021). In South Asia, the J. N. Tata Foundation, the Education Future International Scholarship and the Aga Khan Foundation administer programmes according to a new hybrid model, combining scholarships and education loans. In Japan, the Kobayashi International Scholarship Foundation and the Mitsubishi Corporation International Scholarship offer scholarships to outstanding students from Asia coming to Japanese universities. In China, the Schwarzman Scholars is a programme which funds up to 200 students annually - 20% Chinese students, 40% American and the remaining 40% from other countries - to attend a one-year masters at Tsinghua University in Beijing (Campbell, 2021). China has developed into a major scholarship provider for students from developing countries, although calculating

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representing the communityStay current and use data for decision making Focus on learningFocus on instructional development, e.g. through pedagogical supervisionProvide instructional resources and materials and align them to instructional goalsPlan, coordinate and evaluate the curriculumProtect staff from work distractionsMonitor student progress Foster collaborationDevelop a school culture and positive climateMaintain a safe, healthy school environmentRaise resources strategically, build networks and manage riskNurture collaboration, especially between teachers, and enable actionBuild relations and consult with families and community Develop people Keep track of teacher professional development needsProvide individualized professional support and mentoring opportunities for teachersEvaluate teachers and reward good performance Provide intellectual stimulationEstablish trusting relationships and manage conflictBe accessible Source: Leithwood (2012) and Leithwood et al. (2020a). 2024/5 • GLOBAL EDUCATION MONITORING REPORT 13 CHAPTER 1 • INTRODUCTION 1 Chapter 2 on school leadership roles, standards and impact describes how school leadership is becoming more and more challenging as education institutions are expected to deliver an expanding set of results. School leaders are typically called upon to respond to difficult circumstances, but their capacity was tested to the extreme during the COVID-19 pandemic. The management tools at school leaders’ disposal and the regulations which they have to follow are also becoming more sophisticated. School leadership is conceptualized and enacted in various ways, along the four dimensions of setting expectations, focusing on learning, fostering collaboration and developing people. The focus of school leadership is generally on the three areas of knowledge and skills related to people (e.g. caring, communication, networking, trust and confidence), instruction (e.g. observation, feedback, pedagogy, curriculum and assessment expertise) and organization (e.g. data use, technology, strategic thinking, resource allocation, management and reporting). The different contexts of schools – for example, urban vs rural, poor vs well-resourced, small vs large, public vs private, homogenous vs diverse, stable vs in emergency, and autonomous vs controlled – affect leadership. School leaders may be constrained by the context in which they operate in enacting leadership. Evidence on leadership’s impact on the achievement of education goals focuses on two levels – the academic, social, emotional and other personal development needs of individual students and teachers ; and school community objectives, such as learning, equality, inclusion, respect, engagement, harmony, cohesion, solidarity, justice, innovation, efficiency, sustainability, resilience, satisfaction and well-being – which are stepping stones to achieving these goals at the societal level. Research often focuses on whether observable characteristics, such as gender, formal education qualifications, socioeconomic and

