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

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communication to become an exercise in rendering both marginalized science communicators and audiences more visible. She argues for the incorporation of feminist perspectives into the study of women in science, by focusing on feminist actors' scientific communications on birth control in Greece, disseminated through feminist media and targeted at women. Bethany G. Anderson and Kristen Allen Wilson continue this focus on audiences, this time at their intersection with public engagement and the pedagogy associated with the history of science. Attention shifts from the mass media of science communication to archival repositories and museums to explore the ways in which curatorial practices have rendered women and ethnic and racial minorities largely invisible in the archives of science, but also to consider concrete strategies of elevating the visibility of these scientific actors among the collections. The chapter discusses a joint initiative by the University of Illinois Archives and the Illinois Distributed Museum to create a more inclusive archive of science through the organization of a Women in Science Lecture Series that advocates new ways of engaging with archives and museums. Acknowledging the fact that women scientists usually conduct interdisciplinary research as members of several campus units and that their under- representation across disciplines takes different 2 7 forms, the project provides a platform for women from different scientific fields to discuss their careers and lives in science. Their lectures, which are widely publicized, are recorded and used as 'biographical 'vertical file[s] ' ' to create a different archive of science for future generations. The initiative not only provides a voice to women scientists, but also enables audiences to become involved in this process of knowledge- and archive- making by providing feedback via questionnaires. Andrea Pető's contribution concludes the volume with a discussion of women in science in twentieth- century Hungary, against the backdrop of alternating authoritarian and more democratic political regimes. Like the other papers in this section, she looks both to the past and the future, in this case to answer a question with bittersweet undertones: how to be a woman in science and laugh? Turning to the past, Pető argues, is a necessary step in identifying historical patterns of exclusion and discrimination and attempting to make predictions for the future. But it is also a warning that the fight for equality and equity is an ongoing project. For instance, she points out that in the past women often preferred to	[ "communication", "to", "become", "an", "exercise", "in", "rendering", "both", "marginalized", "science", "communicators", "and", "audiences", "more", "visible", ".", "She", "argues", "for", "the", "incorporation", "of", "feminist", "perspectives", "into", "the", "study", "of", "women", "in", "science", ",", "by", "focusing", "on", "feminist", "actors", "'", "scientific", "communications", "on", "birth", "control", "in", "Greece", ",", "disseminated", "through", "feminist", "media", "and", "targeted", "at", "women", ".", "\n\n", "Bethany", "G.", "Anderson", "and", "Kristen", "Allen", "Wilson", "continue", "this", "focus", "on", "audiences", ",", "this", "time", "at", "their", "intersection", "with", "public", "engagement", "and", "the", "pedagogy", "associated", "with", "the", "history", "of", "science", ".", "Attention", "shifts", "from", "the", "mass", "media", "of", "science", "communication", "to", "archival", "repositories", "and", "museums", "to", "explore", "the", "ways", "in", "which", "curatorial", "practices", "have", "rendered", "women", "and", "ethnic", "and", "racial", "minorities", "largely", "invisible", "in", "the", "archives", "of", "science", ",", "but", "also", "to", "consider", "concrete", "strategies", "of", "elevating", "the", "visibility", "of", "these", "scientific", " ", "actors", " ", "among", "the", "collections", ".", "The", "chapter", "discusses", "a", "joint", "initiative", "by", "the", "University", "of", "Illinois", "Archives", "and", "the", "Illinois", "Distributed", "Museum", "to", "create", "a", "more", "inclusive", "archive", "of", "science", "through", "the", "organization", "of", "a", "Women", "in", "Science", "Lecture", "Series", "that", "advocates", "new", "ways", "of", "engaging", "with", "archives", "and", "museums", ".", "Acknowledging", "the", "fact", "that", "women", "scientists", "usually", " ", "conduct", " ", "interdisciplinary", " ", "research", " ", "as", " ", "members", " ", "of", " ", "several", " ", "campus", "units", "and", "that", "their", "under-", " ", "representation", "across", "disciplines", "takes", "different", "\n\n", "2", "\n\n", "7", "\n\n", "forms", ",", "the", "project", "provides", "a", "platform", "for", "women", "from", "different", "scientific", "fields", "to", "discuss", "their", "careers", "and", "lives", "in", "science", ".", "Their", "lectures", ",", "which", "are", "widely", "publicized", ",", "are", "recorded", "and", "used", "as", "'", "biographical", "'", "vertical", "file[s", "]", " ", "'", " ", "'", "to", "create", "a", "different", "archive", "of", "science", "for", "future", "generations", ".", "The", "initiative", "not", "only", "provides", "a", "voice", "to", "women", "scientists", ",", "but", "also", "enables", "audiences", "to", "become", "involved", "in", "this", "process", "of", "knowledge-", "and", "archive-", " ", "making", "by", "providing", "feedback", "via", "questionnaires", ".", "\n\n", "Andrea", "Pető", "'s", "contribution", "concludes", "the", "volume", "with", "a", "discussion", "of", "women", "in", "science", "in", "twentieth-", " ", "century", "Hungary", ",", "against", "the", "backdrop", "of", "alternating", "authoritarian", "and", "more", "democratic", "political", "regimes", ".", "Like", "the", "other", "papers", "in", "this", "section", ",", "she", "looks", "both", "to", "the", "past", "and", "the", "future", ",", "in", "this", " ", "case", " ", "to", " ", "answer", " ", "a", " ", "question", " ", "with", " ", "bittersweet", " ", "undertones", ":", " ", "how", " ", "to", " ", "be", " ", "a", "woman", "in", "science", "and", "laugh", "?", "Turning", "to", "the", "past", ",", "Pető", "argues", ",", "is", "a", "necessary", "step", "in", "identifying", "historical", "patterns", "of", "exclusion", "and", "discrimination", "and", "attempting", "to", "make", "predictions", "for", "the", "future", ".", "But", "it", "is", "also", "a", "warning", "that", "the", "fight", "for", "equality", "and", "equity", "is", "an", "ongoing", "project", ".", "For", "instance", ",", "she", "points", "out", "that", "in", "the", "past", "women", "often", "preferred", "to" ]	[]
perceived to be lower due to this contract-by-contract approach to the fiscal administration of oil projects. Cost recovery is typically ring-fenced, as explained in Box 3. - · PSAs have not taken hold in mining. This issue is explored in Readhead et al. (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 ## BOX 3. RING-FENCING AND PSAS PSAs are typically designed to include cost recovery and productionsharing instruments. 9 Revenue sharing between the host government and the investor is normally determined by arrangements for assigned shares of production volumes. The obligation to pay CIT and other taxes may be placed on the investor or on a state-owned company on the investor's behalf. Cost recovery is often ring-fenced around the exploration and/or development licence within a contract area, which means that exploration and/or development costs associated with a particular licence must be recovered from revenues generated within that block or licence (Nakhle, 2010). In other words, if ring-fencing rules for different licences covered by a PSA exist, an investor should not be able to consolidate revenues and losses derived from different licences covered by a PSA. 10 In summary, for most sectors of the economy, the corporate tax base is determined at the subsidiary or branch level, not at the project or activity level. In the mining sector, however, it is common for governments to ring-fence mining projects, and/or mining income from other sources of income. This allows them to administer the specific tax regime for each project and/or mining activities separately from other commercial activities, accelerating government revenues and protecting the tax base. The application of ring-fencing rules is not exclusive to the extractive sectors. Some countries also apply the ring-fencing rules in the finance 11 and energy sectors. 12 In deciding whether ring-fencing rules are adequate for their mining tax regime, governments in resource-rich countries should be aware of the benefits and challenges of ring-fencing rules and how they would fit into the overall structure of the taxation framework, 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	[ "perceived", "to", "be", "lower", "due", "to", "this", "contract", "-", "by", "-", "contract", "approach", "to", "the", "fiscal", "administration", "of", "oil", "projects", ".", "Cost", "recovery", "is", "typically", "ring", "-", "fenced", ",", "as", "explained", "in", "Box", "3", ".", "\n", "-", "·", "PSAs", "have", "not", "taken", "hold", "in", "mining", ".", "This", "issue", "is", "explored", "in", "Readhead", "et", "al", ".", "(", "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", "#", "#", "BOX", "3", ".", "RING", "-", "FENCING", "AND", "PSAS", "\n\n", "PSAs", "are", "typically", "designed", "to", "include", "cost", "recovery", "and", "productionsharing", "instruments", ".", "9", " ", "Revenue", "sharing", "between", "the", "host", "government", "and", "the", "investor", "is", "normally", "determined", "by", "arrangements", "for", "assigned", "shares", "of", "production", "volumes", ".", "The", "obligation", "to", "pay", "CIT", "and", "other", "taxes", "may", "be", "placed", "on", "the", "investor", "or", "on", "a", "state", "-", "owned", "company", "on", "the", "investor", "'s", "behalf", ".", "Cost", "recovery", "is", "often", "ring", "-", "fenced", "around", "the", "exploration", "and/or", "development", "licence", "within", "a", "contract", "area", ",", "which", "means", "that", "exploration", "and/or", "development", "costs", "associated", "with", "a", "particular", "licence", "must", "be", "recovered", "from", "revenues", "generated", "within", "that", "block", "or", "licence", "(", "Nakhle", ",", "2010", ")", ".", "In", "other", "words", ",", "if", "ring", "-", "fencing", "rules", "for", "different", "licences", "covered", "by", "a", "PSA", "exist", ",", "an", "investor", "should", "not", "be", "able", "to", "consolidate", "revenues", "and", "losses", "derived", "from", "different", "licences", "covered", "by", "a", "PSA", ".", "10", "\n\n", "In", "summary", ",", "for", "most", "sectors", "of", "the", "economy", ",", "the", "corporate", "tax", "base", "is", "determined", "at", "the", "subsidiary", "or", "branch", "level", ",", "not", "at", "the", "project", "or", "activity", "level", ".", "In", "the", "mining", "sector", ",", "however", ",", "it", "is", "common", "for", "governments", "to", "ring", "-", "fence", "mining", "projects", ",", "and/or", "mining", "income", "from", "other", "sources", "of", "income", ".", "This", "allows", "them", "to", "administer", "the", "specific", "tax", "regime", "for", "each", "project", "and/or", "mining", "activities", "separately", "from", "other", "commercial", "activities", ",", "accelerating", "government", "revenues", "and", "protecting", "the", "tax", "base", ".", "The", "application", "of", "ring", "-", "fencing", "rules", "is", "not", "exclusive", "to", "the", "extractive", "sectors", ".", "Some", "countries", "also", "apply", "the", "ring", "-", "fencing", "rules", "in", "the", "finance", "11", " ", "and", "energy", "sectors", ".", "12", " ", "In", "deciding", "whether", "ring", "-", "fencing", "rules", "are", "adequate", "for", "their", "mining", "tax", "regime", ",", "governments", "in", "resource", "-", "rich", "countries", "should", "be", "aware", "of", "the", "benefits", "and", "challenges", "of", "ring", "-", "fencing", "rules", "and", "how", "they", "would", "fit", "into", "the", "overall", "structure", "of", "the", "taxation", "framework", ",", "as", "well", "as", "of", "the", "preconditions", "that", "should", "be", "in", "place", "for", "ring", "-", "fencing", "benefits", "to", "outweigh", "its", "costs", ".", "\n\n", "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", "\n\n", "10", " ", "Ring", "-", "fencing", "of", "PSA", "has", "been", "discussed", "in", "Guyana", "in", "regard", "to", "its", "Stabroek" ]	[ { "end": 261, "label": "CITATION_REF", "start": 239 }, { "end": 254, "label": "AUTHOR", "start": 239 }, { "end": 260, "label": "YEAR", "start": 256 }, { "end": 1140, "label": "CITATION_REF", "start": 1128 }, { "end": 1134, "label": "AUTHOR", "start": 1128 }, { "end": 1140, "label": "YEAR", "start": 1136 } ]
digital transformation, drawing on four country case studies. - A regional edition on Latin America will examine distributed and shared leadership, drawing on seven country case studies. Other actors can help ensure that public policy debate on education stays focused on the issues that matter most. There are interest groups that balance their concern for their members with their engagement in broader questions. These include teacher unions that defend working conditions and scrutinize reforms; student unions that strive for a seat at the table but also for deeper political and social change; and employer organizations that push for education to play a stronger role in national development. A range of expert perspectives influence government policy direction as well as social preferences for education. These include intellectuals and artists who take positions on the direction of the national education system through their public interventions, stirring debate; academics, think tanks and policy entrepreneurs who identify key issues in their research and publicize them and are invited to give advice; and international organizations that provide a cross-national perspective to education priorities. Finally, education leadership is often best exercised by civil society organizations and activists who champion the right to education and critically review the government's policy record; and by journalists who investigate weaknesses, expose negligence and analyse government reports. All these actors can also have the opposite effect through narrow, self-serving and divisive agendas. Yet their potential to play a positive role cannot be underestimated, as they have helped trigger far-reaching changes in education, often through advocating for openness, transparency and accountability as enabling conditions for dialogue. The monitoring part of the report consists of Chapters 7 to 18 . A short introductory chapter reviews recent developments in Sustainable Development Goal (SDG) 4 progress monitoring, including the 2025 Comprehensive Review of the SDG monitoring framework, the first Conference on Education Data and Statistics, and updates to the national SDG 4 benchmarking process. The following 10 chapters provide updates on progress towards each of the SDG 4 targets, accompanied by a policy focus section of interest. Some of these sections are related to leadership issues, such as university leadership, leadership education and school principal salaries. The last chapter examines education financing. ## RECOMMENDATIONS Leadership matters in education. It helps education institutions, education systems and societies to change for the better. Leaders do not act on their own - they respond to other actors	[ "digital", "transformation", ",", "drawing", "on", "four", "country", "case", "studies", ".", "\n", "-", "", "A", "regional", "edition", "on", "Latin", "America", "will", "examine", "distributed", "and", "shared", "leadership", ",", "drawing", "on", "seven", "country", "case", "studies", ".", "\n\n", "Other", "actors", "can", "help", "ensure", "that", "public", "policy", "debate", "on", "education", "stays", "focused", "on", "the", "issues", "that", "matter", "most", ".", "There", "are", "interest", "groups", "that", "balance", "their", "concern", "for", "their", "members", "with", "their", "engagement", "in", "broader", "questions", ".", "These", "include", "teacher", "unions", "that", "defend", "working", "conditions", "and", "scrutinize", "reforms", ";", "student", "unions", "that", "strive", "for", "a", "seat", "at", "the", "table", "but", "also", "for", "deeper", "political", "and", "social", "change", ";", "and", "employer", "organizations", "that", "push", "for", "education", "to", "play", "a", "stronger", "role", "in", "national", "development", ".", "A", "range", "of", "expert", "perspectives", "influence", "government", "policy", "direction", "as", "well", "as", "social", "preferences", "for", "education", ".", "These", "include", "intellectuals", "and", "artists", "who", "take", "positions", "on", "the", "direction", "of", "the", "national", "education", "system", "through", "their", "public", "interventions", ",", "stirring", "debate", ";", "academics", ",", "think", "tanks", "and", "policy", "entrepreneurs", "who", "identify", "key", "issues", "in", "their", "research", "and", "publicize", "them", "and", "are", "invited", "to", "give", "advice", ";", "and", "international", "organizations", "that", "provide", "a", "cross", "-", "national", "perspective", "to", "education", "priorities", ".", "Finally", ",", "education", "leadership", "is", "often", "best", "exercised", "by", "civil", "society", "organizations", "and", "activists", "who", "champion", "the", "right", "to", "education", "and", "critically", "review", "the", "government", "'s", "policy", "record", ";", "and", "by", "journalists", "who", "investigate", "weaknesses", ",", "expose", "negligence", "and", "analyse", "government", "reports", ".", "\n\n", "All", "these", "actors", "can", "also", "have", "the", "opposite", "effect", "through", "narrow", ",", "self", "-", "serving", "and", "divisive", "agendas", ".", "Yet", "their", "potential", "to", "play", "a", "positive", "role", "can", "not", "be", "underestimated", ",", "as", "they", "have", "helped", "trigger", "far", "-", "reaching", "changes", "in", "education", ",", "often", "through", "advocating", "for", "openness", ",", "transparency", "and", "accountability", "as", "enabling", "conditions", "for", "dialogue", ".", "\n\n", "The", "monitoring", "part", "of", "the", "report", "consists", "of", "Chapters", "7", "to", "18", ".", "A", "short", "introductory", "chapter", "reviews", "recent", "developments", "in", "Sustainable", "Development", "Goal", "(", "SDG", ")", "4", "progress", "monitoring", ",", "including", "the", "2025", "Comprehensive", "\n\n", "Review", "of", "the", "SDG", "monitoring", "framework", ",", "the", "first", "Conference", "on", "Education", "Data", "and", "Statistics", ",", "and", "updates", "to", "the", "national", "SDG", "4", "benchmarking", "process", ".", "The", "following", "10", "chapters", "provide", "updates", "on", "progress", "towards", "each", "of", "the", "SDG", "4", "targets", ",", "accompanied", "by", "a", "policy", "focus", "section", "of", "interest", ".", "Some", "of", "these", "sections", "are", "related", "to", "leadership", "issues", ",", "such", "as", "university", "leadership", ",", "leadership", "education", "and", "school", "principal", "salaries", ".", "The", "last", "chapter", "examines", "education", "financing", ".", "\n\n", "#", "#", "RECOMMENDATIONS", "\n\n", "Leadership", "matters", "in", "education", ".", "It", "helps", "education", "institutions", ",", "education", "systems", "and", "societies", "to", "change", "for", "the", "better", ".", "Leaders", "do", "not", "act", "on", "their", "own", "-", "they", "respond", "to", "other", "actors" ]	[]
to address the needs and requests of local residents. These connections can provide brokers with easier access to resources, decision-makers and information that are critical for resolving community issues. They can navigate bureaucratic processes more effectively and advocate for solutions that align with residents' concerns. Brokers' party affiliations also enhance the broker's credibility and influence within the community and also with local politicians, making them a valuable intermediary in addressing local challenges. The broker can be seen to help communities in situations where other possible routes have not yielded solutions, such as in this example from Ajit Vihar: 'In Ajit Vihar, we are needing some light for some streets to making it safer at night for us. Without proper lights, it be very dark and dangerous, so we decide to talk to the RWA for help. We had a big meeting with them, many people from our area coming to ask about this important thing. But, unfortunately, RWA people say they cannot be helping us with streetlights. They said budget is tight and many other reasons, making us very disappointed and worried about safety. Then we went to Ashok, he is a broker from the BJP, asking him if he could be helping us. He was a very good man, helping in our community. Ashok made some calls, talked to right peoples and arranged everything for the street lightings. He worked very hard for us, and finally, we got lights on our street! Now, at night, it will be much safer for us to walk and go around. All residents are very happy and thanking Ashok for his big help.' ## Education In interviews in all three of our communities, we found that our residents valued brokers' education qualifications as some measure of capability. This was due in part to the necessity of residents needing to make written correspondence, applications, petitions and claims to government bureaucracies to action assistance and services: 'It's important for our broker to have an education. If a person is educated, they are more likely to do a good job. Because applications and claims require a high level of reading and writing. Everything is written. This is part of what the broker does for us, getting the documents we need. It's too difficult for us to navigate all the paths needed for success in these matters.' It is not only the level of literacy that the	[ "to", "address", "the", "needs", "and", "requests", "of", "local", "residents", ".", "These", "connections", "can", "provide", "brokers", "with", "easier", "access", "to", "resources", ",", "decision", "-", "makers", "and", "information", "that", "are", "critical", "for", "resolving", "community", "issues", ".", "They", "can", "navigate", "bureaucratic", "processes", "more", "effectively", "and", "advocate", "for", "solutions", "that", "align", "with", "residents", "'", "concerns", ".", "Brokers", "'", "party", " ", "affiliations", " ", "also", " ", "enhance", " ", "the", " ", "broker", "'s", " ", "credibility", " ", "and", " ", "influence", " ", "within", " ", "the", "community", "and", "also", "with", "local", "politicians", ",", "making", "them", "a", "valuable", "intermediary", "in", " ", "addressing", " ", "local", " ", "challenges", ".", " ", "The", " ", "broker", " ", "can", " ", "be", " ", "seen", " ", "to", " ", "help", " ", "communities", " ", "in", "situations", "where", "other", "possible", "routes", "have", "not", "yielded", "solutions", ",", "such", "as", "in", "this", "example", "from", "Ajit", "Vihar", ":", "\n\n", "'", "In", "Ajit", "Vihar", ",", "we", "are", "needing", "some", "light", "for", "some", "streets", "to", "making", "it", "safer", "at", "night", "for", "us", ".", "Without", "proper", "lights", ",", "it", "be", "very", "dark", "and", "dangerous", ",", "so", "we", "decide", "to", "talk", "to", "the", "RWA", "for", "help", ".", "We", "had", "a", "big", "meeting", "with", "them", ",", "many", "people", "from", "our", "area", "coming", "to", "ask", "about", "this", "important", "thing", ".", "But", ",", "unfortunately", ",", "RWA", "people", "say", "they", "can", "not", "be", "helping", "us", "with", "streetlights", ".", "They", "\n\n", "said", "budget", "is", "tight", "and", "many", "other", "reasons", ",", "making", "us", "very", "disappointed", "and", "worried", "about", "safety", ".", "\n\n", "Then", "we", "went", "to", "Ashok", ",", "he", "is", "a", "broker", "from", "the", "BJP", ",", "asking", "him", "if", "he", "could", "be", "helping", "us", ".", "He", "was", "a", "very", "good", "man", ",", "helping", "in", "our", "community", ".", "Ashok", "made", "some", "calls", ",", "talked", "to", "right", "peoples", "and", "arranged", "everything", "for", "the", "street", "lightings", ".", "He", "worked", "very", "hard", "for", "us", ",", "and", "finally", ",", "we", "got", "lights", "on", "our", "street", "!", "Now", ",", "at", "night", ",", "it", "will", "be", "much", "safer", "for", "us", "to", "walk", "and", "go", "around", ".", "All", "residents", "are", "very", "happy", "and", "thanking", "Ashok", "for", "his", "big", "help", ".", "'", "\n\n", "#", "#", "Education", "\n\n", "In", "interviews", "in", "all", "three", "of", "our", "communities", ",", "we", "found", "that", "our", "residents", "valued", "brokers", "'", "education", "qualifications", "as", "some", "measure", "of", "capability", ".", "This", "was", "due", "in", "part", "to", "the", "necessity", "of", "residents", "needing", "to", "make", "written", "correspondence", ",", "applications", ",", "petitions", "and", "claims", "to", "government", "bureaucracies", "to", "action", "assistance", "and", "services", ":", "\n\n", "'", "It", "'s", "important", "for", "our", "broker", "to", "have", "an", "education", ".", "If", "a", "person", "is", "educated", ",", "they", "are", "more", "likely", "to", "do", "a", "good", "job", ".", "Because", "applications", "and", "claims", "require", "a", "high", "level", "of", "reading", "and", "writing", ".", "Everything", "is", "written", ".", "This", "is", "part", "of", "what", "the", "broker", "does", "for", "us", ",", "getting", "the", "documents", "we", "need", ".", "It", "'s", "too", "difficult", "for", "us", "to", "navigate", "all", "the", "paths", "needed", "for", "success", "in", "these", "matters", ".", "'", "\n\n", "It", "is", "not", "only", "the", "level", "of", "literacy", "that", "the" ]	[]