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values are 80 89% . for SUPPORTED and 52 69% . for REFUTED. In sum we find that while off-the-shelf, state-of-the-art fact checker systems still leave ample room for improvement, they already serve as a good proxy for ranking pre-trained language models and decoding strategies with respect to the verifiability of the text they generate. ## 7 Conclusion and Discussion We presented a systematic analysis of the verifiability of text generated by a wide range of decoding strategies from large autoregressive language models. We assessed generated sentences with an offthe-shelf automatic fact-checker as well as through human annotations. We found that sampling decoding strategies produce text that is less verifiable, but also less repetitive when compared to strategies that consider most likely sequences according to the model distribution. We proposed a hybrid decoding strategy, combining the non-repetitive nature of sampling solutions with the verifiable generation of likelihood-based approaches. In our analysis, we considered the most viewed Wikipedia pages in 2017 and 2018. Our rationale was that such pages would represent topics that are likely to be highly covered in a random web crawl (e.g., OPENWEBTEXT and CCNEWS). Results (not reported in the paper) with a random set of Wikipedia pages showed lower values in terms of SPG and USPG ( i.e. , recall metrics). A potential line of future work could be to investigate relationships among training corpora and generation. We considered each sentence as a single claim to keep our experimental setting clean and avoid noise from an automatic claim extractor. However, some generations contain multiple claims that could be independently assessed. Studying such phenomena is an interesting future direction. ## References Anton Bakhtin, Sam Gross, Myle Ott, Yuntian Deng, Marc'Aurelio Ranzato, and Arthur Szlam. 2019. Real or fake? learning to discriminate machine from human generated text. arXiv preprint arXiv:1906.03351 . Yoshua Bengio, R´ ejean Ducharme, Pascal Vincent, and Christian Jauvin. 2003. A neural probabilistic language model. Journal of machine learning research , 3(Feb):1137-1155. Samuel Broscheit. 2019. Investigating entity knowledge in bert with simple neural end-to-end entity linking. Proceedings of the 23rd Conference on Computational Natural Language Learning (CoNLL) . Jaemin Cho, Minjoon Seo, and Hannaneh Hajishirzi. 2019. Mixture content selection for diverse sequence generation. arXiv preprint arXiv:1909.01953 . Zihang Dai, Zhilin Yang, Yiming Yang, William W Cohen, Jaime Carbonell, Quoc V Le, and Ruslan Salakhutdinov. 2019. Transformer-xl: Attentive language models beyond a fixed-length context. arXiv preprint arXiv:1901.02860 .

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breast cancer. The s ame effect is observed in breast tissue from individuals at increased risk of breast cancer ( BRCA1/2 mutation carriers) but could be rescued via risk-reducing pharmacological intervention in a clinical study. Interestingly, the WID - REA also differs between women who received hormone replacement therapy (HRT) and did or did not develop breast cancer, indi cating a potential to monitor individual breast cancer risk on HRT using the WID -REA. We therefore provide novel general and tissue- specific epigenetic clocks which are accurate at predicting chronological age and may further be an informatic measure of disease risk. Work described in this report is currently in press at Genome Biology and we have deployed an R package on github which will be implemented in the HEAP Hopsworks platform. HEAP – D8.2 Ageing DNAme signatures page 4/15 Project No. 874662 HORIZON 2020 Table of Contents Executive Summary .......................................................................... 3 1 Introduction ................................................................................. 5 2 Methods ...................................................................................... 6 2.1 Samples ................................................................................ 6 2.2 DNA extraction and methylation analysis ................................... 6 2.3 Methylation data processing ..................................................... 6 2.4 Epigenetic clock development ................................................... 7 2.5 Epigenetic clock validation datasets .......................................... 8 3 Results ........................................................................................ 8 3.1 General epigenetic clock .......................................................... 8 3.2 Cell type -specific epigenetic clocks .......................................... 10 3.3 Relative epithelial age ........................................................... 12 3.4 WID clocks R package ........................................................... 14 3.5 Publication ........................................................................... 14 4 Summary .................................................................................. 14 5 References ................................................................................. 15 HEAP – D8.2 Ageing DNAme signatures page 5/15 Project No. 874662 HORIZON 2020 1 Introduction Ageing has previously been described to be associated with distinct cellular changes including telomere shortening and DNA methylation (DNAme) alterations. DNAme changes form the basis of so -called epigenetic clocks which can be used to predict chronological age 1–4. Most available epigenetic clocks are designed to represent tissue -independent predictors of age and utili se common sample types such as blood or saliva samples 1,5. The “tick rate” of epigenetic clocks may allow for the prediction of disease and mortality risk 6. Both the number of cell divisions and replication - independent factors determine the pace of epigenetic clocks; hence, in order to use an epigenetic clock as a surrogate marker to monitor disease risk in a cell type as well as conditions which impact on this cell type must be considered. This is particularly crucial for multifactorial diseases like cancer where hormonal exposure is crucially involved and cell division may be

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FSM NRU | | 5,2 ₋₁ | 13,1 ₋₁ | 8503 ₋₁ | 8672 ₋₁ | … 8242 ₋₁ | 12 263 ₋₁ | … 17 ₋₁ 18 … | ₋₁ 17 ₋₁ … | 25 ₋₁ | NZL | | … 3,4 | 7,0 ₊₁ 9,5 | … … | … … | … | - … | … … | … … … | - … | NIU PLW | | 1,3 ₋₂ | 3,9 ₋₂ | … … | … | … … | … … | … … … | … … | … … | PNG | | 6,1 8,3 | 12,9 ₊₁ 25,9 | … | … … | … … | … | … … | … … | … | WSM SLB | | … | … | … | … | … | … | … … … | … | … | TKL | | 5,1 | 9,3 ₊₁ | … | … | … | | … | | … | TON | | 12,8 | 10,5 | 854 | 1184 | 1329 | … … | 16 23 | 26 | … | TUV | | 10,6 | 20,9 | … | 87 ₋₃ | 351 ₋₃ | … | … 3 ₋₃ | 11 ₋₃ | … | VUT | | | | … | … | | … | … … … 14 ₋₁ | … … 17 ₋₁ | … … | AIA ATG | | 3,5 ₋₂ 3,6 ₋₁ 4,8 ₋₁ | 10,1 ₋₁ 9,8 12,7 ₋₁ | … 4209 ₋₁ | … 3814 ₋₁ | … … 4728 ₋₁ | … 3268 ₋₁ 16 | … ₋₁ … … | … … | 12 ₋₁ … | ARG ABW | | 4,4 ₋₄ 2,8 ₋₁ | 19,4 ₋₄ 11,6 | … … | … … | … … | … … | … … | 20 | … … | BHS | | 4,0 | 12,5 | … | 3933 | 3279 | … | 24 18 | 17 … | 18 | BRB | | 4,3 | 18,5 | 2113 | 2113 | 2066 | 2113 | … 18 | | | BLZ | | 7,6 ₋₁ | 23,1 ₋₂ | 1187 ₋₁ | 2645 ₋₁ | 2144 ₋₁ | … | 12 ₋₁ | … | … 24 ₋₂ | BOL

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[]

Although the expansion of social protection programs is arguably the largest policy response to offset the economic impacts of the crisis, comparable sex-disaggregated measures of social protection coverage are largely unavailable. Data on personal identification cards and mobile phone own-ership should inform program design decisions, espe-cially as countries scale up digital platforms. Yet data on gender differences in ownership of personal identity cards are missing for more than a third of countries. Less than a quarter of LICs and LMICs report data on mobile phone ownership by women. c Even though the pandemic created new demands for statistics, it also interrupted the supply. More than half of LICs and LMICs reported that the COVID-19 pandemic affected national sta tistical offices’ abilit y to produce socioeconomic statistics.d This problem requires imme- diate attention, but building effective, gender-aware data systems will require sustained financial and human capital investments. Sources: Mayra Buvinic (Center for Global Development), Lorenz Noe (Data2x), and Eric Swanson (Open Data Watch), with inputs from the WDR 2021 team. a. UN Women (2020). b . Buvinic, Noe, and Swanson (20 20). c. Buvinic, Noe, and Swanson (20 20). d. UNSTAT S and World Bank (2020).Figure B2.3.1 Proportion of COVID-19 cases reported with sex-disaggregated data for 190 countries Sources: Global Health 50/50, University College London, COVID-19 Sex-Disaggregated Data Tracker (database), November 30, 2020, data release, https://globalhealth5050.org/the-sex-gender-and-covid-19 -project/; Global Change Data Lab, University of Oxford, Our World in Data, Coronavirus Pandemic (COVID-19) (database), https://ourworld indata.org/coronavirus; calculations of Open Data Watch, Washington, DC. Data at http://bit.do/WDR2021-Fig-B2_3_1.0 MarchApril May June 2020July August SeptemberOctoberNovember255075100Percent Sex-disaggregated? Yes No Propor tion of countries reporting sex-disaggregated data 62 | World Development Report 2021 Although data disaggregated at the individual level are central to understanding and addressing condi- tions that uniquely affect the lives of women, men, children, adults, the elderly, and persons with dis-abilities, the required data are not being sufficiently produced. For example, survey data on ownership of physical and financial assets have traditionally been collected at the household rather than the individual level, limiting their usefulness in understanding women’s relative wealth, rights, and decision-making power in their families. 49 Monetary poverty esti- mates are also based on household-level measures of resources, and “poor individuals” are identified based on the poverty status of their entire households, regardless of differences within households among women, men, and children in access to and use of resources. 50 Meanwhile, gaps remain