Skip to main content Skip to navigation Close dialogue 1 / 1 Next image Previous image Toggle caption Skip to navigation Support the Guardian Fund independent journalism with €12 per month Support us Support us Print subscriptions Search jobs Sign in Eur Europe edition UK edition US edition Australia edition International edition The Guardian - Back to home The Guardian News Opinion Sport Culture Lifestyle Show more Hide expanded menu News View all News World news UK news Climate crisis Ukraine Environment Science Global development Football Tech Business Obituaries Opinion View all Opinion The Guardian view Columnists Cartoons Opinion videos Letters Sport View all Sport Football Cricket Rugby union Tennis Cycling F1 Golf US sports Culture View all Culture Books Music TV & radio Art & design Film Games Classical Stage Lifestyle View all Lifestyle Fashion Food Recipes Love & sex Health & fitness Home & garden Women Men Family Travel Money Search input google-search Search Support us Print subscriptions Search jobs Holidays Digital Archive Guardian Licensing Live events About Us The Guardian app Video Podcasts Pictures Newsletters Today's paper Inside the Guardian Guardian Weekly Crosswords Wordiply Corrections Tips Search input google-search Search Search jobs Holidays Digital Archive Guardian Licensing Live events About Us Education Schools Teachers Universities Students Despite selling about 140m sausage rolls a year Greggs’ earnings are about £1bn a year less than those of Oxford University. Photograph: Bloomberg/Getty Images View image in fullscreen Despite selling about 140m sausage rolls a year Greggs’ earnings are about £1bn a year less than those of Oxford University. Photograph: Bloomberg/Getty Images Higher education Less than Greggs? Public have no idea of value of top universities, study finds Belief that snack chain’s revenues exceed those of Oxford one of many underestimations of importance of HE sector Richard Adams Education editor Wed 20 Aug 2025 01.01 CEST Last modified on Wed 20 Aug 2025 06.11 CEST Share Manchester United and Greggs’ famous sausage rolls are no match for the financial firepower of Britain’s leading universities, despite many members of the public thinking otherwise, according to research. The study by King’s College London’s policy institute revealed that many people have a string of misperceptions about the higher education sector, ranging from its size to the lucrative career boost it gives to graduates. KCL’s survey of 2,000 people found that many picked Greggs and Manchester United as bigger earners than the likes of the	[ "Skip", "to", "main", "content", "\n", "Skip", "to", "navigation", "\n", "Close", "dialogue", "\n", "1", "\n", "/", "\n", "1", "\n", "Next", "image", "\n", "Previous", "image", "\n", "Toggle", "caption", "\n", "Skip", "to", "navigation", "\n", "Support", "the", "Guardian", "\n", "Fund", "independent", "journalism", "with", "€", "12", "per", "month", "\n", "Support", "us", "\n", "Support", "us", "\n", "Print", "subscriptions", "\n", "Search", "jobs", "\n ", "Sign", "in", "\n", "Eur", "\n", "Europe", "edition", "\n", "UK", "edition", "\n", "US", "edition", "\n", "Australia", "edition", "\n", "International", "edition", "\n", "The", "Guardian", "-", "Back", "to", "home", "\n", "The", "Guardian", "\n", "News", "\n", "Opinion", "\n", "Sport", "\n", "Culture", "\n", "Lifestyle", "\n", "Show", "more", "\n", "Hide", "expanded", "menu", "\n", "News", "\n", "View", "all", "News", "\n", "World", "news", "\n", "UK", "news", "\n", "Climate", "crisis", "\n", "Ukraine", "\n", "Environment", "\n", "Science", "\n", "Global", "development", "\n", "Football", "\n", "Tech", "\n", "Business", "\n", "Obituaries", "\n", "Opinion", "\n", "View", "all", "Opinion", "\n", "The", "Guardian", "view", "\n", "Columnists", "\n", "Cartoons", "\n", "Opinion", "videos", "\n", "Letters", "\n", "Sport", "\n", "View", "all", "Sport", "\n", "Football", "\n", "Cricket", "\n", "Rugby", "union", "\n", "Tennis", "\n", "Cycling", "\n", "F1", "\n", "Golf", "\n", "US", "sports", "\n", "Culture", "\n", "View", "all", "Culture", "\n", "Books", "\n", "Music", "\n", "TV", "&", "radio", "\n", "Art", "&", "design", "\n", "Film", "\n", "Games", "\n", "Classical", "\n", "Stage", "\n", "Lifestyle", "\n", "View", "all", "Lifestyle", "\n", "Fashion", "\n", "Food", "\n", "Recipes", "\n", "Love", "&", "sex", "\n", "Health", "&", "fitness", "\n", "Home", "&", "garden", "\n", "Women", "\n", "Men", "\n", "Family", "\n", "Travel", "\n", "Money", "\n", "Search", "input", "\n", "google", "-", "search", "\n", "Search", "\n", "Support", "us", "\n", "Print", "subscriptions", "\n", "Search", "jobs", "\n", "Holidays", "\n", "Digital", "Archive", "\n", "Guardian", "Licensing", "\n", "Live", "events", "\n", "About", "Us", "\n", "The", "Guardian", "app", "\n", "Video", "\n", "Podcasts", "\n", "Pictures", "\n", "Newsletters", "\n", "Today", "'s", "paper", "\n", "Inside", "the", "Guardian", "\n", "Guardian", "Weekly", "\n", "Crosswords", "\n", "Wordiply", "\n", "Corrections", "\n", "Tips", "\n", "Search", "input", "\n", "google", "-", "search", "\n", "Search", "\n", "Search", "jobs", "\n", "Holidays", "\n", "Digital", "Archive", "\n", "Guardian", "Licensing", "\n", "Live", "events", "\n", "About", "Us", "\n", "Education", "\n", "Schools", "\n", "Teachers", "\n", "Universities", "\n", "Students", "\n \n", "Despite", "selling", "about", "140", "m", "sausage", "rolls", "a", "year", "Greggs", "’", "earnings", "are", "about", "£", "1bn", "a", "year", "less", "than", "those", "of", "Oxford", "University", ".", "\n ", "Photograph", ":", "Bloomberg", "/", "Getty", "Images", "\n", "View", "image", "in", "fullscreen", "\n", "Despite", "selling", "about", "140", "m", "sausage", "rolls", "a", "year", "Greggs", "’", "earnings", "are", "about", "£", "1bn", "a", "year", "less", "than", "those", "of", "Oxford", "University", ".", "\n ", "Photograph", ":", "Bloomberg", "/", "Getty", "Images", "\n", "Higher", "education", "\n", "Less", "than", "Greggs", "?", "Public", "have", "no", "idea", "of", "value", "of", "top", "universities", ",", "study", "finds", "\n", "Belief", "that", "snack", "chain", "’s", "revenues", "exceed", "those", "of", "Oxford", "one", "of", "many", "underestimations", "of", "importance", "of", "HE", "sector", "\n", "Richard", "Adams", "\n ", "Education", "editor", "\n", "We", "d", "20", "Aug", "2025", "01.01", "CEST", "\n", "Last", "modified", "on", "We", "d", "20", "Aug", "2025", "06.11", "CEST", "\n", "Share", "\n", "Manchester", "United", "and", "Greggs", "’", "famous", "sausage", "rolls", "are", "no", "match", "for", "the", "financial", "firepower", "of", "Britain", "’s", "leading", "universities", ",", "despite", "many", "members", "of", "the", "public", "thinking", "otherwise", ",", "according", "to", "research", ".", "\n", "The", "study", "by", "King", "’s", "College", "London", "’s", "policy", "institute", "revealed", "that", "many", "people", "have", "a", "string", "of", "misperceptions", "about", "the", "higher", "education", "sector", ",", "ranging", "from", "its", "size", "to", "the", "lucrative", "career", "boost", "it", "gives", "to", "graduates", ".", "\n", "KCL", "’s", "\n", "survey", "of", "2,000", "people", "\n ", "found", "that", "many", "picked", "Greggs", "and", "Manchester", "United", "as", "bigger", "earners", "than", "the", "likes", "of", "the" ]	[]
to professional development opportunities. Further research is needed to determine the effectiveness of the possibilities offered to students in this study. Local and state examinations could be used to compare students grades ' before and after implementing various educational practices. Further research is needed to ascertain the efficacy of the instructional strategies proposed in this study in bridging the achievement gap. One possible use of quantitative analysis in the classroom is to compare students grades before and after implementing new instructional tactics. ' ## In Conclusion Through my research, I reaffirm the need for teacher preparation, evidence-based intervention strategies, ongoing data monitoring, and equitable resource distribution to address the ELA achievement gap in Title I schools effectively. By focusing on these key areas, we can support students in low-income communities, allowing them to succeed academically and close the achievement gap in English Language Arts. The qualitative phenomenological data used in this study gave the researcher useful information about how teachers feel about different ways of teaching English Language Arts (ELA) and how well they work at closing the achievement gap. By studying the lived experiences of educators, the researcher was able to explore how these experiences shape teachers perceptions and practices in addressing literacy challenges in diverse classrooms. This ' study primarily focused on elementary school educators, particularly those working in lowincome districts, as there is a need for more research to understand how professional learning communities can enhance ELA instruction and close achievement gaps. Although this study specifically targeted ELA teachers, the findings may also offer valuable insights into the broader practices of professional learning communities across different grade levels and subject areas. The research method used is crucial in real-world educational settings, as it helps inform decision-making, guide professional development efforts, and shape the collaborative practices English Language Arts (ELA) classrooms, ultimately improving student literacy outcomes and within professional learning communities. This study aims to impact instructional practices in contributing to closing the achievement gap in schools serving diverse student populations. Through a qualitative phenomenological approach, the research provides a nuanced understanding of teachers strategies to support low-SES students in their academic journey. By ' analyzing the effectiveness of various instructional practices, this study offers valuable insights into closing the ELA achievement gap in Title I schools. The qualitative data collected will help us learn more about how teachers think about the strategies they use to deal with	[ "to", "professional", "development", "opportunities", ".", "\n\n", "Further", "research", "is", "needed", "to", "determine", "the", "effectiveness", "of", "the", "possibilities", "offered", "to", "students", "in", "this", "study", ".", "Local", "and", "state", "examinations", "could", "be", "used", "to", "compare", "students", " ", "grades", "'", "before", "and", "after", "implementing", "various", "educational", "practices", ".", "Further", "research", "is", "needed", "to", "ascertain", "the", "efficacy", "of", "the", "instructional", "strategies", "proposed", "in", "this", "study", "in", "bridging", "the", "achievement", "gap", ".", "One", "possible", "use", "of", "quantitative", "analysis", "in", "the", "classroom", "is", "to", "compare", "students", " ", "grades", "before", "and", "after", "implementing", "new", "instructional", "tactics", ".", "'", "\n\n", "#", "#", "In", "Conclusion", "\n\n", "Through", "my", "research", ",", "I", "reaffirm", "the", "need", "for", "teacher", "preparation", ",", "evidence", "-", "based", "intervention", "strategies", ",", "ongoing", "data", "monitoring", ",", "and", "equitable", "resource", "distribution", "to", "address", "the", "ELA", "achievement", "gap", "in", "Title", "I", "schools", "effectively", ".", "By", "focusing", "on", "these", "key", "areas", ",", "we", "can", "support", "students", "in", "low", "-", "income", "communities", ",", "allowing", "them", "to", "succeed", "academically", "and", "close", "the", "achievement", "gap", "in", "English", "Language", "Arts", ".", "\n\n", "The", "qualitative", "phenomenological", "data", "used", "in", "this", "study", "gave", "the", "researcher", "useful", "information", "about", "how", "teachers", "feel", "about", "different", "ways", "of", "teaching", "English", "Language", "Arts", "(", "ELA", ")", "and", "how", "well", "they", "work", "at", "closing", "the", "achievement", "gap", ".", "By", "studying", "the", "lived", "experiences", "of", "educators", ",", "the", "researcher", "was", "able", "to", "explore", "how", "these", "experiences", "shape", "teachers", " ", "perceptions", "and", "practices", "in", "addressing", "literacy", "challenges", "in", "diverse", "classrooms", ".", "This", "'", "study", "primarily", "focused", "on", "elementary", "school", "educators", ",", "particularly", "those", "working", "in", "lowincome", "districts", ",", "as", "there", "is", "a", "need", "for", "more", "research", "to", "understand", "how", "professional", "learning", "communities", "can", "enhance", "ELA", "instruction", "and", "close", "achievement", "gaps", ".", "Although", "this", "study", "specifically", "targeted", "ELA", "teachers", ",", "the", "findings", "may", "also", "offer", "valuable", "insights", "into", "the", "broader", "practices", "of", "professional", "learning", "communities", "across", "different", "grade", "levels", "and", "subject", "areas", ".", "The", "research", "method", "used", "is", "crucial", "in", "real", "-", "world", "educational", "settings", ",", "as", "it", "helps", "inform", "\n\n", "decision", "-", "making", ",", "guide", "professional", "development", "efforts", ",", "and", "shape", "the", "collaborative", "practices", "English", "Language", "Arts", "(", "ELA", ")", "classrooms", ",", "ultimately", "improving", "student", "literacy", "outcomes", "and", "within", "professional", "learning", "communities", ".", "This", "study", "aims", "to", "impact", "instructional", "practices", "in", "contributing", "to", "closing", "the", "achievement", "gap", "in", "schools", "serving", "diverse", "student", "populations", ".", "\n\n", "Through", "a", "qualitative", "phenomenological", "approach", ",", "the", "research", "provides", "a", "nuanced", "understanding", "of", "teachers", " ", "strategies", "to", "support", "low", "-", "SES", "students", "in", "their", "academic", "journey", ".", "By", "'", "analyzing", "the", "effectiveness", "of", "various", "instructional", "practices", ",", "this", "study", "offers", "valuable", "insights", "into", "closing", "the", "ELA", "achievement", "gap", "in", "Title", "I", "schools", ".", "The", "qualitative", "data", "collected", "will", "help", "us", "learn", "more", "about", "how", "teachers", "think", "about", "the", "strategies", "they", "use", "to", "deal", "with" ]	[]
ISBN 978- 3- 0343- 4669- 6	[ "ISBN", "978-", " ", "3-", "0343-", " ", "4669-", " ", "6" ]	[ { "end": 29, "label": "CITATION_SPAN", "start": 0 } ]
% d’entre eux indiquent s’être dotés d’une stratégie spécifique sur les océans et l’ODD 14. 0 2 4 6 8 10 12 14 16 18 20Asie centrale et du Sud (1)Afrique du Nord et Asie occidentale (3)Asie de l'Est et du Sud-Est (2)Amérique latine et Caraïbes (5)Afrique subsaharienne (8)Europe et Amérique du Nord (18) Nombre de pays /uni25CF Oui /uni25CF Oui, spéciﬁque à l’ODD 14 /uni25CF NonOui 49%Non 30% Oui 70%Oui, spéciﬁque à l’ODD 14 21% Figure 13 (résumé). Répartition des pays ayant déclaré s’être dotés ou non d’une stratégie nationale en vue de la mise en œuvre du Programme 2030 (« oui ») et/ou de l’ODD 14, au niveau mondial et par groupe régional. Source : données tirées du questionnaire du Rapport mondial sur les sciences océaniques 2020. COI RAPPORT MONDIAL SUR LES SCIENCES OCÉANIQUES 2020 / 13RÉSUMÉ EXÉCUTIF ChIffRES ET DONNÉES fACTUELLES L ’état de préparation à l’établissement de rapports sur la mise en œuvre des différentes cibles de l’ODD 14 varie selon les régions et les cibles Parmi les pays ayant répondu au questionnaire, 25 ont déclaré s’être dotés de mécanismes d’établissement de rapport pour les cibles et indicateurs relatifs à l’ODD 14.	[ "%", "d’entre", "eux", "indiquent", "\n", "s’être", "dotés", "d’une", "stratégie", "spécifique", "sur", "les", "océans", "et", "l’ODD", " ", "14", ".", "\n", "0", "2", "4", "6", "8", "10", "12", "14", "16", "18", "20Asie", "centrale", "et", "du", "Sud", "(", "1)Afrique", "du", "Nord", "et", "Asie", "occidentale", "(", "3)Asie", "de", "l'Est", "et", "du", "Sud", "-", "Est", "(", "2)Amérique", "latine", "et", "Caraïbes", "(", "5)Afrique", "subsaharienne", "(", "8)Europe", "et", "Amérique", "du", "Nord", "(", "18", ")", "\n", "Nombre", "de", "pays", "\n", "/uni25CF", " ", "Oui", " ", "/uni25CF", "Oui", ",", "spéciﬁque", "à", "l’ODD", "14", " ", "/uni25CF", " ", "NonOui", "\n", "49%Non", "30", "%", "\n", "Oui", "70%Oui", ",", "spéciﬁque", "\n", "à", "l’ODD", "14", "\n", "21", "%", "\n", "Figure", " ", "13", "(", "résumé", ")", ".", "Répartition", "des", "pays", "ayant", "déclaré", "s’être", "dotés", "\n", "ou", "non", "d’une", "stratégie", "nationale", "en", "vue", "de", "la", "mise", "en", "œuvre", "du", "\n", "Programme", " ", "2030", "(", "«", " ", "oui", " ", "»", ")", "et", "/", "ou", "de", "l’ODD", " ", "14", ",", "au", "niveau", "mondial", "et", "par", "\n", "groupe", "régional", ".", "Source", " ", ":", "données", "tirées", "du", "questionnaire", "du", "Rapport", "\n", "mondial", "sur", "les", "sciences", "océaniques", " ", "2020", ".", "\n", "COI", " ", "RAPPORT", "MONDIAL", "SUR", "LES", "SCIENCES", "OCÉANIQUES", " ", "2020", "/", "13RÉSUMÉ", "EXÉCUTIF", "\n", "ChIffRES", " ", "ET", " ", "DONNÉES", " ", "fACTUELLES", "\n", "L", "’", "état", "de", "préparation", "à", "l’établissement", "de", "\n", "rapports", "sur", "la", "mise", "en", "œuvre", "des", "différentes", "\n", "cibles", "de", "l’ODD", " ", "14", "varie", "selon", "les", "régions", "et", "les", "\n", "cibles", "\n", "Parmi", "les", "pays", "ayant", "répondu", "au", "questionnaire", ",", "25", "ont", "déclaré", "s’être", "\n", "dotés", "de", "mécanismes", "d’établissement", "de", "rapport", "pour", "les", "cibles", "et", "\n", "indicateurs", "relatifs", "à", "l’ODD", " ", "14", "." ]	[]
- 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 individual MHUs 322 and/or individual sensors 321 e.g., maintenance/servicing data/statistics of individual MHUs 322 and/or individual sensors 321 , and/or any other - 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 sensors 321 , historical (stored) data collected from MHUs 322 , 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 322 and/or individual sensors 321 according to implementation and/or use case. - 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 sensors 321 , historical (stored) data collected from MHUs 322 , 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 - the control system 302 can record and/or store the received data stream data 342 (e.g., including data from data streams 331 , 332 and/or other data) for later use, and/or provide the data stream data 342 to the AI/ML system(s) 312 for training and/or generating inferences. - the data stream data 342 can include individual data items from the data streams 331 , 332 , and/or the data stream data 342 can include analyzed, fused, or otherwise processed data based on the received data streams 331 , 332 and/or other collected data, measurements, and/or metrics. - the data stream data 342 may be referred to as “model training information 342 ”, “training data 342 ”, and/or the like. - the model training information 342 includes data to be used for AI/ML model training including the inputs data and/or labels for supervised training. - the data stream data 342 may be referred to as “model inference information 342 ”, “prediction data 342 ”, “observation data 342 ”, and/or the like. - 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United States Armenia Hong Kong, China Namibia Antigua/Barbuda Marshall Is Dominica Uruguay Panama Peru Brunei Daruss. Egypt Poland France Nepal Malta Qatar Saudi Arabia Seychelles Bahrain Ecuador Singapore Bermuda Kuwait Lesotho Guatemala South Africa Kazakhstan Mauritius Bulgaria Japan Romania San Marino Estonia Luxembourg Monaco Rep. Moldova Botswana Honduras S. Tome/Principe Finland Eswatini Russian Fed. Burkina Faso Cuba Palau Cabo Verde Mongolia Barbados Türkiye Chile Slovenia Lithuania Croatia Sweden Costa Rica Dominican Rep. Iceland Brazil Czechia Timor-Leste Latvia Slovakia Hungary Paraguay Bolivia Nauru 0 20 40 60 80 100 Australia Greece Indonesia Iran, Isl. Rep. U. R. Tanzania Algeria D. R. Congo Cameroon Mozambique Chad Lebanon Myanmar Rwanda Ethiopia Madagascar Togo Cyprus Guinea New Zealand Uganda Bahamas Cambodia Canada Kyrgyzstan North Macedonia Andorra State of Palestine Switzerland Bangladesh Malaysia Niger Senegal Trinidad/Tobago United Kingdom Yemen Fiji Israel U. A. Emirates Afghanistan Mali Tunisia DPR Korea Italy Lao PDR Kenya Belgium Burundi China Côte d'Ivoire C. A. R. Ireland Liberia Mauritania South Sudan Angola Philippines Spain Djibouti Morocco Sierra Leone Bhutan Jamaica Jordan Benin Nigeria Sudan Netherlands Syrian A. R. Argentina Pakistan Ukraine St Lucia Uzbekistan Gambia Mexico Portugal Grenada Ghana India St Kitts/Nevis % GEM StatLink: https:/ /bit.ly/GEM2024_fig15_5 Source: WFP (2023).	[ "United", "States", "\n", "Armenia", "\n", "Hong", "Kong", ",", "China", "\n", "Namibia", "\n", "Antigua", "/", "Barbuda", "\n", "Marshall", "Is", "\n", "Dominica", "\n", "Uruguay", "\n", "Panama", "\n", "Peru", "\n", "Brunei", "Daruss", ".", "\n", "Egypt", "\n", "Poland", "\n", "France", "\n", "Nepal", "\n", "Malta", "\n", "Qatar", "\n", "Saudi", "Arabia", "\n", "Seychelles", "\n", "Bahrain", "\n", "Ecuador", "\n", "Singapore", "\n", "Bermuda", "\n", "Kuwait", "\n", "Lesotho", "\n", "Guatemala", "\n", "South", "Africa", "\n", "Kazakhstan", "\n", "Mauritius", "\n", "Bulgaria", "\n", "Japan", "\n", "Romania", "\n", "San", "Marino", "\n", "Estonia", "\n", "Luxembourg", "\n", "Monaco", "\n", "Rep.", "Moldova", "\n", "Botswana", "\n", "Honduras", "\n", "S.", "Tome", "/", "Principe", "\n", "Finland", "\n", "Eswatini", "\n", "Russian", "Fed", ".", "\n", "Burkina", "Faso", "\n", "Cuba", "\n", "Palau", "\n", "Cabo", "Verde", "\n", "Mongolia", "\n", "Barbados", "\n", "Türkiye", "\n", "Chile", "\n", "Slovenia", "\n", "Lithuania", "\n", "Croatia", "\n", "Sweden", "\n", "Costa", "Rica", "\n", "Dominican", "Rep.", "\n", "Iceland", "\n", "Brazil", "\n", "Czechia", "\n", "Timor", "-", "Leste", "\n", "Latvia", "\n", "Slovakia", "\n", "Hungary", "\n", "Paraguay", "\n", "Bolivia", "\n", "Nauru", "\n", "0", "\n", "20", "\n", "40", "\n", "60", "\n", "80", "\n", "100", "\n", "Australia", "\n", "Greece", "\n", "Indonesia", "\n", "Iran", ",", "Isl", ".", "Rep.", "\n", "U.", "R.", "Tanzania", "\n", "Algeria", "\n", "D.", "R.", "Congo", "\n", "Cameroon", "\n", "Mozambique", "\n", "Chad", "\n", "Lebanon", "\n", "Myanmar", "\n", "Rwanda", "\n", "Ethiopia", "\n", "Madagascar", "\n", "Togo", "\n", "Cyprus", "\n", "Guinea", "\n", "New", "Zealand", "\n", "Uganda", "\n", "Bahamas", "\n", "Cambodia", "\n", "Canada", "\n", "Kyrgyzstan", "\n", "North", "Macedonia", "\n", "Andorra", "\n", "State", "of", "Palestine", "\n", "Switzerland", "\n", "Bangladesh", "\n", "Malaysia", "\n", "Niger", "\n", "Senegal", "\n", "Trinidad", "/", "Tobago", "\n", "United", "Kingdom", "\n", "Yemen", "\n", "Fiji", "\n", "Israel", "\n", "U.", "A.", "Emirates", "\n", "Afghanistan", "\n", "Mali", "\n", "Tunisia", "\n", "DPR", "Korea", "\n", "Italy", "\n", "Lao", "PDR", "\n", "Kenya", "\n", "Belgium", "\n", "Burundi", "\n", "China", "\n", "Côte", "d'Ivoire", "\n", "C.", "A.", "R.", "\n", "Ireland", "\n", "Liberia", "\n", "Mauritania", "\n", "South", "Sudan", "\n", "Angola", "\n", "Philippines", "\n", "Spain", "\n", "Djibouti", "\n", "Morocco", "\n", "Sierra", "Leone", "\n", "Bhutan", "\n", "Jamaica", "\n", "Jordan", "\n", "Benin", "\n", "Nigeria", "\n", "Sudan", "\n", "Netherlands", "\n", "Syrian", "A.", "R.", "\n", "Argentina", "\n", "Pakistan", "\n", "Ukraine", "\n", "St", "Lucia", "\n", "Uzbekistan", "\n", "Gambia", "\n", "Mexico", "\n", "Portugal", "\n", "Grenada", "\n", "Ghana", "\n", "India", "\n", "St", "Kitts", "/", "Nevis", "\n", "%", "\n", "GEM", "StatLink", ":", "https:/", "/bit.ly", "/", "GEM2024_fig15_5", "\n", "Source", ":", "WFP", "(", "2023", ")", "." ]	[ { "end": 1443, "label": "CITATION_REF", "start": 1433 }, { "end": 1436, "label": "AUTHOR", "start": 1433 }, { "end": 1442, "label": "YEAR", "start": 1438 } ]