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briefly present the results for each individual country. 30 See note 29. 40 Part 2 Analysis of economic and innovation potential Current strengths Emerging strengths Degree of specialisationRelative size Change in degree of specialisation Georgia > 1.5 > 0.1% > 0 Moldova > 1.5 > 0.1% > 0 Ukraine > 1.5 > 0.1% > 0Table 2.2. Thresholds used to identify economic specialisations Agricultural sector Agriculture is an important sector in all EaP coun- tries, accounting for between 5% and 10% of GDP in Azerbaijan, Georgia and Ukraine, and for more than 10% in Armenia and Moldova (Figure 2.1). Employment in Agriculture accounts for almost 40% of the total employment in Azerbaijan and Georgia, between 20% and 25% in Armenia and Moldova and between 10% and 15% in Ukraine. It is important to note that the analyses in this report underestimate the relevance of the agri- cultural sector due to limited data availability for this industry. Economic data on employment, turn- over and wages are not available for Armenia and Azerbaijan, which not only excludes individual ag- ricultural industries from the potential list of prior-ity areas for these countries, but also makes it less likely that individual agricultural industries will be identified for Georgia, Moldova and Ukraine as the mapping analysis focuses on identifying relative specialisations compared to the unweighted EaP countries. With only three EaP countries contribut- ing to the EaP average for agricultural industries, an industry can be specialised for two of these countries at most. Mapping the economic potential – results for Georgia Results of the economic mapping for Georgia are shown in Table 2.3. In total, 28 industries have been identified as having a current strength and 40 industries have been identified as having an Figure 2.1. Importance of Agriculture in EaP countries Agriculture, forestry, and ﬁshing, value added (% of GDP) Employment in agriculture (% of total employment) 20 18 16 14 12 10 8 6 4 2 0 2010 2011 2012 2013 2014 2015 2016 2017 2018 201960 50 40 30 20 10 0 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Armenia Azerbaijan Belarus Georgia Moldova UkraineArmenia Azerbaijan Belarus Georgia Moldova Ukraine Source: World Bank World Development Indicators. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation41 emerging strength (these industries are high- lighted in the two columns on the right with an ‘X’ in a green-coloured cell).