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from a female, chose the latter without any hesitation. 52 Even more intriguing turned out to be the substitution of the male doctor working as a physician and hygiene teacher at the girls' school in the small town of Turda, Cluj County. In his resignation letter addressed to the Ministry of Instruction, he specifically mentioned the low monthly allowance paid by the School Committee. 53 He also recommended a female doctor as a replacement. Such attitudes show that not all men, be they doctors, principals, inspectors or revisers, feared and manifested hostility towards female doctors pursuing a position in girls' schools. More so since such 1 6 1 disputes were clearly asymmetric, as boys' middle and high schools were in fact more numerous than the ones available for female students and, consequently, offered more positions for male doctors. 54 ## Obtaining tenure The 1928 secondary- school law was followed by the Regulation of the Secondary- Schools Teaching Personnel approved by the Parliament and published in the Official Monitor on 18 February 1929. 55 This second document regulated the way doctors obtained tenure; as Article 239 stated, all medical personnel already working in secondary schools, appointed and paid by the Ministry of Instruction, were able to get tenure provided they met the criteria of the law. Those who had served for at least three years could ask the Ministry to appoint them for special inspection; a reviser would visit the school, attend the classes, evaluate the medical office and inspect the registers and health leaflets for students before finally writing his report for the Board of General Revisers to give their resolution. As it became obvious when analysing the Ministry of Instruction's archives, very few doctors (all men) were able to get tenure in 1929. It was not only a matter of such personnel not meeting every single criterion requested by the law, as many as there might have been; it was also a clear tendency among the central authorities. As one of the revisers appointed to evaluate and asses the request to get tenure for a female doctor put it, 'School doctors who do not have tenure do not enjoy any stability, they are being appointed and dismissed according to the Ministry's needs.' 56 This becomes clear when reading the documents: central authorities tended to avoid allowing too many doctors to get tenure at the same time because of budgetary	[ "from", "a", "female", ",", "chose", "the", "latter", "without", "any", "hesitation", ".", "52", "\n\n", "Even", "more", "intriguing", "turned", "out", "to", "be", "the", "substitution", "of", "the", "male", "doctor", "working", "as", "a", "physician", "and", "hygiene", "teacher", "at", "the", "girls", "'", "school", "in", "the", "small", "town", "of", "Turda", ",", "Cluj", "County", ".", "In", "his", "resignation", "letter", "addressed", "to", "the", "Ministry", "of", "Instruction", ",", "he", "specifically", "mentioned", "the", "low", "monthly", "allowance", "paid", "by", "the", "School", "Committee", ".", "53", " ", "He", "also", "recommended", "a", "female", "doctor", "as", "a", "replacement", ".", "Such", "attitudes", "show", "that", "not", "all", "men", ",", "be", "they", "doctors", ",", "principals", ",", "inspectors", "or", "revisers", ",", "feared", "and", "manifested", "hostility", "towards", "female", " ", "doctors", " ", "pursuing", " ", "a", " ", "position", " ", "in", " ", "girls", "'", " ", "schools", ".", " ", "More", " ", "so", " ", "since", " ", "such", "\n\n", "1", "\n\n", "6", "\n\n", "1", "\n\n", "disputes", "were", "clearly", "asymmetric", ",", "as", "boys", "'", "middle", "and", "high", "schools", "were", "in", "fact", "more", "numerous", "than", "the", "ones", "available", "for", "female", "students", "and", ",", "consequently", ",", "offered", "more", "positions", "for", "male", "doctors", ".", "54", "\n\n", "#", "#", "Obtaining", "tenure", "\n\n", "The", " ", "1928", " ", "secondary-", " ", "school", " ", "law", " ", "was", " ", "followed", " ", "by", " ", "the", " ", "Regulation", " ", "of", " ", "the", "Secondary-", " ", "Schools", " ", "Teaching", " ", "Personnel", " ", "approved", " ", "by", " ", "the", " ", "Parliament", " ", "and", "published", "in", "the", "Official", "Monitor", "on", "18", "February", "1929", ".", "55", " ", "This", "second", "document", "regulated", "the", "way", "doctors", "obtained", "tenure", ";", "as", "Article", " ", "239", " ", "stated", ",", "all", "medical", "personnel", "already", "working", "in", "secondary", "schools", ",", "appointed", "and", "paid", "by", "the", "Ministry", "of", "Instruction", ",", "were", "able", "to", "get", "tenure", "provided", "they", "met", "the", "criteria", "of", "the", "law", ".", "Those", "who", "had", "served", "for", "at", "least", "three", "years", "could", " ", "ask", " ", "the", " ", "Ministry", " ", "to", " ", "appoint", " ", "them", " ", "for", " ", "special", " ", "inspection", ";", " ", "a", " ", "reviser", "would", "visit", "the", "school", ",", "attend", "the", "classes", ",", "evaluate", "the", "medical", "office", "and", "inspect", "the", "registers", "and", "health", "leaflets", "for", "students", "before", "finally", "writing", "his", "report", "for", "the", "Board", "of", "General", "Revisers", "to", "give", "their", "resolution", ".", "\n\n", "As", " ", "it", " ", "became", " ", "obvious", " ", "when", " ", "analysing", " ", "the", " ", "Ministry", " ", "of", " ", "Instruction", "'s", "archives", ",", " ", "very", " ", "few", " ", "doctors", " ", "(", "all", " ", "men", ")", " ", "were", " ", "able", " ", "to", " ", "get", " ", "tenure", " ", "in", " ", "1929", ".", " ", "It", "was", "not", "only", "a", "matter", "of", "such", "personnel", "not", "meeting", "every", "single", "criterion", "requested", "by", "the", "law", ",", "as", "many", "as", "there", "might", "have", "been", ";", "it", "was", "also", "a", "clear", "tendency", "among", "the", "central", "authorities", ".", "As", "one", "of", "the", "revisers", "appointed", "to", "evaluate", "and", "asses", "the", "request", "to", "get", "tenure", "for", "a", "female", "doctor", "put", "it", ",", "'", "School", "doctors", "who", "do", "not", "have", "tenure", "do", "not", "enjoy", "any", "stability", ",", "they", "are", "being", "appointed", "and", "dismissed", "according", "to", "the", "Ministry", "'s", "needs", ".", "'", "56", " ", "This", "becomes", "clear", "when", "reading", "the", "documents", ":", "central", "authorities", "tended", "to", "avoid", "allowing", "too", "many", "doctors", "to", "get", "tenure", "at", "the", "same", "time", "because", "of", "budgetary" ]	[ { "end": 58, "label": "CITATION_REF", "start": 56 }, { "end": 391, "label": "CITATION_REF", "start": 389 }, { "end": 872, "label": "CITATION_REF", "start": 870 }, { "end": 1109, "label": "CITATION_REF", "start": 1107 }, { "end": 2339, "label": "CITATION_REF", "start": 2337 } ]
passenger water transport 50.2 Sea and coastal freight water transport 50.3 Inland passenger water transport 50.4 Inland freight water transport 51 Air transport 51.1 Passenger air transport X X X X X 51.2 Freight air transport and space transport X X 52 Warehousing and support activities for transportation 52.1 Warehousing and storage X X X X X 52.2 Support activities for transportation X X X 53 Postal and courier activities 53.1 Postal activities under universal service obligation X X X X X 53.2 Other postal and courier activities X X X X I ACCOMMODATION AND FOOD SERVICE ACTIVITIES Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation285 286 Annexes GEORGIA MOLDOVA UKRAINEEmploy- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover NACE Industry name Current Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ing 34 52 28 61 64 40 31 29 15 50 47 21 55 40 35 83 57 34 55 Accommodation 55.1 Hotels and similar accommodation X X X X X X X 55.2 Holiday and other short-stay accommodation 55.3 Camping grounds, recreational vehicle parks and trailer parks 55.9 Other accommodation 56 Food and beverage service activities 56.1 Restaurants and mobile food service activities X X X X X X X 56.2 Event catering and other food service activities X X X 56.3 Beverage serving activities X X X X J INFORMATION AND COMMUNICATION 58 Publishing activities 58.1 Publishing of books, periodicals and other publishing activities X X X X 58.2 Software publishing X 59Motion picture, video and television programme production, sound recording and music publishing activities 59.1 Motion picture, video and television programme activities X X X X 59.2 Sound recording and music publishing activities 60 Programming and broadcasting activities 60.1 Radio broadcasting X 60.2 Television programming and broadcasting activities X X X X 61 Telecommunications 61.1 Wired telecommunications activities X X X X X X 61.2 Wireless telecommunications activities X X X X X 61.3 Satellite telecommunications activities 61.9 Other telecommunications activities X X X 62 Computer programming, consultancy and related activities X X X 63 Information service activities 63.1 Data processing, hosting and related activities; 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that mimics the working of a biological brain. An example of such an implementation is shown by . illustrates an , which may be suitable for use by one or more of the computing systems (or subsystems) of the various implementations discussed herein, implemented in part by a HW accelerator, and/or the like. For example, the may be part of the ML/ discussed previously. The may be deep neural network (DNN) used as an artificial brain of a compute node or network of compute nodes to handle very large and complicated observation spaces. Additionally or alternatively, the can be some other type of topology (or combination of topologies), such as a convolution NN (CNN), deep CNN (DCN), recurrent NN (RNN), Long Short Term Memory (LSTM) network, a Deconvolutional NN (DNN), gated recurrent unit (GRU), deep belief NN, a feed forward NN (FFN), a deep FNN (DFF), deep stacking network, Markov chain, perception NN, Bayesian Network (BN) or Bayesian NN (BNN), Dynamic BN (DBN), Linear Dynamical System (LDS), Switching LDS (SLDS), Optical NNs (ONNs), an NN for reinforcement learning (RL) and/or deep RL (DRL), and/or the like. NNs are usually used for supervised learning, but can be used for unsupervised learning and/or RL. The may encompass a variety of ML techniques where a collection of connected that (loosely) model neurons in a biological brain that transmit signals to other neurons/ . The may also be referred to as , processing elements (PEs) , or the like. The connections (or edges ) between the are (loosely) modeled on synapses of a biological brain and convey the signals between . Note that not all and are labeled in for the sake of clarity. Each has one or more inputs and produces an output, which can be sent to one or more other neurons (the inputs and outputs may be referred to as “signals”). Inputs to the of the input layer Lcan be feature values of a sample of external data (e.g., input variables x). The input variables xcan be set as a vector containing relevant data (e.g., observations, ML features, and the like). The inputs to hidden of the hidden layers L, L, and Lmay be based on the outputs of . The outputs of the of the output layer L(e.g., output variables y) include predictions, inferences, and/or accomplish a desired/configured task. 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stage to check for any implausible attribute combinations and removed these from our possible set of vignette broker Leading the slums 107Table 4.7 Factorial survey experiment comparison Conjoint Factorial Variables Preferred profile Preference scale Broker Neighbour Broker Neighbour Caste 0.009 (0.011) 0.013 (0.015) 0.112 (0.048) 0.036 (0.063) Religion 0.018 (0.013 0.035 (0.015) 0.016 (0.096) −0.056 (0.106) State 0.022* (0.012) 0.026 (0.016) 0.117* (0.067) 0.045 (0.072) Muslim −0.046(0.018) −0.033 (0.025) −0.250* (0.096) −0.092 (0.118) Scheduled caste −0.021 (0.014) 0.007 (0.020) −0.058 (0.060) 0.054 (0.082) Partisanship 0.133** (0.016) 0.095 (0.020) 0.619 (0.079) 0.284 (0.080) BSP party 0.052* (0.019) 0.001 (0.023) 0.185 (0.082) −0.006 (0.093) INC party 0.048 (0.020) 0.034 (0.024) 0.236* (0.087) 0.122 (0.099) BJP party 0.118 (0.019) 0.007 (0.026) 0.584 (0.087) 0.073 (0.107) AAP party 0.133 (0.019) 0.051 (0.024) 0.510** (0.091) 0.107 (0.094) Works outside settlement−0.035 (0.015) −0.011 (0.020) −0.058 (0.067) −0.022 (0.083) Works municipal job −0.018 (0.012) 0.003 (0.018) −0.047 (0.051) 0.010 (0.072) 8th grade education 0.032 (0.015) 0.062* (0.019) 0.170* (0.065) 0.069 (0.076) 12th grade education 0.087 (0.015) 0.064* (0.024) 0.328**** (0.065) 0.165* (0.097) College education 0.112** (0.016) 0.057* (0.021) 0.432** (0.070) 0.253* (0.082) Constant 0.370** (0.024) 0.392 (0.025) 3.147 (0.136) 3.531 (0.141) N (Profiles) 9,504 9,504 9,504 9,504 P[F(15,593) =9.504]<0.0001P[F(15,593) =5.42]<0.0001P[F(15,593) =16.18]<0.0001P[F(15,593) =2.13]<0.001 Note: p<0.001, p<0.01, p<0.05, p<0.1 108 Urban life in Delhi slums profile cards. In order to do this, we undertook interviews and focus groups in the three neighbourhoods to ascertain what were plausible broker attribute com - binations. This allowed us to assign candidate broker profiles of certain caste and religion, with appropriate occupations and education levels. Robustness tests were undertaken on the final data set by excluding certain attribute profiles to test data validity around implausible combinations (Auspurg and Hinz, 2015 ; Hainmueller, Hopkins, and Yamamoto, 2014 ; Hainmueller and Hopkins, 2015 ). Factorial survey experiment We undertook the following factorial survey experiment to confirm the reliabil - ity and validity of the conjoint experiment research design ( Auspurg and Hinz, 2015 ; Wallander, 2009 ; Rossi and Nock, 1982 ). Simultaneously, to the conjoint data collection, we also asked the respondent to rank on a scale from 1 to 7 how helpful the broker would be as a community leader – where 1 indicates that they would NEVER be a helpful community leader and 7 indicates that they would ALWAYS be. 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"(", "0.096", ")", "−0.092", "(", "0.118", ")", "\n", "Scheduled", "caste", "−0.021", "(", "0.014", ")", "0.007", "(", "0.020", ")", "−0.058", "(", "0.060", ")", "0.054", "(", "0.082", ")", "\n", "Partisanship", "0.133", "", "", "", "", "(", "0.016", ")", "0.095", "", "", "", "", "(", "0.020", ")", "0.619", "", "", "", "", "(", "0.079", ")", "0.284", "", "", "", "", "(", "0.080", ")", "\n", "BSP", "party", "0.052", "", "", "", "(", "0.019", ")", "0.001", "(", "0.023", ")", "0.185", "", "", "(", "0.082", ")", "−0.006", "(", "0.093", ")", "\n", "INC", "party", "0.048", "", "", "(", "0.020", ")", "0.034", "(", "0.024", ")", "0.236", "", "", "", "(", "0.087", ")", "0.122", "(", "0.099", ")", "\n", "BJP", "party", "0.118", "", "", "", "", "(", "0.019", ")", "0.007", "(", "0.026", ")", "0.584", "", "", "", "", "(", "0.087", ")", "0.073", "(", "0.107", ")", "\n", "AAP", "party", "0.133", "", "", "", "", "(", "0.019", ")", "0.051", "", "", "(", "0.024", ")", "0.510", "", "", "", "", "(", "0.091", ")", "0.107", "(", "0.094", ")", "\n", "Works", "outside", "\n", "settlement−0.035", "", "", "(", "0.015", ")", "−0.011", "(", "0.020", ")", "−0.058", "(", "0.067", ")", "−0.022", "(", "0.083", ")", "\n", "Works", "municipal", "job", "−0.018", "(", "0.012", ")", "0.003", "(", "0.018", ")", "−0.047", "(", "0.051", ")", "0.010", "(", "0.072", ")", "\n", "8th", "grade", "education", "0.032", "", "", "(", "0.015", ")", "0.062", "", "", "", "(", "0.019", ")", "0.170", "", "", "", "(", "0.065", ")", "0.069", "(", "0.076", ")", "\n", "12th", "grade", "education", "0.087", "", "", "", "", "(", "0.015", ")", "0.064", "", "", "", "(", "0.024", ")", "0.328", "", "", "", "", "(", "0.065", ")", "0.165", "", "(", "0.097", ")", "\n", "College", "education", "0.112", "", "", "", "", "(", "0.016", ")", "0.057", "", "", "", "(", "0.021", ")", "0.432", "", "", "", "", "(", "0.070", ")", "0.253", "", "", "", "(", "0.082", ")", "\n \n", "Constant", "0.370", "", "", "", "", "(", "0.024", ")", "0.392", "", "", "", "", "(", "0.025", ")", "3.147", "", "", "", "", "(", "0.136", ")", "3.531", "", "", "", "", "(", "0.141", ")", "\n", "N", "(", "Profiles", ")", "9,504", "9,504", "9,504", "9,504", "\n ", "P[F(15,593", ")", "\n", "=", "9.504]<0.0001P[F(15,593", ")", "\n", "=", "5.42]<0.0001P[F(15,593", ")", "\n", "=", "16.18]<0.0001P[F(15,593", ")", "\n", "=", "2.13]<0.001", "\n \n", "Note", ":", " ", "", "", "", "", "p<0.001", ",", "", "", "", "p<0.01", ",", "", "", "p<0.05", ",", "", "p<0.1", "\n", "108", "Urban", "life", "in", "Delhi", "slums", "\n", "profile", "cards", ".", "In", "order", "to", "do", "this", ",", "we", "undertook", "interviews", "and", "focus", "groups", "in", "\n", "the", "three", "neighbourhoods", "to", "ascertain", "what", "were", "plausible", "broker", "attribute", "com", "-", "\n", "binations", ".", "This", "allowed", "us", "to", "assign", "candidate", "broker", "profiles", "of", "certain", "caste", "and", "\n", "religion", ",", "with", "appropriate", "occupations", "and", "education", "levels", ".", "Robustness", "tests", "were", "\n", "undertaken", "on", "the", "final", "data", "set", "by", "excluding", "certain", "attribute", "profiles", "to", "test", "data", "\n", "validity", "around", "implausible", "combinations", "(", "Auspurg", "and", "Hinz", ",", "2015", ";", "Hainmueller", ",", "\n", "Hopkins", ",", "and", "Yamamoto", ",", "2014", ";", "Hainmueller", "and", "Hopkins", ",", "2015", ")", ".", "\n", "Factorial", "survey", "experiment", "\n", "We", "undertook", "the", "following", "factorial", "survey", "experiment", "to", "confirm", "the", "reliabil", "-", "\n", "ity", "and", "validity", "of", "the", "conjoint", "experiment", "research", "design", "(", "Auspurg", "and", "Hinz", ",", "\n", "2015", ";", "Wallander", ",", "2009", ";", "Rossi", "and", "Nock", ",", "1982", ")", ".", "Simultaneously", ",", "to", "the", "conjoint", "\n", "data", "collection", ",", "we", "also", "asked", "the", "respondent", "to", "rank", "on", "a", 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GRID DPIN 1.0001 QUAS STAT 100. 1.0 UPTO 0.01 ECRI COOR DEPL VITE ACCE FLIA TFRE 0.01 NOEL POIN LECT p5 p6 p7 p8 TERM FICH ALIT TFRE 1.E-5 POIN LECT p5 p6 p7 p8 TERM FICH ALIC TFRE 1.E-3 CALC TINI 0 TEND 0.085 !fin ======================================================================= PLAY CAME 1 EYE 3.50000E+00 1.00000E+00 2.06602E+01 ! Q 1.00000E+00 0.00000E+00 0.00000E+00 0.00000E+00 VIEW 0.00000E+00 0.00000E+00 -1.00000E+00 RIGH 1.00000E+00 0.00000E+00 0.00000E+00 UP 0.00000E+00 1.00000E+00 0.00000E+00 FOV 2.48819E+01 !NAVIGATION MODE: ROTATING CAMERA !CENTER : 3.50000E+00 1.00000E+00 0.00000E+00 !RSPHERE: 3.75641E+00 !RADIUS : 2.06602E+01 !ASPECT : 1.00000E+00 !NEAR : 1.69038E+01 !FAR : 2.81731E+01 SCEN GEOM NAVI FREE SLER CAM1 1 NFRA 1 FREQ 0 TFRE 1.E-3 TRAC OFFS FICH AVI NOCL NFTO 86 FPS 10 KFRE 10 COMP -1 REND GOTR LOOP 84 OFFS FICH AVI CONT NOCL REND GO TRAC OFFS FICH AVI CONT REND ENDP ======================================================================= SUITE Post-treatment ECHO RESU ALIC TEMP GARD PSCR SORT GRAP AXTE 1. 't [s]' COUR 1 'dy_p5' DEPL COMP 2 NOEU LECT p5 TERM COUR 2 'dy_p6' DEPL COMP 2 NOEU LECT p6 TERM COUR 3 'dy_p7' DEPL COMP 2 NOEU LECT p7 TERM COUR 4 'dy_p8' DEPL COMP 2 NOEU LECT p8 TERM COUR 5 'dx_p5' DEPL COMP 1 NOEU LECT p5 TERM COUR 6 'dx_p6' DEPL COMP 1 NOEU LECT p6 TERM COUR 7 'dx_p7' DEPL COMP 1 NOEU LECT p7 TERM COUR 8 'dx_p8' DEPL COMP 1 NOEU LECT p8 TERM TRAC 1 2 3 4 AXES 1. 'Y-DISP (m)' YZER TRAC 5 6 7 8 AXES 1. 'X-DISP (m)' YZER LIST 1 2 3 4 AXES 1. 'Y-DISP (m)' LIST 5 6 7 8 AXES 1. 'X-DISP (m)'RCOU 15 'dx_p5' FICH 'sc2d01.pun' RENA 'dx_p5_01' TRAC 5 15 AXES 1. 'X-DISP (m)' YZER COLO NOIR ROUG FIN sc2d22.dgibi opti echo 1; opti dime 2 elem qua4; opti trac psc ftra 'sc2d22_mesh.ps'; opti sauv form 'sc2d22.msh'; lx = 7.0; ly = 1.0; den = 0.5; dens den; p1 = 0 0; p2 = lx 0; p3 = lx ly; p4 = 0 ly; c1 = d p1 p2; c2 = d p2 p3; c3 = d p3 p4; c4 = d p4 p1; base = dall c1 c2 c3 c4 plan; trac qual base; p5 = 1.0 1.0; p6 = 2.0 1.0; p7 = 2.0 2.0; p8 = 1.0 2.0; c5 = d p5 p6; c6 = d p6 p7; c7 = d p7 p8; c8	[ "GRID", "DPIN", "1.0001", "\n", "QUAS", "STAT", "100", ".", "1.0", "UPTO", "0.01", "\n", "ECRI", "COOR", "DEPL", "VITE", "ACCE", "FLIA", "TFRE", "0.01", "\n", "NOEL", "\n", "POIN", "LECT", "p5", "p6", "p7", "p8", "TERM", "\n", "FICH", "ALIT", "TFRE", "1.E-5", "\n", "POIN", "LECT", "p5", "p6", "p7", "p8", "TERM", "\n", "FICH", "ALIC", "TFRE", "1.E-3", "\n", "CALC", "TINI", "0", "TEND", "0.085", "\n", "!", "fin", "\n", "", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", "=", 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economy S. Khechinashvili University Clinic 6 Health and wellbeing; Electric and electronic technologies Children's New Clinic 4 Health and wellbeing Aversi Clinic 4 Health and wellbeing Evex Medical Corporation 3 Health and wellbeing; Electric and electronic technologiesTable 3.24. Top private actors in Georgia by number of records, across all domains Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation203 Moldova The National Academy of Sciences dominates sci- entific production in the country, followed at a dis- tance by the Technical University of Moldova and Moldova State University. The Nicolae Testemițanu State University of Medicine and Pharmacy is the most active institution in Health and wellbeing.Health and medical centres and institutes are again the main public actors, with the ‘Chiril Dra- ganiuc’ Institute of Phtisiopneumology standing out. Private actors account for very few records.Nanotechnology and materials Health and wellbeing Chemistry and chemical engineering Fundamental physics and mathematics Mechanical engineering and heavy machinery Governance, culture, education and the economy Biotechnology Electric and electronic technologies Environmental sciences and industries Agrifood Optics and photonics Energy ICT and computer science Academy of Sciences of Moldova 868 105 390 284 110 118 234 209 178 141 151 43 89 Technical University of Moldova 255 21 6 62 143 49 3 71 11 14 11 72 17 Moldova State University 206 15 92 85 45 65 79 50 32 23 26 10 5 Nicolae Testemitanu State University of Medicine and Pharmacy9 339 19 7 30 20 21 4 3 6 2 6 5 Transnistrian State University 54 12 6 12 3 59 7 4 31 3 13 2 0 Practical Scientific Institute of Horticulture and Food Technology2 9 1 0 20 2 17 0 1 44 0 0 2 Tiraspol State University 16 2 22 13 0 14 1 8 3 1 3 0 1 Institute of Agricultural Technique ‘Mecagro’10 0 0 2 41 0 0 8 0 5 2 4 3 Institute of Phtisiopneumology ‘Chiril Draganiuc’1 50 1 0 2 4 2 0 1 0 0 0 1 Academy of Economic Studies of Moldova4 3 1 1 1 34 0 0 1 0 0 1 0Figure 3.43. Top actors in Moldova by number of records (all types), across all domains 204 Part 3 Analysis of scientific and technological potential MOLDOVA Top 10 actors classified as ‘Public sector (excluding higher education and research institutions)’ NameNo of recordsMain S&T domains Institute of Phtisiopneumology ‘Chiril	[ "economy", "\n", "S.", "Khechinashvili", "University", "Clinic", "6", "Health", "and", "wellbeing", ";", "Electric", "and", "electronic", "technologies", "\n", "Children", "'s", "New", "Clinic", "4", "Health", "and", "wellbeing", "\n", "Aversi", "Clinic", "4", "Health", "and", "wellbeing", "\n", "Evex", "Medical", "Corporation", "3", "Health", "and", "wellbeing", ";", "Electric", "and", "electronic", "technologiesTable", "3.24", ".", "Top", "private", "actors", "in", "Georgia", "by", "number", "of", "records", ",", "across", "all", "domains", "\n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation203", "\n", "Moldova", "\n", "The", "National", "Academy", "of", "Sciences", "dominates", "sci-", "\n", "entific", "production", "in", "the", "country", ",", "followed", "at", "a", "dis-", "\n", "tance", "by", "the", "Technical", "University", "of", "Moldova", "and", "\n", "Moldova", "State", "University", ".", "The", "Nicolae", "Testemițanu", "\n", "State", "University", "of", "Medicine", "and", "Pharmacy", "is", "the", "\n", "most", "active", "institution", "in", "Health", "and", "wellbeing", ".", "Health", "and", "medical", "centres", "and", "institutes", "are", "\n", "again", "the", "main", "public", "actors", ",", "with", "the", "‘", "Chiril", "Dra-", "\n", "ganiuc", "’", "Institute", "of", "Phtisiopneumology", "standing", "\n", "out", ".", "Private", "actors", "account", "for", "very", "few", "records", ".", "Nanotechnology", "and", "materials", "\n", "Health", "and", "wellbeing", "\n", "Chemistry", "and", "chemical", "engineering", "\n", "Fundamental", "physics", "and", "\n", "mathematics", "\n", "Mechanical", "engineering", "and", "heavy", "\n", "machinery", "\n", "Governance", ",", "culture", ",", "education", "and", "\n", "the", "economy", "\n", "Biotechnology", "\n", "Electric", "and", "electronic", "technologies", "\n", "Environmental", "sciences", "and", "\n", "industries", "\n", "Agrifood", "\n", "Optics", "and", "photonics", "\n", "Energy", "\n", "ICT", "and", "computer", "science", "\n", "Academy", "of", "Sciences", "of", "Moldova", "868", "105", "390", "284", "110", "118", "234", "209", "178", "141", "151", "43", "89", "\n", "Technical", "University", "of", "Moldova", "255", "21", "6", "62", "143", "49", "3", "71", "11", "14", "11", "72", "17", "\n", "Moldova", "State", "University", "206", "15", "92", "85", "45", "65", "79", "50", "32", "23", "26", "10", "5", "\n", "Nicolae", "Testemitanu", "State", "\n", "University", "of", "Medicine", "and", "\n", "Pharmacy9", "339", "19", "7", "30", "20", "21", "4", "3", "6", "2", "6", "5", "\n", "Transnistrian", "State", "University", "54", "12", "6", "12", "3", "59", "7", "4", "31", "3", "13", "2", "0", "\n", "Practical", "Scientific", "Institute", "of", "\n", "Horticulture", "and", "Food", "Technology2", "9", "1", "0", "20", "2", "17", "0", "1", "44", "0", "0", "2", "\n", "Tiraspol", "State", "University", "16", "2", "22", "13", "0", "14", "1", "8", "3", "1", "3", "0", "1", "\n", "Institute", "of", "Agricultural", "\n", "Technique", "‘", "Mecagro’10", "0", "0", "2", "41", "0", "0", "8", "0", "5", "2", "4", "3", "\n", "Institute", "of", "Phtisiopneumology", "\n", "‘", "Chiril", "Draganiuc’1", "50", "1", "0", "2", "4", "2", "0", "1", "0", "0", "0", "1", "\n", "Academy", "of", "Economic", "Studies", "of", "\n", "Moldova4", "3", "1", "1", "1", "34", "0", "0", "1", "0", "0", "1", "0Figure", "3.43", ".", "Top", "actors", "in", "Moldova", "by", "number", "of", "records", "(", "all", "types", ")", ",", "across", "all", "domains", "\n", "204", "\n ", "Part", "3", "Analysis", "of", "scientific", "and", "technological", "potential", "\n", "MOLDOVA", " \n", "Top", "10", "actors", "classified", "as", "‘", "Public", "sector", "(", "excluding", "higher", "education", "and", "research", "institutions", ")", "’", "\n", "NameNo", "of", "\n", "recordsMain", "S&T", "domains", "\n", "Institute", "of", "Phtisiopneumology", "‘", "Chiril", "\n" ]	[]
(6G) wireless technology. A research team has invented a groundbreaking tunable terahertz (THz) ... The reliability of data storage and writing speed in advanced magnetic devices depend on drastic, complex changes in microscopic magnetic domain structures. However, it is extremely challenging to ... Generating mechanical motion in crystals using light or heat has increasingly become the focus of materials scientists. However, the conventional mechanism employed for the purpose produces slow ... TRENDING AT After 60 Years, Scientists Uncover Hidden Brain Pathway Behind Diabetes Drug Metformin Common Pesticide Linked to “Remarkably Widespread” Brain Abnormalities in Children Revolutionary Cortisol Test Lets You “See” Stress With a Smartphone Camera How B Vitamins Could Slow Cognitive Decline and Protect Against Dementia ## Breaking this hour - Rare Glimpse of a World Still Forming - Worm Turns Ocean Poison Into Golden Crystals - Ancient Oxygen Flood Changed Life Forever - Bumble Bees Balance Their Diets With Precision - Spacetime Crystals Made of Knotted Light - Tiny Hologram for Ultraprecise Light Control - High-Performance Iron Catalyst for Fuel Cells - Sharks’ Teeth Are Crumbling in Acid Seas - “Molten Rock Raindrops” Reveal ... - Capturing Sunshine in a Molecule for Clean Fuel ## Trending Topics this week ## Strange & Offbeat <!-- image --> <!-- image --> Report Ad - SD - Home Page - Top Science News - Latest News - Home /dropdown-menu - Home Page - Top Science News - Latest News - Health /dropdown-menu - View all the latest top news in the health sciences, or browse the topics below: Health & Medicine /menu-topics /col-xs-4 Mind & Brain /menu-topics /col-xs-4 Living Well /menu-topics /col-xs-4 /row /yamm-content - View all the latest in the health sciences, or browse the topics below: - Allergy - Cancer - Cold and Flu - Diabetes - Heart Disease - ... more topics - ADD and ADHD - Alzheimer's - Headaches - Intelligence - Psychology - ... more topics - Parenting - Child Development - Stress - Nutrition - Fitness - ... more topics - Tech /dropdown-menu - View all the latest top news in the physical sciences & technology, or browse the topics below: Matter & Energy /menu-topics /col-xs-4 Space & Time /menu-topics /col-xs-4 Computers & Math /menu-topics /col-xs-4 /row /yamm-content - View all the latest in the physical sciences & technology, or browse the topics below: - Chemistry - Fossil Fuels - Nanotechnology - Physics - Solar	[ "(", "6", "G", ")", 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& turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover NACE Industry name Current Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ing 34 52 28 61 64 40 31 29 15 50 47 21 55 40 35 83 57 34 72 Scientific research and development 72.1Research and experimental development on natural sciences and engineering X X X X X 72.2Research and experimental development on social sciences and humanitiesX X X X 73 Advertising and market research 73.1 Advertising X X X X X X X X X 73.2 Market research and public opinion polling X X X 74 Other professional, scientific and technical activities 74.1 Specialised design activities 74.2 Photographic activities 74.3 Translation and interpretation activities 74.9 Other professional, scientific and technical activities n.e.c. X X 75 Veterinary activities N ADMINISTRATIVE AND SUPPORT SERVICE ACTIVITIES 77 Rental and leasing activities 77.1 Rental and leasing of motor vehicles X X X 77.2 Rental and leasing of personal and household goods 77.3Rental and leasing of other machinery, equipment and tangible goodsX X X X X X 77.4Leasing of intellectual property and similar products, except copyrighted works 78 Employment activities 78.1 Activities of employment placement agencies X X 78.2 Temporary employment agency activities 78.3 Other human resources provision X 79Travel agency, tour operator and other reservation service and related activities 79.1 Travel agency and tour operator activities X X X X X X 79.9 Other reservation service and related activities 80 Security and investigation activities 80.1 Private security activities X X X X X 80.2 Security systems service activities X Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation291 292 Annexes GEORGIA MOLDOVA UKRAINEEmploy- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover NACE Industry name Current Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ing 34 52 28 61 64 40 31 29 15 50 47 21 55 40 35 83 57 34 80.3 Investigation activities 81 Services to buildings and landscape activities 81.1 Combined facilities support activities X X X X 81.2 Cleaning activities X X 81.3 Landscape service activities 82Office administrative, office support and other	[ "&", "\n", "turnover", "\n", "Employ-", "\n", "ment", "\n", "Turnover", "\n", "Employ-", "\n", "ment", "&", "\n", "turnover", "\n", "Employ-", "\n", "ment", "\n", "Turnover", "\n", "Employ-", "\n", "ment", "&", "\n", "turnover", 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₋₂ \| 87 ₋₁ ᵢ \| 64 ₋₁ ᵢ \| 45 ₋₁ ᵢ \| 45 ₋₁ ᵢ \| 45 ₋₁ ᵢ \| \| Kazakhstan \| … \| 18 ₊₁ \| 10 ₊₁ \| 100 ₊₁ \| 63 ₋₃ \| 55 ₊₁ \| 15 ₋₂ \| 40 ₋₂ \| 6 ₋₃ \| 100 ₋₄ \| 99 ₋₄ \| 94 ₋₄ \| … \| … \| \| Kyrgyzstan Maldives \| 0.3 ₋₂ ᵢ 7 ₋₄ ᵢ \| 7 ₋₂ … \| 8 ₊₁ … \| 100 ₊₁ … \| 31 \| 56 ₊₁ 50 ₋₁ \| … … \| … … \| … … \| … 93 ₋₄ ᵢ \| … 57 ₋₄ ᵢ \| … 29 ₋₄ ᵢ \| … 26 ₋₄ ᵢ \| … 26 ₋₄ ᵢ \| \| Nepal \| … \| 1 ₊₁ \| 1 ₊₁ \| … \| … \| 18 \| … \| … \| \| 46 ₋₂ \| 34 ₋₂ \| 13 ₋₂ \| … \| … \| \| Pakistan \| 0.4 ₋₂ ᵢ \| 1 ₋₁ \| 3 ₋₁ \| 100 ₋₁ \| … … \| 11 \| 4 ₋₃ \| 2 ₋₃ \| … 2 ₋₃ \| 50 ₋₂ ᵢ \| 38 ₋₂ ᵢ \| 27 ₋₂ ᵢ \| 9 ₋₂ ᵢ \| 9 ₋₂ ᵢ \| \| Sri Lanka \| 2 ₋₁ ᵢ \| … \| 3 ₋₁ \| 100 ₋₁ \| 13 ₋₁ \| 23 ₋₁ \| … \| … \| … \| 87 ₋₁ ᵢ \| 82 ₋₁ … \| 64 ₋₁ … \| 5 ₋₃ ᵢ \| 5 ₋₃ ᵢ \| \| Tajikistan \| … \| … \| 1 ₊₁ \| … 100 ₋₁ \| … \| 34 ₊₁ \| … \| … \| … \| … 100 ₋₄ \| 98 ₋₄ \| 33 ₋₄ \| … … \| … … \| \| Turkmenistan Uzbekistan \| … \| - ₋₁ \| … \| \| … \| 18 ₋₁ \| … \| … \| … \| \| \| ᵢ \| \| \| \| \| … \| 6 ₊₁ \| 5 ₊₁ \| 100 ₊₁ \| \| 57 ₊₁ \| 24 ₋₂ \| 14 \| 1 ₋₂ \| 100 ₋₁ \| 100 ₋₁ \| 97 ₋₁ \| … \| … \| \| Eastern and South-eastern Asia \| \| \| \| \| 20 ᵢ \| \| \| ₋₂ \| \| 91 ₋₁ ᵢ \| \| \| 37 ₋₁ ᵢ \| 37 ₋₁	[ "₋₂", " ", "\|", "87", "₋₁", "ᵢ", " ", "\|", "64", "₋₁", "ᵢ", " ", "\|", "45", "₋₁", "ᵢ", " ", "\|", "45", "₋₁", "ᵢ", " ", "\|", "45", "₋₁", "ᵢ", " ", "\|", "\n", "\|", "Kazakhstan", " ", "\|", "…", " ", "\|", "18", "₊₁", " ", "\|", "10", "₊₁", " ", "\|", "100", "₊₁", " ", "\|", "63", "₋₃", " ", "\|", "55", "₊₁", " ", "\|", "15", "₋₂", " ", "\|", "40", "₋₂", " ", "\|", "6", "₋₃", " ", "\|", "100", "₋₄", " ", "\|", "99", "₋₄", " ", "\|", "94", "₋₄", " ", "\|", "…", " ", "\|", "…", " ", "\|", "\n", "\|", "Kyrgyzstan", "Maldives", " ", "\|", "0.3", "₋₂", "ᵢ", "7", "₋₄", "ᵢ", " ", "\|", "7", "₋₂", "…", " ", "\|", "8", "₊₁", "…", " ", "\|", "100", "₊₁", "…", " ", "\|", "31", " ", "\|", "56", "₊₁", "50", "₋₁", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "93", "₋₄", "ᵢ", " ", "\|", "…", "57", "₋₄", "ᵢ", " ", "\|", "…", "29", "₋₄", "ᵢ", " ", "\|", "…", "26", "₋₄", "ᵢ", " ", "\|", "…", "26", "₋₄", "ᵢ", " ", "\|", "\n", "\|", "Nepal", " ", "\|", "…", " ", "\|", "1", "₊₁", " ", "\|", "1", "₊₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "18", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "46", "₋₂", " ", "\|", "34", "₋₂", " ", "\|", "13", "₋₂", " ", "\|", "…", " ", "\|", "…", " ", "\|", "\n", "\|", "Pakistan", " ", "\|", "0.4", "₋₂", "ᵢ", " ", "\|", "1", "₋₁", " ", "\|", "3", "₋₁", " ", "\|", "100", "₋₁", " ", "\|", "…", "…", " ", "\|", "11", " ", "\|", "4", "₋₃", " ", "\|", "2", "₋₃", " ", "\|", "…", "2", "₋₃", " ", "\|", "50", "₋₂", "ᵢ", " ", "\|", "38", "₋₂", "ᵢ", " ", "\|", "27", "₋₂", "ᵢ", " ", "\|", "9", "₋₂", "ᵢ", " ", "\|", "9", "₋₂", "ᵢ", " ", "\|", "\n", "\|", "Sri", "Lanka", " ", "\|", "2", "₋₁", "ᵢ", " ", "\|", "…", " ", "\|", "3", "₋₁", " ", "\|", "100", "₋₁", " ", "\|", "13", "₋₁", " ", "\|", "23", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "87", "₋₁", "ᵢ", " ", "\|", "82", "₋₁", "…", " ", "\|", "64", "₋₁", "…", " ", "\|", "5", "₋₃", "ᵢ", " ", "\|", "5", "₋₃", "ᵢ", " ", "\|", "\n", "\|", "Tajikistan", " ", "\|", "…", " ", "\|", "…", " ", "\|", "1", "₊₁", " ", "\|", "…", "100", "₋₁", " ", "\|", "…", " ", "\|", "34", "₊₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "100", "₋₄", " ", "\|", "98", "₋₄", " ", "\|", "33", "₋₄", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "\n", "\|", "Turkmenistan", "Uzbekistan", " ", "\|", "…", " ", "\|", "-", "₋₁", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "18", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", " ", "\|", "ᵢ", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", " ", "\|", "…", " ", "\|", "6", "₊₁", " ", "\|", "5", "₊₁", " ", "\|", "100", "₊₁", " ", "\|", " ", "\|", "57", "₊₁", " ", "\|", "24", "₋₂", " ", "\|", "14", " ", "\|", "1", "₋₂", " ", "\|", "100", "₋₁", " ", "\|", "100", "₋₁", " ", "\|", "97", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "\n", "\|", "Eastern", "and", "South", "-", "eastern", "Asia", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "20", "ᵢ", " ", "\|", " ", "\|", " ", "\|", "₋₂", " ", "\|", " ", "\|", "91", "₋₁", "ᵢ", " ", "\|", " ", "\|", " ", "\|", "37", "₋₁", "ᵢ", " ", "\|", "37", "₋₁" ]	[]
of in/ visibility is a topic the following chapters explore in more detail. Notes 1 L. Schiebinger, Has Feminism Changed Science? (Cambridge, MA: Harvard University Press, 1999). 2 For a global overview of women researchers in the twentieth century, see Organization for Economic Co- operation and Development, Women in Scientific Careers: Unleashing the Potential (Paris: OECD Publishing, 2006); N. Kumar (ed.), Gender and Science: Studies across Cultures (New Delhi: Cambridge University Press, 2012). 3 S. Horrocks, ‘The women who cracked science’s glass ceiling’, Nature , 575: 7781 (November 2019), 243– 46; S. Horrocks, ‘Promising pioneer profes - sion? Women in industrial chemistry in inter- war Britain’, British Journal of the History of Science , 33: 3 (2000), 351– 67; S. Horrocks, ‘World War II, post- war reconstruction and British women chemists’, Ambix , 58: 2 (2011), 150– 70. 4 P. Fara, A Lab of One’s Own: Science and Suffrage in the First World War (Oxford: Oxford University Press, 2018). For medicine, see L. Leneman, ‘Medical women at war, 1914– 1918’, Medical History , 38 (1994), 160– 77. For mathematics, see J. Barrow- Gree and T. Royle, ‘The work of British women mathematicians during the First World War’, in C. G. Jones, A. E. Martin and A. Wolf (eds), The Palgrave Handbook of Women and Science since 1660 (Cham: Palgrave Macmillan, 2022), pp. 549– 72. 5 J. Jack, Science on the Home Front: American Women Scientists in World War II (Chicago: University of Illinois Press, 2009). As Jack discusses, many women researchers worked on the Manhattan Project. See also R. H. Howes and C. L. Herzenberg, Their Day in the Sun: Women of the Manhattan Project (Philadelphia, PA: Temple University Press, 1999); M. W. Rossiter, Women Scientists in America: Before Affirmative Action 1940– 1972 (Baltimore, MD: Johns Hopkins University Press, 1995), especially chapters 1 and 2. 6 M. W. Rossiter, Women Scientists in America: Struggles and Strategies to 1940 (Baltimore, MD: Johns Hopkins University Press, 1982), pp. 33– 34. 7 Rossiter, Women Scientists in America: Struggles and Strategies to 1940 , p. 50. 8 R. Simpson, How the PhD Came to Britain: A Century of Struggle for Postgraduate Education (Guildford: Society for Research into Higher Education, xxxiii xxxiii Foreword 1983). For undergraduate education, see C. Dyhouse, No Distinction of Sex? Women in British Universities, 1870– 1939 (London: Routledge, 2003). 9 Joan Mason has published extensively on women’s admission to the Royal Society. E.g., J. Mason, ‘The admission of the first women to the Royal Society of London’, Notes and Records of the Royal Society of London , 46: 2 (1992), 279– 300.	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unable to establish a special regime for innovative companies under normal procedures, a voluntary 28th company rulebook harmonising legislation concerning corporate law and insolvency, as well as a few key aspects of labour law and taxation, to be made progressively more ambitious, could be explored under enhanced cooperation by willing Member States. As a last resort, intergovernmental cooperation should be considered. However, acting outside of the Treaties creates parallel legal frameworks and implies the absence of judicial oversight by CJEU, democratic legitimacy via the EP, and the Commission’s involvement in preparing texts. SIMPLIFYING RULES The regulatory burden on European companies is high and continues to grow, but the EU lacks a common methodology to assess it . The Commission has been working for years to reduce the “stock” and “flow” of regula - tion under the Better Regulation agenda. However, this effort has had limited impact so far. The stock of regulation 68THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 6 remains large and new regulation in the EU is growing faster than in other comparable economies. While direct comparisons are obscured by different political and legal systems, around 3,500 pieces of legislation were enacted and around 2,000 resolutions were passed in the US at the federal level over the past three Congress mandates (2019-2024). During the same period, around 13,000 acts were passed by the EU. Despite this increasing flow of regulation, the EU lacks a quantitative framework to analyse the costs and benefits of new laws. Among the EU institutions, only the Commission has developed a methodology (the Standard Cost Model) to calculate regulatory burdens, but its concrete application varies across pieces of legislation. The co-legislators – the European Parlia - ment and Council – have no methodology in place to measure the impact of amendments they propose to draft EU legislation. Moreover, there is no single methodology in place to assess the impact of EU legislation once transposed at national level, with only a few Member States systematically measuring the impact of transposed EU law – in turn making it harder for national parliaments to exercise scrutiny. Companies in Europe face three main hindrances from the rising weight of regulation . First, they need to comply with the accumulation of or frequent changes to EU legislation over time, translating into overlap and incon - sistencies. 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economies of the US and China have started to decouple06. So far, the EU has pursued a different strategy, with Member States encour - aging inward FDI from Chinese companies. Chinese greenfield investment in the EU has increased substan - tially in recent years, particularly in Central and Eastern Europe. This strategy can leverage technological progress abroad and promote technological development in Europe, as well as the creation of high-quality jobs, but only if executed in a coordinated manner. Asymmetries arising from small Member States negotiating 06. Data from the Bureau of Economic Analysis indicate that exports from China to the US have declined since 2018, and inward net FDI from China has decreased from a peak inflow of USD 18 billion in 2016 to an outflow of around USD 2 billion in 2023. 20THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 1with large foreign investors could lead to unwelcome concessions being extracted by foreign countries, which is particularly concerning when a potential security threat and a geopolitical rival of the EU are involved. To counter these risks, the EU should strengthen its Investment Screening Mechanism. At present, FDI screening is a national competence, with Member States only required to exchange notifications and information. This fragmentation prevents the EU from leveraging its collective power in FDI negotiations and complicates the formulation of a common FDI policy. As outlined in chapter 3, coordination is important for the emergence of joint ventures in strategic sectors and ensuring that EU companies retain relevant know-how and can drive the next wave of innovation. 21THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 1ENDNOTESi World Justice Project, Rule of Law Index 2023 , 2023. ii World Bank, World Development Indicators 2023 , 2024. iii Eurostat, Educational attainment statistics 2023 , 2024. iv IMF, World Economic Outlook, April 2024. v ECB, ‘ Why competition with China is getting tougher than ever ’, The ECB Blog, 3 September 2024. vi McCaffrey, C., & Poitiers, N., Instruments of economic security, Working Paper 12/2024, Bruegel, 2024, https:/ /www.bruegel. org/system/files/2024-05/WP%2012%202024_0.pdf . vii ECB, ‘ Deglobalisation: risk or reality? ’, The ECB Blog, 12 July 2023. viii Juhász, r., Lane N. and Rodrik, D., The new economics of industrial policy , 2023. ix in ‘t Veld, J., ‘ Quantifying the Economic Effects of the Single Market in a Structural Macromodel ’, Discussion Paper Series, No. 94, European Commission, February 2019.	