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Smart Specialisation. 252 Part 5 Discussion of results and final remarks Georgia is developing the strategy for the Imereti region with plans for more regions to follow there- after. Georgia has completed the quantitative and qualitative mapping phase for the featured region and had a successful awareness-raising event at the end of 2020, co-organised with the JRC. The country is currently running the Entrepreneurial Discovery Process for the priority domains identi- fied in the mapping phase. Moldova started developing the strategy in 2017, with a strong commitment to implementation as Smart Specialisation was included in the 2020 Government Action Plan. The EDP has been in- terrupted by the COVID-19 pandemic and, after a while, was finished online. The county finalised drafting the strategy, which is expected to be adopted soon. Ukraine was the first country to start engage- ment with the JRC back in 2017 and engage in de- veloping regional Smart Specialisation Strategies. Out of 27 regions (24 districts), at least 11 have made efforts to start the process, while 8 regions are currently progressing with JRC support strat- egies. The country is simultaneously developing a national-level strategy, which will be aimed at directing the research and innovation potential to- wards the implementation of the United Nation’s Sustainable Development Goals (SDGs). Complementing these national processes, the quantitative results of the current report provide a minimum map of E&I-S&T specialisations, but cannot rule out the existence of other relevant specialisations or concordances found by analys- ing other data sources or, on the ground, during the EDP. The results of this study aim to strengthen evi- dence-based innovation policymaking in the ana- lysed countries and the whole Eastern Partnership region. The results can be used not only directly for the development of Smart Specialisation Strat- egies and for priority setting, which strengthens the potential impact of public and private invest- ments, but also for many other tasks in research, innovation and economics policy, such as pro- gramme development, funding, internationalisa-tion, collaboration, etc. The results may potentially benefit other sectoral policies also, aiming at un- locking the benefits of high value added through the application of new knowledge and technolo- gies. To orient policymaking, E&I domains for which a specific concordance with S&T domains was not found would probably require the development of new research and innovation strengths, analysing the opportunities for non-technological innova- tion, the construction of collaborations with expert partners

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). Any number of memory devices may be used to provide for a given amount of system memory 1203 . - the memory 1203 can be embodied as processor cache or scratchpad memory, volatile memory, non-volatile memory (NVM), and/or any other machine readable media for storing data. Examples of volatile memory include random access memory (RAM), static RAM (SRAM), dynamic RAM (DRAM), synchronous DRAM (SDRAM), thyristor RAM (T-RAM), content-addressable memory (CAM), and/or the like. - NVM can include read-only memory (ROM) (e.g., including programmable ROM (PROM), erasable PROM (EPROM), electrically EPROM (EEPROM), flash memory (e.g., NAND flash memory, NOR flash memory, and the like), solid-state storage (SSS) or solid-state ROM, programmable metallization cell (PMC), and/or the like), non-volatile RAM (NVRAM), phase change memory (PCM) or phase change RAM (PRAM) (e.g., Intel® 3D XPointTM memory, chalcogenide RAM (CRAM), Interfacial Phase-Change Memory (IPCM), and the like), memistor devices, resistive memory or resistive RAM (ReRAM) (e.g., memristor devices, metal oxide-based ReRAM, quantum dot resistive memory devices, and the like), conductive bridging RAM (or PMC), magnetoresistive RAM (MRAM), electrochemical RAM (ECRAM), ferroelectric RAM (FeRAM), anti- - the memory circuitry 1203 can include spintronic memory devices (e.g., domain wall memory (DWM), spin transfer torque (STT) memory (e.g., STT-RAM or STT-MRAM), magnetic tunneling junction memory devices, spin-orbit transfer memory devices, Spin-Hall memory devices, nanowire memory cells, and/or the like). - the individual memory devices 1203 may be formed into any number of different package types, such as single die package (SDP), dual die package (DDP), quad die package (Q17P), memory modules (e.g., dual inline memory modules (DIMMs), microDIMMs, and/or MiniDIMMs), and/or the like. - the memory circuitry 1203 is or includes block addressable memory device(s), such as those based on NAND or NOR flash memory technologies (e.g., single-level cell (“SLC”), multi-level cell (“MLC”), quad-level cell (“QLC”), tri-level cell (“TLC”), or some other NAND or NOR device). Additionally or alternatively, the memory circuitry 1203 can include resistor-based and/or transistor-less memory architectures. In some examples, the memory circuitry 1203 can refer to a die, chip, and/or a packaged memory product. In some implementations, the memory 1203 can be or include the on-die memory or registers associated with the processor circuitry 1201 . Additionally or alternatively, the memory 1203 can include any of the devices/components discussed infra w.r.t the storage circuitry 1204 . - SLC single-level cell - MLC multi-level cell - QLC quad-level cell - TLC tri-level cell