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results of our InCrediblAE Task 6 at CheckThat! 2024 lab have been published in the overview article. (05.2024) Our work on a Polish QA corpus has been presented at LREC-COLING 2024 in Torino, Italy. (03.2024) An article describing the CheckThat! 2024 lab, including our Task 6, has been published in the proceedings of ECIR 2024. (03.2024) I am presenting BODEGA at the Natural Language Processing Seminar at Polish Academy of Sciences. The recording (in Polish) will be available through website. (03.2024) My multi-level segmenter, LAMBO, has been updated to better deal with foreign characters and work with more languages: it supports 67 now! (02.2024) A publication introducing a dataset for Polish QA has been accepted for LREC-COLING 2024. (01.2024) I am coordinating a shared task on Robustness of Credibility Assessment with Adversarial Examples (InCrediblAE): Task 6 at the CheckThat! 2024 Evaluation Lab. (01.2024) I have been awarded a computing grant of 10,000 hours on the Athena supercomputer at AGH University of Kraków to accelerate work in the ERINIA project. (10.2023) An article describing our (winning!) solution to AuTexTification shared task has been published in IberLEF 2023 proceedings. (10.2023) An article describing a model for propaganda detection created within the HOMADOS project has been published in SEPLN 2023 proceedings. ## Past projects #### HOMADOS Hampering Misinformation by Assessing Credibility of Online Sources #### MOIRA Medical Evidence Interpretation for Risk Assessment #### OpenMinTeD Open Mining Infrastructure for Text & Data #### Big Mechanism DARPA Big Mechanism programme: cancer research #### Mining4EBPH Supporting Evidence-based Public Health Interventions using Text Mining #### SLiM Pilot study of the utility of text mining and machine learning tools to accelerate systematic review and meta-analysis of findings of in vivo research ## Publications ### Detecting machine-generated text 1. P. Przybyła, N. Duran-Silva, S. Egea-Gómez, “I've Seen Things You Machines Wouldn't Believe: Measuring Content Predictability to Identify Automatically-Generated Text,” in Proceedings of the 5th Workshop on Iberian Languages Evaluation Forum (IberLEF 2023), Jaén, Spain, 2023. [bib][paper][code] 2. P. Przybyła, “Detecting Bot Accounts on Twitter by Measuring Message Predictability,” in Working Notes of CLEF 2019 - Conference and Labs of the Evaluation Forum, Lugano, Switzerland, 2019. [bib][paper][code] ### Credibility and misinformation 1. P. Przybyła, A. Shvets, H. Saggion, “Verifying the Robustness of Automatic Credibility Assessment,” Natural Language Processing, 2024. [bib][paper][code] 2. A. Barrón-Cedeño, F. Alam, J. M. Struß, P. Nakov, T. Chakraborty, T. Elsayed, P. Przybyła, T. Caselli, G. Da San Martino, F. Haouari, M. Hasanain, C. Li, J. Piskorski, F. Ruggeri, X. Song, R. Suwaileh, “Overview of the CLEF-2024 CheckThat! Lab: Check-Worthiness, Subjectivity, Persuasion, Roles, Authorities, and Adversarial Robustness,” in Proceedings of the Fifteenth International Conference of the CLEF Association (CLEF 2024), Grenoble, France, 2024.	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should be more rigorous in applying the subsidiarity prin - ciple and exercise more “self-restraint” . The Commission’s legislative activity has been growing excessively, also due to passive scrutiny of the subsidiarity principle by national parliaments, which sets the boundaries of the Commission’s right of initiative. While national parliaments have the power to scrutinise whether EU legislation complies with the subsidiarity principle through reasoned opinions – and potentially trigger the so-called “yellow card procedure” – many do not actively exercise this right. For example, of the 39 national parliaments or chambers in the EU, only nine (from seven Member States) issued reasoned opinions in the context of scrutinising subsidiarity in 2023. An EU-wide inquiry should be launched to analyse the reasons behind national parliaments’ passive exercise of their scrutiny of the subsidiarity principle. Building on its conclusions, initiatives should be taken to reinforce the administrative capacity and role of national parliaments and Member States in their control over EU legislative activity. Moreover, EU institutions should apply a “self-restraint” principle in policymaking, both by better filtering future initiatives and by streamlining the existing acquis, building on the measures described in “Simplifying rules” below. ACCELERATING THE WORK OF THE EU Council votes subject to qualified majority voting (QMV) should be extended to more areas, and if action at the EU level is blocked, a differentiated approach to integration should be pursued . So far, many efforts to deepen European integration between Member States have been hindered by unanimity voting in the Council of the European Union. All possibilities offered by the EU Treaties should therefore be exploited to extend QMV. The so-called “passerelle” clause should be leveraged to generalise voting by qualified majority in all policy areas in the Council. This step would require an upfront agreement, subject to unanimity at the level of the European Council, and would have a positive impact on the pace at which key legislative initiatives are adopted by the EU. If action at the EU level is hindered by existing institutional procedures, the next-best option is for like-minded groups of Member States to resort to enhanced cooperation as foreseen by Articles 20 TEU and 329 TFEU. Enhanced cooperation offers two important safeguards: the consent of the European Parliament (EP) and judicial oversight of the Court of Justice of the EU (CJEU). It is also based on a Commission proposal. 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4 9 42 130 414 27 -- -- -- -- -- -- -- 3 -- -- 44 42 28 -- -- -- -- -- 5 -- -- 1 11 63 152 29 -- -- -- -- -- -- -- -- -- -- 33 45 30 -- -- -- -- -- -- -- -- 2 -- 44 56 31 -- -- -- -- -- -- 1 1 -- 1 7 5 32 -- -- -- -- -- 22 43 58 108 44 969 3 165 Total 118 53 0 3 156 132 479 620 3 303 1 721 11 438 19 310Table 2.37. Industrial design applications Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation103 three variables described. In this analysis, the term ‘critical mass’ (CM) denotes either the raw number of companies in a given industry group or the av- erage number of employees per industry group. Critical mass In general terms, Software is the industry group with the highest number of companies in all six countries, as well as being one of the industry groups with the highest number of employees and estimated revenue. Other relevant industry groups throughout all countries are Information Technol- ogy and Internet Services. In Armenia, Software is the industry group with the highest number of companies and employees, and the second with the highest revenue. Informa- tion Technology is also highly relevant within all three categories. While Internet Services has a high number of companies and employees, its reported estimated revenue is relatively low – possibly due to a lack of data. Hardware has the highest esti- mated revenue, while Mobile is the industry group with the third highest number of firms. Other in- dustry groups relevant to more than one variable are Apps, Gaming and Sales & Marketing.Country Number of Companies Per million inhabitantsPer GDP, in current USD bn PPP Armenia 134 42.76 3.19 Azerbaijan 111 11.76 0.74 Georgia 117 28.51 2.01 Moldova 75 21.09 2.08 Ukraine 4 065 92.34 7.26Table 2.38. Crunchbase – key descriptive statistics For each Eastern Partnership country, the table shows: the raw number of companies featured in the Crunchbase database (second column), the number of companies in Crunchbase normalised per million inhabitants (third column, source Eurostat) and the number of companies in Crunchbase normalised per GDP, expressed in current USD billions, in purchasing power parity (fourth column, source World Bank). 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the northern region have long been economically marginalised and marred by instability (UNDP, 2021[4]). Kenya, a parliamentary democracy, holds regular multiparty elections, and as of 2020 scored 48 out of 100 in Freedom House's democracy index. The country boasts a vibrant media and civil society, but continues to grapple with pervasive corruption, brutality by security forces, restrictive laws and intimidation (Freedom House, 2020[5]). ## 1.1. Health and socio-economic context prior to the pandemic Kenya has made progress in the fight against its three main communicable diseases, namely, Human Immunodeficiency Virus (HIV), tuberculosis (TB) and malaria. New HIV infections declined from 1.18 per 1 000 population in 2015 to 0.72 in 2020, while HIV prevalence declined from 4.9% in 2018 to 4.5% in 2020. The TB incidence rate fell by 11% during the same period. Despite the reduction in new TB cases and mortality over the last decade, significant challenges remain in the successful treatment of TB and addressing 'missing' cases. Likewise, the prevalence of malaria, which is endemic in the coastal and lake regions, has declined from 8% in 2016 to 6% in 2020 among children under five (The Global Fund, 2022[6]). However, malaria remains a significant public health concern with 70% of Kenyans at risk and substantial economic costs associated with the disease (Elnour et al., 2023[7]). Kenya's performance in routine immuni sation rates has been positive, however, the extent of coverage varies across vaccines. For example, between 2016 to 2019, the immunisation coverage was 89% for rubella-containing vaccine (RCV1), 93-97% for diphtheria tetanus toxoid and pertussis (DTP1), and 8996% for measles-containing vaccines (MCV1). The coverage rates for some vaccines declined between 2016 and 2017 before rebounding strongly in the subsequent years. This includes: - · the Bacillus Calmette-Guérin vaccine (BCG), declining from 99% in 2016 to 89% in 2017, before recovering to 93% by 2019 - · the DTP3 vaccine, declining from 89% in 2016 to 82% in 2017, before recovering to 91% by 2019 - · the polio vaccine (POL3), declining from 86% in 2016 to 81% in 2017, before recovering to 91% by 2019 - · the Hepatitis B vaccine (HepB3), declining from 89% in 2016 to 82% in 2017, before recovering to 91% by 2019 12  - · the Haemophilus influenzae type B vaccine (HIB3), declining from 90% in 2016 to 82% in 2017, before recovering to 91% by 2019. 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predictions, and/or assessments. Additionally or alternatively, the output variables ycan be set as a vector containing the relevant data (e.g., determinations, inferences, predictions, assessments, and/or the like). In the context of ML, an “ML feature” (or simply “feature”) is an individual measureable property or characteristic of a phenomenon being observed. Features are usually represented using numbers/numerals (e.g., integers), strings, variables, ordinals, real-values, categories, and/or the like. Additionally or alternatively, ML features are individual variables, which may be independent variables, based on observable phenomenon that can be quantified and recorded. ML models use one or more features to make predictions or inferences. In some implementations, new features can be derived from old features. may have a threshold such that a signal is sent only if the aggregate signal crosses that threshold. A may include an activation function, which defines the output of that given an input or set of inputs. Additionally or alternatively, a may include a propagation function that computes the input to a from the outputs of its and their as a weighted sum. A bias term can also be added to the result of the propagation function.	[ "predictions", ",", "and/or", "assessments", ".", "Additionally", "or", "alternatively", ",", "the", "output", "variables", "ycan", "be", "set", "as", "a", "vector", "containing", "the", "relevant", "data", "(", "e.g.", ",", "determinations", ",", "inferences", ",", "predictions", ",", "assessments", ",", "and/or", "the", "like", ")", ".", "\n\n", "In", "the", "context", "of", "ML", ",", "an", "“", "ML", "feature", "”", "(", "or", "simply", "“", "feature", "”", ")", "is", "an", "individual", "measureable", "property", "or", "characteristic", "of", "a", "phenomenon", "being", "observed", ".", "Features", "are", "usually", "represented", "using", "numbers", "/", "numerals", "(", "e.g.", ",", "integers", ")", ",", "strings", ",", "variables", ",", "ordinals", ",", "real", "-", "values", ",", "categories", ",", "and/or", "the", "like", ".", "Additionally", "or", "alternatively", ",", "ML", "features", "are", "individual", "variables", ",", "which", "may", "be", "independent", "variables", ",", "based", "on", "observable", "phenomenon", "that", "can", "be", "quantified", "and", "recorded", ".", "ML", "models", "use", "one", "or", "more", "features", "to", "make", "predictions", "or", "inferences", ".", "In", "some", "implementations", ",", "new", "features", "can", "be", "derived", "from", "old", "features", ".", "\n\n", "may", "have", "a", "threshold", "such", "that", "a", "signal", "is", "sent", "only", "if", "the", "aggregate", "signal", "crosses", "that", "threshold", ".", "A", " ", "may", "include", "an", "activation", "function", ",", "which", "defines", "the", "output", "of", "that", " ", "given", "an", "input", "or", "set", "of", "inputs", ".", "Additionally", "or", "alternatively", ",", "a", " ", "may", "include", "a", "propagation", "function", "that", "computes", "the", "input", "to", "a", " ", "from", "the", "outputs", "of", "its", " ", "and", "their", " ", "as", "a", "weighted", "sum", ".", "A", "bias", "term", "can", "also", "be", "added", "to", "the", "result", "of", "the", "propagation", "function", "." ]	[]
8 Ministerul Instrucțiunii și Cultelor, Anuarul oficial întocmit de Serviciul state - lor personale și al statisticii la 15 octombrie 1910 [The Ministry of Instruction and Cults, Official Yearbook of the Personnel and Statistics Department, 15 October 1910 ] (Ploești: Institutul de Arte Grafice Progresul Societate Anonimă, 1910), pp. 376, 386– 87. 166 Negotiating in/visibility 9 A. Ciupală, Bătălia lor: Femeile din Rom ânia în Primul R ăzboi Mondial [Their Battle : Women in World War I Romania ] (Iași: Editura Polirom, 2017), pp. 159– 71; M. Trancu Rainer, File de jurnal: M ărturii [Leaves from a Journal: Confessions ] (Bucharest: Paul Editions, 2021), pp. 67– 104. 10 Arhivele Naționale Istorice Centrale [National Archives of Romania, Central Branch, hereafter ANIC], Ministry of Public Health, Labour and Welfare, file 72/ 1923, pp. 227, 238. 11 The Ministry of Cults and Public Instruction has been the designated name since the establishment of the institution in 1859, when Alexandru Ioan Cuza was elected ruler ( domn ) of the Romanian Principalities. Cults or religious affairs were attached to it because they reflected the Church’s involvement in educa - tion, prior to the establishment of the Romanian national state. However, after World War I, Instruction was separated from Cults, which from 1921 until 1930 became the Ministry of Cults and Arts. In 1930, it was merged again with the Ministry of Instruction. In November 1936, the Ministry of Instruction changed its name to the Ministry of Education, while Cults and Arts became an independent department with a different minister. S. Neagoe, Istoria guvernelor Rom âniei de la începuturi – 1859, p ână în zilele noastre – 2012 , ediția a III- a [The History of Romanian Governments from the Beginning – 1859, Until Today – 2012 ] (Bucharest: Machiavelli, 2013), pp. 95– 139. 12 Lege asupra învățământului secundar și superior (Sanc ționat ă prin înaltul decret regal Nr. 1.097 din 23 martie 1898, publicat ă în Monitorul Oficial Nr. 283 din 24 Martie 1898) [Law on Secondary and Higher Education Sanctioned by Royal Decree no. 1097, March 1898, published in the Official Monitor No. 283, 24 March 1898] in Antologia legilor învățământului din Rom ânia [Anthology of Romanian Education Laws ] (Bucharest: Institutul de Științe ale Educației, 2004), p. 72; Lege asupra învățământului primar și normal- primar (Sanc ționat ă prin înaltul decret regal Nr. 2.199 din 29 Aprilie 1896 și publicat ă în Monitorul Oficial nr. 24 din 30 Aprilie 1896) [Law on Primary Education and Normal Education], in Antologia legilor învățământului din Rom ânia [Anthology of Romanian Education Laws ] (Bucharest: Institutul de Științe ale Educației, 2004), p. 67.	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December 2019, and twelve days after the World Health Organization (WHO) declared the virus a Public Health Emergency of International Concern in March 2020. The COVID-19 case trajectory in Kenya took the shape of five distinct waves until the first quarter of 2022 (Figure 1.1). The first wave lasted from June to August 2020, with a peak of 4 720 cases in the week commencing 27 July 2020. The second wave lasted from the end of September 2020 until the end of December, with a peak of 7 504 confirmed cases recorded on November 9, 2020. After a brief lull, a third wave began in mid-February 2021, which peaked in March 2021 with 9 167 confirmed cases and lasted until May 2021. The subsequent wave of cases hit from July to September 2021, before arriving at a period of relative calm that lasted until mid-December 2021. The short-lived but largest fifth wave hit Kenya from mid-December 2021 to January 2022, this time recording a peak of 19 023 cases in the week commencing 20 December 2021. Altogether, a cumulative total number of 344 094 COVID-19 cases has been reported to the World Health Organization (WHO) as of February 2024 (WHO, 2024[14]). Out of these cases, a total of 5 689 fatalities from COVID-19 were reported by the Government of Kenya. Figure 1.1. Daily cases of COVID-19 in Kenya and 7-day average (2020-2023) Daily cases (bars) and 7-day average (line) <!-- image --> Source: Johns Hopkins (2024[15]), Coronavirus Resource Center, https://coronavirus.jhu.edu/region/kenya. ## 1.3. The socio-economic impacts of the COVID-19 pandemic The outbreak of the COVID-19 pa ndemic led to a sharp contraction in Kenya's economy. Annual GDP growth contracted by 0.3% in 2020, during the pandemic, only to rebound by 7.6% in 2021 (Figure 1.2). The agriculture sector, which is the mainstay of Kenya's economy , recorded a similar downturn, with the sector's annual growth declining to -0.4% in 2020 from 4.6% in 2019. This situation was worsened by the dual crisis of a desert locust invasion 3 and severe flooding 4 in 2020, further reducing food security and agricultural output (OCHA, 2020[16]). As expected, other socio-economic indices such as poverty, unemployment, public debt, industrial production and current account balance deteriorated during the pandemic. Despite these economic shocks, the labour market remained relatively stable, with unemployment increasing marginally from 5% (2019) to 5.6% (2020). Figure 1.2. 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at the following standard number: +32 22999696, — via the following form: european -union.europa.eu/contact -eu/write -us_en . Finding information about the EU Online Information about the European Union in all the official languages of the EU is available on the Europa website ( european -union.europa.eu ). EU publications You can view or order EU publications at op.europa.eu/en/publications . Multiple copies of free publications can be obtained by contacting Europe Direct or your local documentation centre ( european - union.europa.eu/contact -eu/meet -us_en ). EU law and related documents For access to legal information from the EU, including all EU law since 1951 in all the official language versions, go to EUR -Lex (eur-lex.europa.eu ). EU open data The portal data.europa.eu provides access to open datasets from the EU institutions, bodies and agencies. These can be downloaded and reused for free, for both commercial and non -commercial purposes. The portal also provides access to a wealth of datasets from European countries.	[ "at", "the", "following", "standard", "number", ":", "+32", "22999696", ",", " \n", "—", "via", "the", "following", "form", ":", "european", "-union.europa.eu", "/", "contact", "-eu", "/", "write", "-us_en", ".", "\n \n", "Finding", " ", "information", " ", "about", " ", "the", "EU", "\n", "Online", " \n", "Information", "about", "the", "European", "Union", "in", "all", "the", "official", "languages", "of", "the", "EU", "is", "available", "on", "the", "Europa", "\n", "website", "(", "european", "-union.europa.eu", ")", ".", "\n", "EU", "publications", " \n", "You", "can", "view", "or", "order", "EU", "publications", "at", "op.europa.eu/en/publications", ".", "Multiple", "copies", "of", "free", "\n", "publications", "can", "be", "obtained", "by", "contacting", "Europe", "Direct", "or", "your", "local", "documentation", "centre", "(", "european", "-", "\n", "union.europa.eu/contact", "-eu", "/", "meet", "-us_en", ")", ".", "\n", "EU", "law", "and", "related", "documents", " \n", "For", "access", "to", "legal", "information", "from", "the", "EU", ",", "including", "all", "EU", "law", "since", "1951", "in", "all", "the", "official", "language", "versions", ",", "go", "to", "EUR", "-Lex", "(", "eur-lex.europa.eu", ")", ".", "\n \n", "EU", "open", "data", " \n", "The", "portal", "data.europa.eu", " ", "provides", "access", "to", "open", "datasets", "from", "the", "EU", "institutions", ",", "bodies", "and", "\n", "agencies", ".", "These", "can", "be", "downloaded", "and", "reused", "for", "free", ",", "for", "both", "commercial", "and", "non", "-commercial", "\n", "purposes", ".", "The", "portal", "also", "provides", "access", "to", "a", "wealth", "of", "datasets", "from", "European", "countries", "." ]	[]
wisdom, compassion and justice’ (Mulford, 2008, p. 13–14). Even the definition of leadership as influence, as endorsed in this report, can raise questions. Leadership generally has favourable connotations but its sources (which may include power) and its means (which may include manipulation) can have negative associations. Even influence can equally be seen as positive or negative. But is that sufficient for leadership to stand apart? Another commentator even asked: ‘if leadership is a type, or aspect, of influence, doesn’t that make ‘leadership’ unnecessary? That is, if it is influence we are really talking about, then why not stay with that word? … In short, when describing and analysing the flow of collective action and the conduct of persons as part of that process, why is it leadership we are talking about rather than influence or power?’ (Gronn, 2003, p. 276–277). It is often difficult to distinguish a good leader from a good manager 2024/5 • GLOBAL EDUCATION MONITORING REPORT 9 CHAPTER 1 • INTRODUCTION 1 One of the most quoted findings in literature on education leadership is that ‘there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader’ (Leithwood et al., 2004). The intention of this report is to see how this insight can be used to help decision makers design policies to ensure that each education institution and office will have leaders who are prepared to competently address and resolve education problems. This shifts the attention away from exceptional individuals to systematic processes. Do we need another hero, or do we need to encourage and nurture diverse groups of people with good leadership potential to pursue such careers? If people currently in leadership positions are vulnerable to being too sure of themselves, their abilities and their views, how can education systems be organized to support the recruitment in these positions of people who are committed and will not act alone but with and for their community? Defining leadership in education in terms of influence and goals opens up the scope of this report. At the school, local, national and global levels, people and organizations need to be mobilized, from a range of positions, to shape goals and work collectively towards their achievement (Table 1.1). School leaders receive the most attention in research and policy. 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tors. For the above reasons, in line with the Smart Spe- cialisation Framework for EU Enlargement and Neighbourhood Region, specified in the Joint Re- search Centre document Supporting an Innovation Agenda for the Western Balkans28, further analyti- cal and participatory work is necessary to analyse, propose and characterise specialisation priorities by: ■enriching the quantitative and semantic anal- ysis by adding additional local data sources and repositories (R&D projects financed by local policy instruments, publications in local repositories, all patents filed in local IPR agen- cies, etc.) to the international sources used in this exercise; ■including contributions by local experts and stakeholders within the EDP. 28 Matusiak, M., Kleibrink, A. (ed.), Supporting an Inno- vation Agenda for the Western Balkans – Tools and Methodologies, Publications Office of the European Un- ion, Luxembourg, 2018, ISBN 978-92-79-81870-7, doi:10.2760/48162, JRC111430. PART 2 38 Part 2 Analysis of economic and innovation potential Part 2. Analysis of economic and innovation potential 1. Introduction Part 2 of this report presents results of the map- ping of the economic and innovation potential of the Eastern Partnership countries: Armenia, Azer- baijan, Georgia, Moldova and Ukraine. Details on definitions and data sources are provided in Part 1. This part of the analysis will provide preliminary answers to the following research questions: ■What are sub-sectoral specialisations of the Eastern Partnership countries in terms of eco- nomic critical mass, emerging sectors and in- novative activities? ■Which of these specialisations are common in the Eastern Partnership region and which spe- cific to each country? 2. Economic potential 2.1. Full economic analysis for three Eastern Partnership countries The economic fabric of an economy can be ana- lysed through the identification of critical mass and specialisation in terms of relevant economic variables, such as employment, turnover and aver- age wages, as well as their growth dynamics. This section provides an analysis using aggregate en- terprise-level data from the Orbis database for the Eastern Partnership countries for the number of employees and turnover, as the data available from the Orbis database for other economic vari- ables is insufficient. Data availability The primary data used have been extracted from the Orbis database. Orbis comprises statistics on the number of employees and turnover in individ- ual enterprises at NACE four-digit industry level. Orbis data, however, contain a lot of missing val- ues. Missing values have been imputed in three steps. 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A comparison of Sanjay, Bhalswa and Ajit Vihar. ## Measures When considering how neighbourhood characteristics impact residents, one of the measures we employ to understand these associations is the Neighbourhood Cohesion Index (NCI). The NCI is used in this research to measure social cohe -sion with a focus on neighbourhood networks and the degree of neighbourliness; that is, the emotional social support within the neighbourhood, which includes visiting neighbours and friendships ( Buckner, 1988 ; Ross and Searle, 2021). Higher mean total scores indicate a greater level of neighbourhood social cohesion ( Ellaway et al., 2001 ; Robinson and Wilkinson, 1995). A neighbourhood with strong social cohesion can empower individuals within communities to support each other through residential bonds, create coordinated actions and networks for a collective good ( Putnam, 1993 ; Sampson et al., 1997 ; Sampson and Raudenbush, 1999 ; Saegert et al., 2001). All items are measured on a 5-point Likert scale with 5 (strongly agree) to 1 (strongly disagree). The total scores for NCI are calculated by taking the average of the 18 items, with items 5 and 15 being reverse scored. The NCI measure can be divided into three subscale dimen -sions: 'sense of community' (SOC), 'neighbourliness' (NEI) and 'attraction to neighbourhood' (ATTR) (Ross and Searle, 2021 ; Fone et al., 2006 ; Fone et al., 2007 ; Krishna and Shrader, 2000). The NCI has been well-validated and used in a range of different country settings with various communities (Fone et al., 2014 ; Robinson and Wilkinson, 1995 ; Fone et al., 2006 ; Fone et al., 2007 ; McCulloch, 2003; Macintyre and Ellaway, 2000). The second measure is the subjective well-being (SWB) scale. Subjective rather than objective well-being is used to explore the individual's internal subjective assessment of their own life as a whole, based on cognitive judgements and affec -tive reactions. Diener, one of the leading scholars in SWB research, defines SWB as how 'a person feels and thinks his or her life is desirable regardless of how others see it' (Diener, 2009, p.1). This definition highlights the thinking and feeling dimen -sions of SWB. 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\| \| \| \| Hindu \| 291 (93.6) \| 251 (76.5) \| \| Muslim \| 17 (5.5) \| 74 (22.6) \| \| Christian \| 0 (0.0) \| 3 (0.9) \| \| Sikh \| 1 (0.3) \| 0 (0.0) \| \| Buddhist \| 2 (0.6) \| 0 (0.0) \| \| Household caste \| \| \| \| General caste \| 54 (17.4) \| 78 (23.8) \| \| Scheduled caste \| 216 (69.5) \| 185 (56.4) \| \| Backward caste \| 41 (13.2) \| 65 (19.8) \| \| Highest household education completed up to: \| \| \| \| College \| 24 (7.7) \| 20 (6.1) \| \| Up to 12th grade \| 86 (27.7) \| 84 (25.6) \| \| Up to 8th grade \| 124 (39.9) \| 128 (39.0) \| \| Little or no education \| 77 (24.8) \| 96 (29.3) \| \| Main household occupation \| \| \| \| Self-employed business owner \| 94 (30.2) \| 61 (18.6) \| \| Regular salary/wage employee \| 128 (41.2) \| 154 (47.0) \| \| Casual worker/daily paid labourer \| 89 (28.6) \| 113 (34.5) \| \| Mean length of residence (years) (SD) \| 29.05 (12.40) \| 18.47 (9.44) \| \| Maximum \| 50 \| 50 \| \| Minimum \| 1 \| 1 \| \| Mean monthly family income 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or semiprecious stones, unworked or worked \| X \| 5.0% \| \| \| \| 682 \| Copper \| X \| 4.0% \| \| \| \| 684 \| Aluminium \| X \| 5.0% \| \| \| \| 7 \| Machinery and transport equipment \| \| \| \| \| \| 8 \| Miscellaneous manufactured articles \| \| \| \| \| \| 841 \| Men's or boys' coats, capes, jackets, suits, blazers, trousers, shorts, shirts, underwear, nightwear and similar articles of textile fabrics, not knitted or crocheted (other than those of subgroup 845.2) \| X \| 2.2% \| X \| 2.2% \| \| 842 \| Women's or girls' coats, capes, jackets, suits, trousers, shorts, shirts, dresses and skirts, underwear, nightwear and similar articles of textile fabrics, not knitted or crocheted (other than those of subgroup 845.2) \| \| \| X \| 1.4% \| \| 845 \| Articles of apparel, of textile fabrics, whether or not knitted or crocheted, n.e.s. \| \| \| X \| 0.6% \| \| 885 \| Watches and clocks \| X \| 1.1% \| \| \| \| 897 \| Jewellery, goldsmiths' and silversmiths' wares, and other articles of precious or semiprecious materials, n.e.s. \| X \| 1.9% \| \| \| \| 9 \| Commodities and transactions not classified elsewhere in the SITC \| \| \| \| \| \| 971 \| Gold, non-monetary (excluding gold ores and concentrates) \| X \| 6.8% \| X \| 6.8% \| ## Mapping of goods export specialisations - results for Azerbaijan Results of the export mapping for Azerbaijan are shown in Table 2.17 . The 3 goods categories with current strength represent 88% of the total exports for 2012-2019. This very high share is due to the dominance of only one good in Azerbaijan's export: export of Bituminous minerals, crude (SITC 333), accounting for 82% of the total exports. Azerbaijan's exports are therefore extremely specialised, putting the country at risk of negative market developments in this goods category. Part The 8 goods categories with emerging strength represent almost 91% of the total exports as Bituminous minerals, crude (SITC 333) is also included. Increasing specialisations are also observed in Food and live animals (SITC 0) and Manufactured goods classified chiefly by material (SITC 6). Azerbaijan's exports are extremely specialised, with more than 80% of exports in only one category, putting the country at risk of negative market developments in this goods category. ## Table 2.17. Goods	[ "or", "semiprecious", "stones", ",", "unworked", "or", "worked", " ", "\|", "X", " ", "\|", "5.0", "%", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "682", " ", "\|", "Copper", " ", "\|", "X", " ", "\|", "4.0", "%", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "684", " ", "\|", "Aluminium", " ", "\|", "X", " ", "\|", "5.0", "%", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "7", " ", "\|", "Machinery", "and", "transport", "equipment", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "8", " ", "\|", "Miscellaneous", "manufactured", "articles", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "841", " ", "\|", "Men", "'s", "or", "boys", "'", "coats", ",", "capes", ",", "jackets", ",", "suits", ",", "blazers", ",", "trousers", ",", "shorts", ",", "shirts", ",", "underwear", ",", "nightwear", "and", "similar", "articles", "of", "textile", "fabrics", ",", "not", "knitted", "or", "crocheted", "(", "other", "than", "those", "of", "subgroup", "845.2", ")", " ", "\|", "X", " ", "\|", "2.2", "%", " ", "\|", "X", " ", "\|", "2.2", "%", " ", "\|", "\n", "\|", "842", " ", "\|", "Women", "'s", "or", "girls", "'", "coats", ",", "capes", ",", "jackets", ",", "suits", ",", "trousers", ",", "shorts", ",", "shirts", ",", "dresses", "and", "skirts", ",", "underwear", ",", "nightwear", "and", "similar", "articles", "of", "textile", "fabrics", ",", "not", "knitted", "or", "crocheted", "(", "other", "than", "those", "of", "subgroup", "845.2", ")", "\|", " ", "\|", " ", "\|", "X", " ", "\|", "1.4", "%", " ", "\|", "\n", "\|", "845", " ", "\|", "Articles", "of", "apparel", ",", "of", "textile", "fabrics", ",", "whether", "or", "not", "knitted", "or", "crocheted", ",", "n.e.s", ".", " ", "\|", " ", "\|", " ", "\|", "X", " ", "\|", "0.6", "%", " ", "\|", "\n", "\|", "885", " ", "\|", "Watches", "and", "clocks", " ", "\|", "X", " ", "\|", "1.1", "%", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "897", " ", "\|", "Jewellery", ",", "goldsmiths", "'", "and", "silversmiths", "'", "wares", ",", "and", "other", "articles", "of", "precious", "or", "semiprecious", "materials", ",", "n.e.s", ".", " ", "\|", "X", " ", "\|", "1.9", "%", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "9", " ", "\|", "Commodities", "and", "transactions", "not", "classified", "elsewhere", "in", "the", "SITC", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "971", " ", "\|", "Gold", ",", "non", "-", "monetary", "(", "excluding", "gold", "ores", "and", "concentrates", ")", " ", "\|", "X", " ", "\|", "6.8", "%", " ", "\|", "X", " ", "\|", "6.8", "%", " ", "\|", "\n\n", "#", "#", "Mapping", "of", "goods", "export", "specialisations", "-", "results", "for", "Azerbaijan", "\n\n", "Results", "of", "the", "export", "mapping", "for", "Azerbaijan", "are", "shown", "in", "Table", "2.17", ".", "The", "3", "goods", "categories", "with", "current", " ", "strength", " ", "represent", " ", "88", "%", " ", "of", " ", "the", " ", "total", " ", "exports", "for", "2012", "-", "2019", ".", "This", "very", "high", "share", "is", "due", "to", "the", "dominance", "of", "only", "one", "good", "in", "Azerbaijan", "'s", "export", ":", "export", "of", "Bituminous", "minerals", ",", "crude", "(", "SITC", "333", ")", ",", " ", "accounting", " ", "for", " ", "82", "%", " ", "of", " ", "the", " ", "total", " ", "exports", ".", "Azerbaijan", "'s", "exports", "are", "therefore", "extremely", "specialised", ",", " ", "putting", " ", "the", " ", "country", " ", "at", " ", "risk", " ", "of", " ", "negative", "market", "developments", "in", "this", "goods", "category", ".", "\n\n", "Part", "\n\n", "The", " ", "8", " ", "goods", " ", "categories", " ", "with", " ", "emerging", " ", "strength", "represent", "almost", "91", "%", "of", "the", "total", "exports", "as", "Bituminous", "minerals", ",", "crude", "(", "SITC", "333", ")", "is", "also", "included", ".", "Increasing", "specialisations", "are", "also", "observed", "in", "Food", "and", "live", "animals", "(", "SITC", "0", ")", "and", "Manufactured", "goods", "classified", "chiefly", "by", "material", "(", "SITC", "6", ")", ".", "\n\n", "Azerbaijan", "'s", " ", "exports", " ", "are", " ", "extremely", " ", "specialised", ",", "with", "more", "than", "80", "%", "of", "exports", "in", "only", "one", "category", ",", "putting", "the", "country", "at", "risk", "of", "negative", "market", "developments", "in", "this", "goods", "category", ".", "\n\n", "#", "#", "Table", "2.17", ".", "Goods" ]	[]
\| Montenegro \| \| 12 \| … \| 100 \| … \| \| \| … \| … \| \| … \| 88 ₋₂ \| 7 8 \| 71 \| 100 \| \| … \| … \| MNE \| MNE \| \| Netherlands (Kingdom of \| 2 \| \| … \| … \| \| … \| … \| \| … \| … \| \| ᵢ \| 14 \| … \| \| … \| \| \| \| \| \| the) North Macedonia \| 32 ₋₁ \| 15 ₋₁ … \| … \| … \| … \| 102 ₋₁ \| 11 ₋₁ \| … \| \| … \| 0.84 ₋₁ … \| 61 ₋₂ ᵢ 81 ₋₂ \| 118 ₋₁ \| ₋₁ … \| … \| … \| 0.90 ₋₁ \| … … \| NLD MKD \| NLD MKD \| \| Norway \| … 16 ₋₁ \| 10 ₋₁ \| … \| … \| … \| 8 ₋₁ \| 14 ₋₁ \| … \| … … \| … … \| 0.69 ₋₁ \| ᵢ 58 ₋₂ ᵢ \| 19 ₋₁ 57 ₋₁ \| 8 ₋₁ \| … … … \| … … \| … 0.69 ₋₁ \| 60 ₋₄ ᵢ \| NOR \| NOR \| \| Poland \| 115 ₋₁ \| 13 ₋₁ \| 100 ₋₄ \| … \| … … \| 52 ₋₁ \| 8 ₋₁ \| … \| … \| … \| 0.60 ₋₁ \| 80 ₋₂ \| 326 ₋₁ \| 8 ₋₁ 10 ₋₁ \| … 100 ₋₄ \| … \| 0.60 ₋₁ \| … \| POL \| POL \| \| Portugal \| 17 ₋₁ \| 16 ₋₁ \| 100 ₋₃ \| 100 ₋₃ \| … \| 131 ₋₁ 52 \| 12 ₋₁ \| 100 ₋₄ \| 100 ₋₃ \| … \| 1.21 ₋₁ \| ᵢ 78 ₋₂ ᵢ \| … … \| 100 ₋₃ \| … 100 ₋₃ \| … \| 1.21 ₋₁ \| 97 ₋₁ ᵢ \| PRT \| PRT \| \| Republic of Moldova \| 10 ₊₁ \| 12 ₊₁ \| 100 \| 92 \| … \| ₋₁ 7 ₊₁ \| 11 ₋₁ \| 100 ₋₃ 100 \| 99 \| … \| … \| … \| 20 125 ₋₁ \| \| 100 \| … \| … \| … 71 ₋₄ ᵢ \| MDA ROU \| MDA ROU \| \| Romania \| 36 ₋₁ \| 14 ₋₁ \| … \| … \| … \| 47 ₋₁ \| 18	[ "\|", "Montenegro", " ", "\|", " ", "\|", "12", " ", "\|", "…", " ", "\|", "100", " ", "\|", "…", " ", "\|", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "88", "₋₂", " ", "\|", "7", "8", " ", "\|", "71", " ", "\|", "100", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", "MNE", " ", "\|", "MNE", " ", "\|", "\n", "\|", "Netherlands", "(", "Kingdom", "of", " ", "\|", "2", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "ᵢ", " ", "\|", "14", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "the", ")", "North", "Macedonia", " ", "\|", "32", "₋₁", " ", "\|", "15", "₋₁", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "102", "₋₁", " ", "\|", "11", "₋₁", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "0.84", "₋₁", "…", " ", "\|", "61", "₋₂", "ᵢ", "81", "₋₂", " ", "\|", "118", "₋₁", " ", "\|", "₋₁", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "0.90", "₋₁", " ", "\|", "…", "…", " ", "\|", "NLD", "MKD", " ", "\|", "NLD", "MKD", " ", "\|", "\n", "\|", "Norway", " ", "\|", "…", "16", "₋₁", " ", "\|", "10", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "8", "₋₁", " ", "\|", "14", "₋₁", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", "…", " ", "\|", "0.69", "₋₁", " ", "\|", "ᵢ", "58", "₋₂", "ᵢ", " ", "\|", "19", "₋₁", "57", "₋₁", " ", "\|", "8", "₋₁", " ", "\|", "…", "…", "…", " ", "\|", "…", "…", " ", "\|", "…", "0.69", "₋₁", " ", "\|", "60", "₋₄", "ᵢ", " ", "\|", "NOR", " ", "\|", "NOR", " ", "\|", "\n", "\|", "Poland", " ", "\|", "115", "₋₁", " ", "\|", "13", "₋₁", " ", "\|", "100", "₋₄", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "52", "₋₁", " ", "\|", "8", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "0.60", "₋₁", " ", "\|", "80", "₋₂", " ", "\|", "326", "₋₁", " ", "\|", "8", "₋₁", "10", "₋₁", " ", "\|", "…", "100", "₋₄", " ", "\|", "…", " ", "\|", "0.60", "₋₁", " ", "\|", "…", " ", "\|", "POL", " ", "\|", "POL", " ", "\|", "\n", "\|", "Portugal", " ", "\|", "17", "₋₁", " ", "\|", "16", "₋₁", " ", "\|", "100", "₋₃", " ", "\|", "100", "₋₃", " ", "\|", "…", " ", "\|", "131", "₋₁", "52", " ", "\|", "12", "₋₁", " ", "\|", "100", "₋₄", " ", "\|", "100", "₋₃", " ", "\|", "…", " ", "\|", "1.21", "₋₁", " ", "\|", "ᵢ", "78", "₋₂", "ᵢ", " ", "\|", "…", "…", " ", "\|", "100", "₋₃", " ", "\|", "…", "100", "₋₃", " ", "\|", "…", " ", "\|", "1.21", "₋₁", " ", "\|", "97", "₋₁", "ᵢ", " ", "\|", "PRT", " ", "\|", "PRT", " ", "\|", "\n", "\|", "Republic", "of", "Moldova", " ", "\|", "10", "₊₁", " ", "\|", "12", "₊₁", " ", "\|", "100", " ", "\|", "92", " ", "\|", "…", " ", "\|", "₋₁", "7", "₊₁", " ", "\|", "11", "₋₁", " ", "\|", "100", "₋₃", "100", " ", "\|", "99", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "20", "125", "₋₁", " ", "\|", " ", "\|", "100", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "71", "₋₄", "ᵢ", " ", "\|", "MDA", "ROU", " ", "\|", "MDA", "ROU", " ", "\|", "\n", "\|", "Romania", " ", "\|", "36", "₋₁", " ", "\|", "14", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "47", "₋₁", " ", "\|", "18" ]	[]
70 The Right to Food ................................................................................................................. 74 The Rights of Children .......................................................................................................... 75 Physical and Mental Health ............................................................................................ 75 Access to Education ....................................................................................................... 76 The Right to Work and Economic Impacts for Women and Households .................................... 78 IV. Recommendations ........................................................................................................ 80 Acknowledgments .............................................................................................................. 87 i Glossary Acute malnutrition: A state of undernutrition experienced over a short period of time that is characterized by wasting (a low weight to height ratio). Blind pit : Throughout this report, the term “blind pit” refers to a hole in the ground that is used as a latrine. It is a translation of the Spanish phrase “pozo ciego,” which many interviewees used to describe where they go to the bathroom. Child morbidity : The experience of illness, disease, or other medical condition by children under the age of 18. Chronic malnutrition : A state of undernutrition experienced over a prolonged period that is characterized by stunting (a low height to age ratio). Mechanical well : A hole dug or drilled in the ground to access groundwater that extracts the water using a mechanical pump. Sanitation services : Throughout this report, “sanitation services” is used to refer to methods used to manage and dispose of human excreta, including toilets, latrines, drainage systems, and waste treatment infrastructure. Surface waters : Water bodies accessible above ground, such as streams, rivers, and lakes. Unprotected well: In this report, an “unprotected well” refers to a perforation in the ground to access groundwater or another natural source of water that is unsupported and unprotected by manmade materials or intervention, such as an internal casing or a cover to prevent contamination. Wastewater : Residual water created by household, industrial, agricultural, or other uses, and includes sewage containing human excreta. ii Wastewater treatment plant : Facility that receives and treats wastewater to remove contaminants —typically according to standards imposed by local regulations —before discharging the water back into the natural environment. iii HUMAN RIGHTS WATCH \| JULY 2025 Map	[ "70", "\n", "The", "Right", "to", "Food", " ", ".................................................................................................................", "74", "\n", "The", "Rights", "of", "Children", " ", "..........................................................................................................", "75", "\n", "Physical", "and", "Mental", "Health", " ", "............................................................................................", "75", "\n", "Access", "to", "Education", " ", ".......................................................................................................", "76", "\n", "The", "Right", "to", "Work", "and", "Economic", "Impacts", "for", "Women", "and", "Households", " ", "....................................", "78", "\n", "IV", ".", "Recommendations", " ", "........................................................................................................", "80", "\n", "Acknowledgments", " ", "..............................................................................................................", "87", "\n \n", "i", "Glossary", " \n \n", "Acute", "malnutrition", ":", "A", "state", "of", "undernutrition", "experienced", "over", "a", "short", "period", "of", "time", "that", "\n", "is", "characterized", "by", "wasting", "(", "a", "low", "weight", "to", "height", "ratio", ")", ".", " \n \n", "Blind", "pit", ":", "Throughout", "this", "report", ",", "the", "term", "“", "blind", "pit", "”", "refers", "to", "a", "hole", "in", "the", "ground", "that", "is", "\n", "used", "as", "a", "latrine", ".", "It", "is", "a", "translation", "of", "the", "Spanish", "phrase", "“", "pozo", "ciego", ",", "”", "which", "many", "\n", "interviewees", "used", "to", "describe", "where", "they", "go", "to", "the", "bathroom", ".", " \n \n", "Child", "morbidity", ":", "The", "experience", "of", "illness", ",", "disease", ",", "or", "other", "medical", "condition", "by", "children", "\n", "under", "the", "age", "of", "18", ".", " \n \n", "Chronic", "malnutrition", ":", "A", "state", "of", "undernutrition", "experienced", "over", "a", "prolonged", "period", "that", "\n", "is", "characterized", "by", "stunting", "(", "a", "low", "height", "to", "age", "ratio", ")", ".", " \n \n", "Mechanical", "well", ":", "A", "hole", "dug", "or", "drilled", "in", "the", "ground", "to", "access", "groundwater", "that", "extracts", "\n", "the", "water", "using", "a", "mechanical", "pump", ".", " \n \n", "Sanitation", "services", ":", "Throughout", "this", "report", ",", "“", "sanitation", "services", "”", "is", "used", "to", "refer", "to", "\n", "methods", "used", "to", "manage", "and", "dispose", "of", "human", "excreta", ",", "including", "toilets", ",", "latrines", ",", "\n", "drainage", "systems", ",", "and", "waste", "treatment", "infrastructure", ".", " \n \n", "Surface", "waters", ":", "Water", "bodies", "accessible", "above", "ground", ",", "such", "as", "streams", ",", "rivers", ",", "and", "lakes", ".", " \n \n", "Unprotected", "well", ":", "In", "this", "report", ",", "an", "“", "unprotected", "well", "”", "refers", "to", "a", "perforation", " ", "in", "the", "\n", "ground", "to", "access", "groundwater", "or", "another", "natural", "source", "of", "water", "that", "is", "unsupported", "and", "\n", "unprotected", "by", "manmade", "materials", "or", "intervention", ",", "such", "as", "an", "internal", "casing", "or", "a", "cover", "to", "\n", "prevent", "contamination", ".", " \n \n", "Wastewater", ":", "Residual", "water", "created", "by", "household", ",", "industrial", ",", "agricultural", ",", "or", "other", "uses", ",", "\n", "and", "includes", "sewage", "containing", "human", "excreta", ".", " \n \n \n ", "ii", "Wastewater", "treatment", "plant", ":", "Facility", "that", "receives", "and", "treats", "wastewater", "to", "remove", "\n", "contaminants", "—", "typically", "according", "to", "standards", "imposed", "by", "local", "regulations", "—", "before", "\n", "discharging", "the", "water", "back", "into", "the", "natural", "environment", ".", " \n \n \n ", "iii", "HUMAN", "RIGHTS", "WATCH", "\|", "JULY", "2025", " ", "Map" ]	[]