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can belong to two or more S&T domains, indicating multidisciplinarity, hybridisations and applications. A strong co-occurrence between the S&T domains of Energy and electric technologies can be observed, as well as between ICT and Transportation, and Mechanical engineering and Transportation. Agrifood, Biotechnology, Chemis- try, Environmental sciences and Health are also strongly related to varying degrees. The distinct distribution of data sources in the S&T domains is suggestive of their differing na- ture and orientation, instead based on scientific publications (so science-oriented), patenting (so Table I. The scientific and technological specialisation domains in the Eastern Partnership identified via topic modelling EaP S&T specialisation domains (in alphabetical order) Agrifood Biotechnology Energy Optics and photonicsHealth and wellbeingChemistry and chemical engineeringElectric and electronic technologies Environmental sciences and industries Governance, culture, education and the economy ICT and computer science TransportationNanotechnology and materialsFundamental physics and mathematics Mechanical engineering and heavy machinery technology-oriented) or where these two data sources are, to some degree, balanced. As such, S&T domains can be qualitatively categorised as7 science-oriented S&T domains, balanced S&T domains and technology-oriented S&T do- mains, as presented in the Table III. 7 Noting that the total volume of analysed scientific publi- cations is higher than that of patents. 14 Overview of economic, innovation, scientific and technological specialisations Publications (critical mass | CAGR)PatentsEC projectsTotal Nanotechnology and materials 29 067 3.7% 6 641 65 35 773 Health and wellbeing 17 874 14.5% 11 726 56 29 656 Fundamental physics and mathematics 26 852 1.9% 2 255 18 29 125 Mechanical engineering and heavy machinery5 582 9.9% 18 510 8 24 100 ICT and computer science 13 111 13.8% 4 044 61 17 216 Biotechnology 10 340 5.7% 5 837 29 16 206 Governance, culture, education and the economy14 895 24.3% 434 197 15 526 Environmental sciences and industries 10 735 10.6% 3 272 63 14 070 Electric and electronic technologies 5 874 5.8% 7 009 17 12 900 Energy 5 496 8.6% 5 828 54 11 378 Chemistry and chemical engineering 8 132 1.4% 2 380 14 10 526 Optics and photonics 8 043 -0.3% 1 896 19 9 958 Agrifood 2 949 12.5% 5 907 21 8 877 Transportation 2 355 20.4% 1 984 25 4 364Table II. Number of records per labelled topic group (i.e. ‘domain’) in the Eastern Partnership region Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation15 Summary of the strengths

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offers actionable recommendations that will enable policy makers to advance stronger economic growth across the region. Such a transition will require continued and sustained foundational reform to maximize the drivers of economic growth while pivoting to new transformative reforms to promote the development of more complex economic structures and institutions. These involve the need to discipline incumbents, boost the role of the private sector, strengthen the competitive environment, and reward merit. The emphasis on a strategy driven by innovation is also critically important for those countries that have already attained high-income status. Scan the QR code to see all the titles in this series.