Amadei et al., 2021), the importance of the plastic value chain is clear . Looking ahead, the OECD (2022) predicts that the EU's plastic consumption will double by 2060, underscoring the material's continued growth and significance. The pervasive use of plastic, however, has significant environmental implications, particularly with regards to plastic pollution, littering, and greenhouse gas emissions (European Environment Agency – EEA, 2024 a). The global environment is increasingly polluted with microplastics, which are plastic debris smaller than 5mm, as well as macroplastics, which are larger pieces. Microplastics are commonly released during the use stage of plastic products, generated through the breakdown of littered items, or lost during other life cycle stages such as waste management . Once released into the environment, microplastics tend to persist and can be transferred through food chains, potentially leadin g to human ingestion (EEA, 2024 a; Amadei et al., 2022). The annual release of microplastics in the EU is estimated to be between 0.7-1.8 Mt (EC, 2023 a). Furthermore, as the production of plastic products continues to grow, so do the associated greenhouse gas emissions (OECD, 2022). The plastic value chain significantly contributes to these emission as a consequence of fossil fuels used in the production and manufacturing life cycle stages , which accounted for approximately 200 million metric tons of CO 2 equivalent emission s in the EU in 2 020 (EEA, 2024 a; Tenhunen -Lunkka et al., 2023). This highlights the need to address the environmental impacts of the plastic value chain, particularly considering the expected growth in plastic production and consumption. The concept of a circular economy is a key strategy for mitigating the environmental impacts of the plastic value chain, both within the EU and globally (EC, 2020; EEA, 2024 b). At its core, a circular economy involves a system where materials are continuously cycled back into production through processes such as reuse, refurbishment, and recycling, thereby decoupling economic growth from the consumption of non-renewable resources ( EMAF , 2024). Despite its significant potential benefits and importance, the adoption of circular economy principles in the EU plastic value chain is progressing at a too slow pace for achieving EU targets . 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el ámbito político y empresarial. La literatura popular sobre administración y gestión da muchos ejemplos de la importancia de tener en cuenta las competencias, los rasgos de personalidad, los comportamientos, los estilos, las motivaciones y los valores de los líderes, a quienes se tiende a considerar como individuos excepcionales. De hecho, en uno de esos ejemplos, existe una lista compuesta de cinco elementos en la que se describe «lo que hacen los líderes eficaces». Según los autores, dichos líderes establecen estándares de excelencia y un ejemplo a seguir para los demás («modelar el camino»); imaginan un ideal de lo que una organización puede llegar a ser («inspirar una visión compartida»); buscan formas innovadoras de mejorar una organización («desafiar el proceso»); fomentan la colaboración, se esfuerzan por crear un ambiente de confianza y hacen que cada persona se sienta capaz («habilitar a los demás para que actúen»); y reconocen las contribuciones que hacen los individuos («alentar el corazón») (Kouzes y Posner, 2017). En otra publicación muy popular dirigida al mundo empresarial, el liderazgo se define como «un proceso de influencia social que maximiza los esfuerzos de los demás hacia la consecución de una I N En el ámbito educativo, una definición reciente refleja estos dos conceptos: «el liderazgo consiste en la defensa de una forma de organización específica» (Eacott, 2022): la «defensa» representa un proceso de influencia, mientras que la «forma de organización» alude a la existencia de un objetivo. Ahora bien, teniendo en cuenta que el liderazgo en la educación implica el establecimiento de objetivos específicos, la adopción de un proceso de influencia para movilizar a las personas hacia el alcance de dichos objetivos y la existencia tanto de oportunidades como de limitaciones a la hora de alcanzarlos, surgen tres preguntas. La primera de ellas es qué objetivos intentan alcanzar exactamente los líderes educativos. Este informe llama a todas las partes interesadas involucradas en la educación a liderar para el aprendizaje (#Lead for Learning). Definir los objetivos del aprendizaje es un proceso político en el que participan todos las partes interesadas en la educación. Existe la percepción -a la que este informe incluso contribuye a veces inadvertidamente, dado su mandato de informar sobre indicadores educativos comparables- de que los objetivos de aprendizaje pueden reducirse a un conjunto de resultados mensurables en materias como la lectura, las matemáticas o las ciencias. 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education School leaders manage human and financial resources but can shape schools’ objectives (from inclusion to well-being), steer teaching and learning, develop staff, and foster collaborations.Yoana Quintero is a rural school principal in Mexico in a challenging area plagued with a lack of public services, marginalized populations, gang violence and drug trafficking. Facilities are poor. Water, electricity and telephone services are scarce. Drawing on her knowledge of the community, she has forged partnerships with local institutions, including the health centre, police station and community services, to address school needs. She motivates and empowers her teaching staff, fostering a culture of care and support that extends beyond the classroom to create a favourable and supportive environment for teaching and learning. Sok Weng is a principal at the Bunrany Hun Sen Romeas Primary School in Cambodia. He has been working in education for 40 years. During COVID-19, he worked hard to prevent any children at his school from dropping out. He coordinated home learning packages to help students stay in school and keep up with their learning. Teacher leaders are crucial for fostering collaboration within schools, balancing their teaching with oversight of specific areas, such as curricula, school welfare and professional development.Sharhabeel Marashdeh is an assistant school principal at the Al-Dhiraa Secondary School for Boys in Jordan. He has a bachelor's in mathematics and an advanced professional diploma from the Queen Rania Teacher Academy. He works closely with the principal and school staff to improve instructional practices and help students overcome the challenges associated with their rural, economically disadvantaged community. Education officials at the central and local levels, often referred to as middle or system leaders, take actions to implement government policy and support schools to achieve their goals.Uma Mahadevan Dasgupta is Additional Chief Secretary at the Ministry of Panchayati Raj, in the Indian state of Karnataka. With the help of panchayats (village councils in India), she has worked to improve literacy by opening rural libraries for children. She helped build a movement around the Oduva Belaku (The Light of Reading) initiative, with the support of many individuals, non-governmental organizations and businesses. Over 1 million books have been collected and 4,000 libraries have been given with computers and internet connections. Political leaders, such as ministers of education or parliamentarians, can shape the direction of an education system.Tozen Leokana took office as the Minister of Education of the Solomon Islands in May 2024.	[ "education", " \n", "School", "leaders", "manage", "\n", "human", "and", "financial", "resources", "but", "can", "shape", "schools", "’", "objectives", "(", "from", "inclusion", "to", "well", "-", "being", ")", ",", "steer", "teaching", "and", "learning", ",", "develop", "staff", ",", "and", "foster", "collaborations", ".", "Yoana", "Quintero", "is", "a", "rural", "school", "principal", "in", "Mexico", "in", "a", "challenging", "area", "plagued", "with", "a", "lack", "of", "public", "services", ",", "marginalized", "populations", ",", "gang", "violence", "and", "drug", "trafficking", ".", "Facilities", "are", "poor", ".", "Water", ",", "electricity", "and", "telephone", "services", "are", "scarce", ".", "Drawing", "on", "her", "knowledge", "of", "the", "community", ",", "she", "has", "forged", "partnerships", "with", "local", "institutions", ",", "including", "the", "health", "centre", ",", "police", "station", "and", "community", "services", ",", "to", "address", "school", "needs", ".", "She", "motivates", "and", "empowers", "her", "teaching", "staff", ",", "fostering", "a", "culture", "of", "care", "and", "support", "that", "extends", "beyond", "the", "classroom", "to", "create", "a", "favourable", "and", "supportive", "environment", "for", "teaching", "and", "learning", ".", "\n", "Sok", "Weng", "is", "a", "principal", "at", "the", "Bunrany", "Hun", "Sen", "Romeas", "Primary", "School", "in", "\n", "Cambodia", ".", "He", "has", "been", "working", "in", "education", "for", "40", "years", ".", "During", "COVID-19", ",", "he", "worked", "hard", "to", "prevent", "any", "children", "at", "his", "school", "from", "dropping", "out", ".", "He", "coordinated", "home", "learning", "packages", "to", "help", "students", "stay", "in", "school", "and", "keep", " \n", "up", "with", "their", "learning", ".", "\n", "Teacher", "leaders", "are", "crucial", "for", "fostering", "collaboration", "within", "schools", ",", "balancing", "their", "teaching", "with", "oversight", "of", "specific", "areas", ",", "such", "as", "curricula", ",", "school", "welfare", "and", "professional", "development", ".", "Sharhabeel", "Marashdeh", "is", "an", "assistant", "school", "principal", "at", "the", "Al", "-", "Dhiraa", "Secondary", "School", "for", "Boys", "in", "Jordan", ".", "He", "has", "a", "bachelor", "'s", "in", "mathematics", "and", "an", "advanced", "professional", "diploma", "from", "the", "Queen", "Rania", "Teacher", "Academy", ".", "He", "works", "closely", "with", "the", "principal", "and", "school", "staff", "to", "improve", "instructional", "practices", "and", "help", "students", "overcome", "the", "challenges", "associated", "with", "their", "rural", ",", "economically", "disadvantaged", "community", ".", "\n", "Education", "officials", "at", "the", "central", "and", "local", "levels", ",", "often", "referred", "to", "as", "middle", "or", "system", "leaders", ",", "take", "actions", "to", "implement", "government", "policy", "and", "support", "schools", "to", "achieve", "their", "goals", ".", "Uma", "Mahadevan", "Dasgupta", "is", "Additional", "Chief", "Secretary", "at", "the", "Ministry", "of", "Panchayati", "Raj", ",", "in", "the", "Indian", "state", "of", "Karnataka", ".", "With", "the", "help", "of", "panchayats", "(", "village", "councils", "in", "India", ")", ",", "she", "has", "worked", "to", "improve", "literacy", "by", "opening", "rural", "libraries", "for", "children", ".", "She", "helped", "build", "a", "movement", "around", "the", "Oduva", "Belaku", "(", "The", "Light", "of", "Reading", ")", "initiative", ",", "with", "the", "support", "of", "many", "individuals", ",", "non", "-", "governmental", "organizations", "and", "businesses", ".", "Over", "1", "million", "books", "have", "been", "collected", "and", "4,000", "libraries", "have", "been", "given", "with", "computers", "and", "internet", "connections", ".", "\n", "Political", "leaders", ",", "such", "as", "ministers", "of", "education", "or", "parliamentarians", ",", "can", "shape", "the", "direction", "of", "an", "education", "system", ".", "Tozen", "Leokana", "took", "office", "as", "the", "Minister", "of", "Education", "of", "the", "Solomon", "Islands", "in", "May", "2024", "." ]	[]
This marked the beginning of a massive process of substitution, which followed two main directions: male doctors started applying for the positions of colleagues who did not hold a School Hygiene qualification but who had been working in schools, sometimes for a very long time. At the same time, female doctors started petitioning the Ministry to appoint them to positions in girls' schools occupied by male doctors (with or without the School Hygiene certificate). This was possible because the law was applied retroactively: no medical personnel, regardless of the number of years they had served as school doctors, were exempt from the obligation to attend a School Hygiene course. Those who had obtained their diploma earlier were allowed to choose the institutions where they wanted to work, as the number of such positions was limited. Medical journals of the time attest to these developments. When doctor G. Banu launched the Journal of Social Hygiene in 1931, he explained in the inaugural issue that medicine was undergoing a major transformation from curative to preventive healthcare. Prevention and social hygiene were essential to the new era of medical interventionism and hygiene classes were designed to train and prepare doctors for such tasks. 35 But how did one become a school doctor and, most importantly, how did women enter secondary schools as both physicians and hygiene teachers? Based on the available documents, schools hired female doctors either because they knew them or had already been working with them, or because they were appointed by the Ministry of Public Instruction, at their own request. Still, in the second case, the appointment was made upon the approval of the School Committee, as the new teaching staff member had to be accepted by the principal and their colleagues. The real problem for women was that the Ministry of Public Instruction would not pay the salary for the school doctors unless they had tenure; until then they had to be paid by the School Committees, from their own incomes. Since schools were already struggling to cope with the numerous tasks the Ministry had placed upon them, it was more convenient to keep collaborating with male doctors who already held a position in the public health administration to avoid depending entirely on their school income. This situation occurred mostly in smaller, underfunded schools. The entire legal and social context generated a massive correspondence between female doctors, who knew	[ "This", "marked", "the", "beginning", "of", "a", "massive", "process", "of", "substitution", ",", "which", "followed", "two", "main", "directions", ":", "male", "doctors", "started", "applying", "for", "the", "positions", " ", "of", " ", "colleagues", " ", "who", " ", "did", " ", "not", " ", "hold", " ", "a", " ", "School", " ", "Hygiene", " ", "qualification", " ", "but", "who", "had", "been", "working", "in", "schools", ",", "sometimes", "for", "a", "very", "long", "time", ".", "At", "the", "same", "time", ",", "female", "doctors", "started", "petitioning", "the", "Ministry", "to", "appoint", "them", "to", "positions", "in", "girls", "'", "schools", "occupied", "by", "male", "doctors", "(", "with", "or", "without", "the", "School", "Hygiene", "certificate", ")", ".", "This", "was", "possible", "because", "the", "law", "was", "applied", "retroactively", ":", "no", "medical", "personnel", ",", "regardless", "of", "the", "number", "of", "years", "they", "had", "served", "as", "school", "doctors", ",", "were", "exempt", "from", "the", "obligation", "to", "attend", "a", "School", "Hygiene", "course", ".", "Those", "who", "had", "obtained", "their", "diploma", "earlier", "were", "allowed", "to", "choose", "the", "institutions", "where", "they", "wanted", "to", "work", ",", "as", "the", "number", "of", "such", "positions", "was", "limited", ".", "\n\n", "Medical", "journals", "of", "the", "time", "attest", "to", "these", "developments", ".", "When", "doctor", "G.", "Banu", "launched", "the", "Journal", "of", "Social", "Hygiene", "in", "1931", ",", "he", "explained", "in", "the", "inaugural", "issue", "that", "medicine", "was", "undergoing", "a", "major", "transformation", "from", "curative", "to", "preventive", "healthcare", ".", "Prevention", "and", "social", "hygiene", "were", "essential", "to", "the", "new", "era", "of", "medical", "interventionism", "and", "hygiene", "classes", "were", "designed", "to", "train", "and", "prepare", "doctors", "for", "such", "tasks", ".", "35", "\n\n", "But", "how", "did", "one", "become", "a", "school", "doctor", "and", ",", "most", "importantly", ",", "how", "did", "women", "enter", "secondary", "schools", "as", "both", "physicians", "and", "hygiene", "teachers", "?", "Based", "on", "the", "available", "documents", ",", "schools", "hired", "female", "doctors", "either", "because", "they", "knew", "them", "or", "had", "already", "been", "working", "with", "them", ",", "or", "because", "they", " ", "were", " ", "appointed", " ", "by", " ", "the", " ", "Ministry", " ", "of", " ", "Public", " ", "Instruction", ",", " ", "at", " ", "their", " ", "own", "request", ".", " ", "Still", ",", " ", "in", " ", "the", " ", "second", " ", "case", ",", " ", "the", " ", "appointment", " ", "was", " ", "made", " ", "upon", " ", "the", "approval", "of", "the", "School", "Committee", ",", "as", "the", "new", "teaching", "staff", "member", "had", "to", "be", "accepted", "by", "the", "principal", "and", "their", "colleagues", ".", "\n\n", "The", "real", "problem", "for", "women", "was", "that", "the", "Ministry", "of", "Public", "Instruction", "would", "not", "pay", "the", "salary", "for", "the", "school", "doctors", "unless", "they", "had", "tenure", ";", "until", "then", "they", "had", "to", "be", "paid", "by", "the", "School", "Committees", ",", "from", "their", "own", "incomes", ".", "Since", "schools", "were", "already", "struggling", "to", "cope", "with", "the", "numerous", "tasks", "the", "Ministry", "had", "placed", "upon", "them", ",", "it", "was", "more", "convenient", "to", "keep", "collaborating", "with", "male", "doctors", "who", "already", "held", "a", "position", "in", "the", "public", "health", "administration", "to", "avoid", "depending", "entirely", "on", "their", "school", "income", ".", "This", "situation", "occurred", "mostly", "in", "smaller", ",", "underfunded", "schools", ".", "\n\n", "The", "entire", "legal", "and", "social", "context", "generated", "a", "massive", "correspondence", "between", "female", "doctors", ",", "who", "knew" ]	[ { "end": 1278, "label": "CITATION_REF", "start": 1276 } ]
India and sub-Saharan Africa, being called upon extensively as an expert in collecting and analysing data from large samples using advanced statistical techniques. Being recognised as a global leader in development policy using statistical inferences, he has been called upon to work with the British government on several committees and initiatives to investigate, support and develop educational improvement and social equity policies. Humble’s book, Quantitative Analysis of Questionnaires: Techniques to Explore Structures and Relationships , was published by Routledge (2020). Steve was awarded an MBE, a grade within the British order of chivalry – Member of the Most Excellent Order of the British Empire – for Services to Education in the Queen’s 2016 New Year’s Honours List, conferred upon him at Buckingham Palace by Prince William, the Prince of Wales. Routledge Studies in Cities and Development The series features innovative and original research on cities in the Global South, aiming to explore urban settings through the lens of international development. The series particularly promotes comparative and interdisciplinary research targeted at a global readership. In terms of theory and method, rather than basing itself on any one orthodoxy, the series draws on a broad toolkit taken from across social sciences and built environment studies, emphasizing comparison, the analysis of the structure and processes, and the application of qualitative and quantitative methods. The series welcomes submissions from established and junior authors on cutting-edge and high-level research on key topics that feature in global news and public debate. Sustainable Urban Tourism in Sub-Saharan Africa Risk and Resilience Edited by Llewellyn Leonard, Regis Musavengane and Pius Siakwah Reframing the Urban Challenge in Africa Knowledge Co-production from the South Edited by Ntombini Marrengane and Sylvia Croese Spatial Justice, Contested Governance and Livelihood Challenges in Bangladesh The Production of Counterspace Lutfun Nahar Lata Urban Life in Delhi Slums Stories of Community Solutions and Resilience Pauline Dixon and Steve Humble For more information about this series, please visit: www .routledge .com /Routledge -Studies -in -Cities -and -Development /book -series /RSCID Urban Life in Delhi Slums Stories of Community Solutions and Resilience Pauline Dixon and Steve Humble	[ "India", "and", "sub", "-", "Saharan", "\n", "Africa", ",", "being", "called", "upon", "extensively", "as", "an", "expert", "in", "collecting", "and", "analysing", "data", "\n", "from", "large", "samples", "using", "advanced", "statistical", "techniques", ".", "Being", "recognised", "as", "a", "\n", "global", "leader", "in", "development", "policy", "using", "statistical", "inferences", ",", "he", "has", "been", "called", "\n", "upon", "to", "work", "with", "the", "British", "government", "on", "several", "committees", "and", "initiatives", "\n", "to", "investigate", ",", "support", "and", "develop", "educational", "improvement", "and", "social", "equity", "\n", "policies", ".", "Humble", "’s", "book", ",", "Quantitative", "Analysis", "of", "Questionnaires", ":", "Techniques", "to", "\n", "Explore", "Structures", "and", "Relationships", ",", "was", "published", "by", "Routledge", "(", "2020", ")", ".", "Steve", "\n", "was", "awarded", "an", "MBE", ",", "a", "grade", "within", "the", "British", "order", "of", "chivalry", "–", "Member", "of", "\n", "the", "Most", "Excellent", "Order", "of", "the", "British", "Empire", "–", "for", "Services", "to", "Education", "in", "\n", "the", "Queen", "’s", "2016", "New", "Year", "’s", "Honours", "List", ",", "conferred", "upon", "him", "at", "Buckingham", "\n", "Palace", "by", "Prince", "William", ",", "the", "Prince", "of", "Wales", ".", "\n", "Routledge", "Studies", "in", "Cities", "and", "Development", "\n", "The", "series", "features", "innovative", "and", "original", "research", "on", "cities", "in", "the", "Global", "South", ",", "\n", "aiming", "to", "explore", "urban", "settings", "through", "the", "lens", "of", "international", "development", ".", "The", "\n", "series", "particularly", "promotes", "comparative", "and", "interdisciplinary", "research", "targeted", "at", "\n", "a", "global", "readership", ".", "\n", "In", "terms", "of", "theory", "and", "method", ",", "rather", "than", "basing", "itself", "on", "any", "one", "orthodoxy", ",", "\n", "the", "series", "draws", "on", "a", "broad", "toolkit", "taken", "from", "across", "social", "sciences", "and", "built", "\n", "environment", "studies", ",", "emphasizing", "comparison", ",", "the", "analysis", "of", "the", "structure", "and", "\n", "processes", ",", "and", "the", "application", "of", "qualitative", "and", "quantitative", "methods", ".", "\n", "The", "series", "welcomes", "submissions", "from", "established", "and", "junior", "authors", "on", "\n", "cutting", "-", "edge", "and", "high", "-", "level", "research", "on", "key", "topics", "that", "feature", "in", "global", "news", "and", "\n", "public", "debate", ".", "\n", "Sustainable", "Urban", "Tourism", "in", "Sub", "-", "Saharan", "Africa", "\n", "Risk", "and", "Resilience", "\n", "Edited", "by", "Llewellyn", "Leonard", ",", "Regis", "Musavengane", "and", "Pius", "Siakwah", "\n", "Reframing", "the", "Urban", "Challenge", "in", "Africa", "\n", "Knowledge", "Co", "-", "production", "from", "the", "South", "\n", "Edited", "by", "Ntombini", "Marrengane", "and", "Sylvia", "Croese", "\n", "Spatial", "Justice", ",", "Contested", "Governance", "and", "Livelihood", "Challenges", "in", "\n", "Bangladesh", "\n", "The", "Production", "of", "Counterspace", "\n", "Lutfun", "Nahar", "Lata", "\n", "Urban", "Life", "in", "Delhi", "Slums", "\n", "Stories", "of", "Community", "Solutions", "and", "Resilience", "\n", "Pauline", "Dixon", "and", "Steve", "Humble", "\n", "For", "more", "information", "about", "this", "series", ",", "please", "visit", ":", "www", ".routledge", ".com", "/Routledge", "-Studies", "-in", "-Cities", "\n", "-and", "-Development", "/book", "-series", "/RSCID", "\n", "Urban", "Life", "in", "Delhi", "Slums", "\n", "Stories", "of", "Community", "Solutions", "and", "Resilience", "\n", "Pauline", "Dixon", "and", "Steve", "Humble" ]	[ { "end": 580, "label": "AUTHOR", "start": 571 }, { "end": 586, "label": "YEAR", "start": 582 }, { "end": 587, "label": "CITATION_REF", "start": 571 } ]