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## MEMRINESS Memristive Neurons and Synapses for Neuromorphic Edge Computing ## Data Management Plan Version 1.1 04 November 2022  ## HISTORY OF CHANGES | Version | Publication date | Changes | |-----------|--------------------|---------------------------------------------| | 1 | 28.10.2022 | ▪ Initial version written by Dr. Erika Covi | | 1.1 | 04.11.2022 | ▪ Revision by Dr. Alexander Ruf | Action Number: [101042585] Action Acronym: [MEMRINESS] Action title: [Memristive Neurons and Synapses for Neuromorphic Edge Computing] Date: [04.11.2022] DMP version: [1.1] ## 1. Data Summary Will you re-use any existing data and what will you re-use it for? State the reasons if re-use of any existing data has been considered but discarded. MEMRINESS will use the already available data at NaMLab on the device fabrication and electrical properties as a starting point to develop and optimise the devices that are specifically needed for the project. The existing data are therefore used as a mean to compare the performance of the new devices. What types and formats of data will the project generate or re-use? Different types and formats of data are acquired within the project: - ▪ Laboratory data: datasets (*.txt, *.dat, *.hdf5, *.csv, *.xps, *.vms, *.xml, etc.), images (*.jpg, *.tiff, *.cdr, *.ai, *.pdf, *.png, etc.). - ▪ Research data: statistics (*.xls, *.dat), graphs (*.ogg, *.opj, *.pxp), bibliography (*.enl, *.bib). - ▪ Circuit designs and layouts (*.gds, ….) - ▪ Programming codes (*.py, *.txt, etc.): - ▪ Scientific texts: manuscripts (*.doc, *.docx, *.txt), presentations (*.ppt), books (*.pdf)…etc. - ▪ Dissemination material: fact-sheets, images, videos…etc. - ▪ Exploitable documents: patents. What is the purpose of the data generation or re-use and its relation to the objectives of the project? The purpose for accurate collection of data being generated within the MEMRINESS project is to give researchers the ability to answer relevant research questions and facilitate the repetition and validation of the study to other researchers. Data collection is essential for the achievement of the objectives of the project, it helps with maintaining the integrity of research, making informed decisions and ensuring quality assurance. Further, the objectives of disseminating and communicating the out-comes will benefit by the correct and systematic acquisition of data. What is the expected size of the data that you intend to generate or re-use? What is the origin/provenance of the data, either generated or re-used? Overall, we expect a rough estimate

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the National Strategy to Address the Abuse of Teachers, School Leaders and Other School Staff (AITSL, 2020). INCENTIVES CAN MAKE LEADERSHIP JOBS MORE ATTRACTIVE Governments deploy a range of mechanisms to ensure the job of a principal remains attractive despite its complexities. This section covers three issues: contractual modalities, progression opportunities and appraisal mechanisms. A major element of incentives is pay and allowances, which are covered in the finance chapter of this report (Chapter 18). There is a variety of contractual arrangements for principals Contract type significantly influences school leader experiences. Analysis of the PEER country profiles shows that in 37% of countries, government school principals have permanent contracts. For instance, in Cyprus, public school leaders are civil servants and trade unions play an active role in negotiations regarding working conditions, remuneration and evaluation (OECD, 2019). While a permanent position may foster a stable learning environment, it requires robust oversight mechanisms and continued professional development to ensure principals’ continued motivation. Civil servant status does not ensure permanent employment everywhere. In Bahrain, school principals are civil servants and governed under civil service employment law, but are The 2018 TALIS shows that the average age of lower secondary school principals was 51 years Government school principals have permanent contracts in 37% of countries 2024/5 • GLOBAL EDUCATION MONITORING REPORT 71 CHAPTER 3 • SCHOOL LEADERSHIP : SELECTION , TRAINING AND CONDITIONS 3 employed on a contract basis, with their contracts renewed annually for a maximum of three years. School principals in Samoa are employed under a civil servant agreement through the Public Service Commission, yet are considered contracted employees. In 10% of the countries, principals are hired with a temporary contract without a limit on the number of renewals, while in 17% of the countries there is a limit on how many times the contract can be renewed. Both modalities are flexible, although the lack of job security associated with such contracts may make them less desirable. Principals on fixed-term contracts have different statutory rights than permanent employees, such as fewer benefits and rights, and lower entitlement to pension and leave (OECD, 2019). In Armenia, Georgia and Ukraine, principals have temporary contracts of five or six years. The possibility of non-renewal can compel principals to focus heavily on short-term goals at the expense of long-term educational strategies. In the other 36% of the countries, principals are hired on a permanent basis or

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