of the composition of the refrigerant mixture R407C influences the system performance. T he presence of a liquid receiver can cause a more impo rtant modification of the refrigerant composition a nd an increased COP reduction [10]. Figs. 4 to 6 show tha t this effect is not significant for the HPS. 4 Conclusions This article presents the design of an air-source h eat pump for simultaneous heating and cooling (HPS) that offers improved performance compared to standard re versible heat pumps. Apart from producing simultane ously 7 hot and cold water, the configuration enables to sw itch from the air evaporator to a water evaporator during winter sequences. This machine proposes an answer t o reduce the performance loss of air-to-water heat pumps under low ambient temperatures by the use of operat ing sequences alternating between an air evaporator and a water evaporator. Moreover, while standard air-sour ce reversible heat pumps are penalized by defrostin g (break in the heat production, decrease in COP), the HPS c arries out defrosting using a two-phase thermosipho n with increased heat pump performance. Thanks to the spec ial management of produced energies, simulations sh owed an annual performance increase of 16.6% when compar ing the HPS to a standard reversible heat pump [9]. The HPS performance was verified in the three opera ting modes: heating only, cooling only and simultan eous heating and cooling, by comparison with the selecti on software of the compressor manufacturer. In part 2 of this article [1], the phenomenology of the HPS operation is studied on a dynamic point of view. The concepts of high pressure control, transitions betw een modes and the two-phase thermosiphon defrosting technique are analysed and validated experimentally . References [1] P. Byrne, J. Miriel, Y. Lénat, Experimental stud y of an air-source heat pump for simultaneous heati ng and cooling – Part 2: Dynamic behaviour and two-phase thermosipho n defrosting technique, Article under submission fo r publication in Applied Energy [2] P. Stabat, IEA ECBCS Annex 48 Subtask 1: Analysis of heating and cooling demands and equipment perfor mances, Annex 48 project report (2008). [3] K.J. Chua, S.K.. Chou, W.M. Yang, Advances in hea t pumps systems: A review, Applied Energy 87 (2010) , 3611- 3624. [4] X. Liu, T. Hong, A Comparison of energy efficien cy between variable refrigerant flow systems and gr ound source heat pumps, Energy and Buildings 42 (2010), 584-589.	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sciences océaniques. Ces capacités se traduisent par un ensemble de huit thèmes globaux, interdisciplinaires et stratégiques applicables aux stratégies et politiques nationales et internationales relatives aux sciences océaniques : 1. La croissance bleue (économie océanique) 2. La santé et le bien-être des populations 3. Les fonctions et processus des écosystèmes marins 4. La croûte océanique et les géorisques marins 5. L ’océan et le climat 6. La santé des océans 7. L ’observation des océans et les données marines 8. La technologie océanique. Au total, 45 pays, qui sont à l’origine de 82 % des ouvrages sur les sciences océaniques publiés au cours de la période 2010-2018, ont fourni des données et des informations directement en vue de l’élaboration de la deuxième édition du Rapport mondial sur les sciences océaniques (2020), ce qui a permis de réaliser des analyses à l’échelle mondiale, régionale et nationale. S’appuyant sur le succès de la première édition du Rapport, parue en 2017, et sur le large intérêt qu’elle a suscité, l’édition 2020 aborde quatre sujets supplémentaires : I. La contribution des sciences océaniques au développement durable Figure 1 (résumé). Carte mondiale montrant les États membres ayant répondu au questionnaire du Rapport Mondial sur les sciences océaniques 2020 (bleu foncé) ; les pays pour lesquels les données du Rapport 2017 sont utilisées dans les évaluations du Rapport 2020 sont indiqués en bleu clair. Sources : Questionnaires des éditions 2017 et 2020 du Rapport.II. Les applications scientifiques donnant lieu à des brevets III. Une analyse approfondie des ressources humaines des sciences océaniques du point de vue de l’égalité des genres IV. Le développement des capacités dans le domaine des sciences océaniques. La communauté internationale a approuvé le Programme de développement durable à l’horizon 2030 des Nations Unies, un plan d’action visant la paix et la prospérité des populations et de la planète, pour aujourd’hui et demain, énoncé par les Objectifs de développement durable (ODD). Ces 17 objectifs reflètent les aspirations sociétales, économiques et environnementales communes à tous les pays et tracent la voie vers un avenir sans pauvreté ni faim, un avenir qui s’adapte aux effets du changement climatique et à la demande humaine croissante de ressources naturelles. Les progrès accomplis dans cette voie sont indiqués grâce à des cibles et des indicateurs en lien avec les ODD. Grâce aux données qu’il contient, le Rapport mondial sur les sciences océaniques constitue le moyen officiel pour mesurer	[ "sciences", "océaniques", ".", "Ces", "capacités", "se", "\n", "traduisent", "par", "un", "ensemble", "de", "huit", " ", "thèmes", "globaux", ",", "interdisciplinaires", "\n", "et", "stratégiques", "applicables", "aux", "stratégies", "et", "politiques", "nationales", "et", "\n", "internationales", "relatives", "aux", "sciences", "océaniques", " ", ":", "\n", "1", ".", "La", "croissance", "bleue", "(", "économie", "océanique", ")", "\n", "2", ".", "La", "santé", "et", "le", "bien", "-", "être", "des", "populations", "\n", "3", ".", "Les", "fonctions", "et", "processus", "des", "écosystèmes", "marins", "\n", "4", ".", "La", "croûte", "océanique", "et", "les", "géorisques", "marins", "\n", "5", ".", "L", "’", "océan", "et", "le", "climat", "\n", "6", ".", "La", "santé", "des", "océans", "\n", "7", ".", "L", "’", "observation", "des", "océans", "et", "les", "données", "marines", "\n", "8", ".", "La", "technologie", "océanique", ".", "\n", "Au", "total", ",", "45", " ", "pays", ",", "qui", "sont", "à", "l’origine", "de", "82", " ", "%", "des", "ouvrages", "sur", "les", "\n", "sciences", "océaniques", "publiés", "au", "cours", "de", "la", "période", "2010", "-", "2018", ",", "\n", "ont", "fourni", "des", "données", "et", "des", "informations", "directement", "en", "vue", "de", "\n", "l’élaboration", "de", "la", "deuxième", "édition", "du", "Rapport", "mondial", "sur", "les", "\n", "sciences", "océaniques", "(", "2020", ")", ",", "ce", "qui", "a", "permis", "de", "réaliser", "des", "analyses", "\n", "à", "l’échelle", "mondiale", ",", "régionale", "et", "nationale", ".", "\n", "S’appuyant", "sur", "le", "succès", "de", "la", "première", "édition", "du", "Rapport", ",", "parue", "\n", "en", "2017", ",", "et", "sur", "le", "large", "intérêt", "qu’elle", "a", "suscité", ",", "l’édition", "2020", "aborde", "\n", "quatre", "sujets", "supplémentaires", " ", ":", "\n", "I.", "La", "contribution", "des", "sciences", "océaniques", "au", "développement", "\n", "durable", "\n", "Figure", "1", "(", "résumé", ")", ".", "Carte", "mondiale", "montrant", "les", "États", " ", "membres", "ayant", "répondu", "au", "questionnaire", "du", "Rapport", "Mondial", "sur", "les", "sciences", "océaniques", "\n", "2020", "(", "bleu", "foncé", ")", " ", ";", "les", "pays", "pour", "lesquels", "les", "données", "du", "Rapport", "2017", "sont", "utilisées", "dans", "les", "évaluations", "du", "Rapport", "2020", "sont", "indiqués", "en", "bleu", "\n", "clair", ".", "Sources", " ", ":", "Questionnaires", "des", "éditions", "2017", "et", "2020", "du", "Rapport", ".", "II", ".", "Les", "applications", "scientifiques", "donnant", "lieu", "à", "des", "brevets", "\n", "III", ".", "Une", "analyse", "approfondie", "des", "ressources", "humaines", "des", "sciences", "\n", "océaniques", "du", "point", "de", "vue", "de", "l’égalité", "des", "genres", "\n", "IV", ".", "Le", "développement", "des", "capacités", "dans", "le", "domaine", "des", "sciences", "\n", "océaniques", ".", "\n", "La", "communauté", "internationale", "a", "approuvé", "le", "Programme", "de", "\n", "développement", "durable", "à", "l’horizon", " ", "2030", "des", "Nations", " ", "Unies", ",", "un", "plan", "\n", "d’action", "visant", "la", "paix", "et", "la", "prospérité", "des", "populations", "et", "de", "la", "planète", ",", "\n", "pour", "aujourd’hui", "et", "demain", ",", "énoncé", "par", "les", "Objectifs", "de", "développement", "\n", "durable", "(", "ODD", ")", ".", "Ces", "17", " ", "objectifs", "reflètent", "les", "aspirations", "sociétales", ",", "\n", "économiques", "et", "environnementales", "communes", "à", "tous", "les", "pays", "et", "\n", "tracent", "la", "voie", "vers", "un", "avenir", "sans", "pauvreté", "ni", "faim", ",", "un", "avenir", "qui", "\n", "s’adapte", "aux", "effets", "du", "changement", "climatique", "et", "à", "la", "demande", "\n", "humaine", "croissante", "de", "ressources", "naturelles", ".", "Les", "progrès", "accomplis", "\n", "dans", "cette", "voie", "sont", "indiqués", "grâce", "à", "des", "cibles", "et", "des", "indicateurs", "\n", "en", "lien", "avec", "les", "ODD", ".", "Grâce", "aux", "données", "qu’il", "contient", ",", "le", "Rapport", "\n", "mondial", "sur", "les", "sciences", "océaniques", "constitue", "le", "moyen", "officiel", "pour", "\n", "mesurer" ]	[]
transport; 49.3 Other passenger land transport; 49.4 Freight transport by road and removal services; 50 Water transport; 50.1 Sea and coastal passenger water transport; 50.2 Sea and coastal freight water transport; 50.3 Inland passenger water transport; 50.4 Inland freight water transport; 51.1 Passenger air transport; 51.2 Freight air transport and space transport; 52 Warehousing and support activities for transportation; 52.1 Warehousing and storage; 52.2 Support activities for transportation; 53 Postal and courier activities; 53.1 Postal activities under universal service obligation; 53.2 Other postal and courier activities; 61 Telecommunications; 61.1 Wired telecommunications activities; 61.2 Wireless telecommunications activities; 61.3 Satellite telecommunications activities; 61.9 Other telecommunications activities NABS05 Energy35 Electricity, gas, steam and air conditioning supply; 35.1 Electric power generation, transmission and distribution; 35.2 Manufacture of gas; distribution of gaseous fuels through mains; 35.3 Steam and air conditioning supply; 49.5 Transport via pipeline 340 Annexes NABS NACE NABS06Industrial production and technology10.1 Processing and preserving of meat and production of meat products; 10.2 Processing and preserving of fish, crustaceans and molluscs; 10.3 Processing and preserving of fruit and vegetables; 10.4 Manufacture of vegetable and animal oils and fats; 10.5 Manufacture of dairy products; 10.6 Manufacture of grain mill products, starches and starch products; 10.7 Manufacture of bakery and farinaceous products; 10.8 Manufacture of other food products; 10.9 Manufacture of prepared animal feeds; 13.1 Preparation and spinning of textile fibres; 13.2 Weaving of textiles; 13.3 Finishing of textiles; 13.9 Manufacture of other textiles; 14.1 Manufacture of wearing apparel, except fur apparel; 14.2 Manufacture of articles of fur; 14.3 Manufacture of knitted and crocheted apparel; 15.1 Tanning and dressing of leather; 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indeed, the first) to be awarded a PhD and DSc in genetics. Both women were high achievers, Eileen as a three- time National Research Council Fellow and Janaki as the first Indian woman to obtain a doctorate in botany and the first to secure a teaching position in an all- male institution of higher education. Both were also very committed to being acknowledged not only in traditional roles afforded to women - as educators - but also as researchers or 'recognized scientists'. As Nair points out, Eileen believed she 'could do more good for science in Research than in pure teaching', a position Janaki heartily endorsed. The analysis reveals the importance of female solidarity as a strategy of survival for women in science: Eileen left the US for India because she was unable to secure a job amid the worsening circumstances of the Great Depression, while colonial scientists like Janaki developed a 'creative counterculture' by forging transnational connexions with other women scientists outside South Asia to sustain scientific endeavours and advance their careers. Although different in temperament and family background, they used their friendship to support their careers and goals. This case study also illustrates women scientists' different perceptions of marriage and family life: Janaki, like some of the Japanese scientists discussed in Ogawa's foreword, regarded marriage as an impediment to a career in science, while for Eileen the two were not necessarily incompatible. Quite the contrary, she believed that finding a spouse could contribute to a woman's financial independence and her mental and social well- being, ultimately benefiting her career. Macková's chapter discusses Czech physician Vlasta Kálalová Di- Lotti's efforts to establish a medical and scientific career for herself in the Middle East, revealing the alliances women forged with (powerful) men, in this case the first Czechoslovak president, Tomáš Garrigue Masaryk, in their quest to acquire visibility as scientists. Kálalová Di- Lotti, a graduate of the Faculty of Medicine in Prague, belonged to the second generation of universityeducated women, who were generally expected to become physicians in their hometowns upon graduation. Like Erlanson and Janaki Ammal, she harboured the ambition of being recognized as a researcher, not only as a medical practitioner. Keen to pursue research on the transmission and prevention of tropical diseases like leishmaniasis, Kálalová Di- Lotti first moved to Istanbul and later to Baghdad, with the intention of establishing an institute of research on tropical diseases	[ "indeed", ",", "the", "first", ")", "to", "be", "awarded", "a", "PhD", "and", "DSc", "in", "genetics", ".", "Both", "women", "were", "high", "achievers", ",", "Eileen", "as", "a", "three-", " ", "time", "National", "Research", "Council", "Fellow", "and", "Janaki", "as", "the", "first", "Indian", "woman", "to", "obtain", "a", "doctorate", "in", "botany", "and", "the", "first", "to", "secure", "a", "teaching", "position", "in", "an", "all-", " ", "male", "institution", "of", "higher", "education", ".", " ", "Both", " ", "were", " ", "also", " ", "very", " ", "committed", " ", "to", " ", "being", " ", "acknowledged", " ", "not", " ", "only", " ", "in", "traditional", "roles", "afforded", "to", "women", "-", "as", "educators", "-", "but", "also", "as", "researchers", "or", "'", "recognized", "scientists", "'", ".", "As", "Nair", "points", "out", ",", "Eileen", "believed", "she", "'", "could", "do", "more", "good", "for", "science", "in", "Research", "than", "in", "pure", "teaching", "'", ",", "a", "position", "Janaki", "heartily", "endorsed", ".", "The", "analysis", "reveals", "the", "importance", "of", "female", "solidarity", "as", "a", "strategy", "of", "survival", "for", "women", "in", "science", ":", "Eileen", "left", "the", "US", "for", "India", "because", "she", "was", "unable", "to", "secure", "a", "job", "amid", "the", "worsening", "circumstances", "of", "the", "Great", "Depression", ",", "while", "colonial", "scientists", "like", "Janaki", "developed", "a", "'", "creative", "counterculture", "'", "by", "forging", "transnational", "connexions", "with", "other", "women", "scientists", "outside", "South", "Asia", "to", "sustain", "scientific", "endeavours", "and", "advance", "their", "careers", ".", "Although", "different", "in", "temperament", "and", "family", "background", ",", "they", "used", "their", "friendship", "to", "support", "their", "careers", "and", "goals", ".", "This", "case", "study", "also", "illustrates", "women", "scientists", "'", "different", "perceptions", "of", "marriage", "and", "family", " ", "life", ":", " ", "Janaki", ",", " ", "like", " ", "some", " ", "of", " ", "the", " ", "Japanese", " ", "scientists", " ", "discussed", " ", "in", " ", "Ogawa", "'s", "foreword", ",", "regarded", "marriage", "as", "an", "impediment", "to", "a", "career", "in", "science", ",", "while", "for", "Eileen", "the", "two", "were", "not", "necessarily", "incompatible", ".", "Quite", "the", "contrary", ",", "she", "believed", "that", "finding", "a", "spouse", "could", "contribute", "to", "a", "woman", "'s", "financial", "independence", "and", "her", "mental", "and", "social", "well-", " ", "being", ",", "ultimately", "benefiting", "her", "career", ".", "\n\n", "Macková", "'s", "chapter", "discusses", "Czech", "physician", "Vlasta", "Kálalová", "Di-", " ", "Lotti", "'s", "efforts", "to", "establish", "a", "medical", "and", "scientific", "career", "for", "herself", "in", "the", "Middle", "East", ",", "revealing", "the", "alliances", "women", "forged", "with", "(", "powerful", ")", "men", ",", "in", "this", "case", "the", "first", "Czechoslovak", "president", ",", "Tomáš", "Garrigue", "Masaryk", ",", "in", "their", "quest", "to", "acquire", "visibility", "as", "scientists", ".", "Kálalová", "Di-", " ", "Lotti", ",", "a", "graduate", "of", "the", "Faculty", "of", " ", "Medicine", " ", "in", " ", "Prague", ",", " ", "belonged", " ", "to", " ", "the", " ", "second", " ", "generation", " ", "of", " ", "universityeducated", " ", "women", ",", " ", "who", " ", "were", " ", "generally", " ", "expected", " ", "to", " ", "become", " ", "physicians", " ", "in", "their", "hometowns", "upon", "graduation", ".", "Like", "Erlanson", "and", "Janaki", "Ammal", ",", "she", "harboured", "the", "ambition", "of", "being", "recognized", "as", "a", "researcher", ",", "not", "only", "as", "a", "medical", "practitioner", ".", "Keen", "to", "pursue", "research", "on", "the", "transmission", "and", "prevention", "of", "tropical", "diseases", "like", "leishmaniasis", ",", "Kálalová", "Di-", " ", "Lotti", "first", "moved", "to", " ", "Istanbul", " ", "and", " ", "later", " ", "to", " ", "Baghdad", ",", " ", "with", " ", "the", " ", "intention", " ", "of", " ", "establishing", " ", "an", "\n\n", "institute", "of", "research", "on", "tropical", "diseases" ]	[]
₋₁ \| 100 ₋₄ \| 100 ₋₄ \| 100 ₋₄ \| 100 ₋₄ \| … - ₋₁ \| … \| … \| … … \| 3 \| ₋₁ ᵢ ₋₁ ᵢ \| 1 \| MSR \| \| \| \| 24 \| \| - ₋₁ \| 32 ₋₁ \| 3 ₋₁ \| ₋₁ \| \| … \| … \| 3 ₋₁ ᵢ \| 6 ₋₁ \| \| 1 \| NIC \| 0.4 \| \| \| \| … \| 47 \| 73 \| 41 \| 17 42 \| … \| 49 ₋₁ \| 6 ₋₁ \| 2 3 ₋₁ \| \| 4 5 ₋₁ ᵢ 17 ₋₁ \| 1 \| PAN \| 1 \| \| \| … \| \| … \| 99 ₋₄ \| 24 ₋₄ \| 32 ₋₄ \| … \| 61 ₋₁ \| \| … \| … \| ᵢ ᵢ \| 15 \| \| \| \| \| 94 ₋₄ 66 ₋₄ 100 \| … \| 50 \| \| \| \| \| \| 1 ₋₂ \| … \| … \| 1 4 … \| … \| PRY PER \| \| \| \| \| 100 ₋₂ \| 100 ₋₂ \| 83 \| 53 \| 71 100 \| 89 \| 54 ₋₁ \| 3 \| … \| … \| \| 0.4 \| \| \| \| \| \| \| \| 100 ₋₂ \| 100 ₋₂ \| ₋₂ \| … \| … \| … … \| … \| 0.1 ₋₁ \| 42 ₋₁ 1 ₋₁ ᵢ 1 ₋₁ ᵢ \| \| KNA \| \| \| \| ₋₂ 100 \| 100 \| 100 \| 100 \| 100 \| … 100 \| … \| \| 4 ₋₁ \| 33 ₋₁ ᵢ \| … \| \| 0.1 \| LCA \| 0.3 \| \| \| … … \| … \| … \| … \| \| 100 … \| \| … \| … … \| … \| … \| 1 ₋₁ ᵢ \| … \| VCT SXM \| \| \| \| … \| … \| … \| … \| … … \| \| … … \| \| … … \| 76 ₋₁ ᵢ \| - ₋₂ \| ᵢ 0.2 0.1 ₋₁ ᵢ \| 0.1 \| \| \| \| \| … \| \| … \| … \| … \| … … \| … \| … \| … \| 32 ₋₁ ᵢ \| \| \| … 0.5 \| SUR TTO \| \| \| \| … \| \| … \| \| … \|	[ "₋₁", " ", "\|", "100", "₋₄", " ", "\|", "100", "₋₄", " ", "\|", "100", "₋₄", " ", "\|", "100", "₋₄", " ", "\|", "…", "-", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "3", " ", "\|", "₋₁", "ᵢ", "₋₁", "ᵢ", " ", "\|", "1", " ", "\|", "MSR", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "24", " ", "\|", " ", "\|", "-", "₋₁", " ", "\|", "32", "₋₁", " ", "\|", "3", "₋₁", " ", "\|", "₋₁", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", "3", "₋₁", "ᵢ", " ", "\|", "6", "₋₁", " ", "\|", " ", "\|", "1", " ", "\|", "NIC", " ", "\|", "0.4", " ", "\|", " ", "\|", "\n", "\|", " ", "\|", "…", " ", "\|", "47", " ", "\|", "73", " ", "\|", "41", " ", "\|", "17", "42", " ", "\|", "…", " ", "\|", "49", "₋₁", " ", "\|", "6", "₋₁", " ", "\|", "2", "3", "₋₁", " ", "\|", " ", "\|", "4", "5", "₋₁", "ᵢ", "17", "₋₁", " ", "\|", "1", " ", "\|", "PAN", " ", "\|", "1", " ", "\|", " ", "\|", "\n", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "99", "₋₄", " ", "\|", "24", "₋₄", " ", "\|", "32", "₋₄", " ", "\|", "…", " ", "\|", "61", "₋₁", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", "ᵢ", "ᵢ", " ", "\|", "15", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "94", "₋₄", "66", "₋₄", "100", " ", "\|", "…", " ", "\|", "50", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "1", "₋₂", " ", "\|", "…", " ", "\|", "…", " ", "\|", "1", "4", "…", " ", "\|", "…", " ", "\|", "PRY", "PER", "\|", " ", "\|", " ", "\|", "\n", "\|", " ", "\|", "100", "₋₂", " ", "\|", "100", "₋₂", " ", "\|", "83", " ", "\|", "53", " ", "\|", "71", "100", " ", "\|", "89", " ", "\|", "54", "₋₁", " ", "\|", "3", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "0.4", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", " ", "\|", " ", "\|", " ", "\|", "100", "₋₂", " ", "\|", "100", "₋₂", " ", "\|", "₋₂", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "0.1", "₋₁", " ", "\|", "42", "₋₁", "1", "₋₁", "ᵢ", "1", "₋₁", "ᵢ", " ", "\|", " ", "\|", "KNA", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "₋₂", "100", " ", "\|", "100", " ", "\|", "100", " ", "\|", "100", " ", "\|", "100", " ", "\|", "…", "100", " ", "\|", "…", " ", "\|", " ", "\|", "4", "₋₁", " ", "\|", "33", "₋₁", "ᵢ", " ", "\|", "…", " ", "\|", " ", "\|", "0.1", " ", "\|", "LCA", " ", "\|", "0.3", " ", "\|", " ", "\|", "\n", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "100", "…", " ", "\|", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "1", "₋₁", "ᵢ", " ", "\|", "…", " ", "\|", "VCT", "SXM", "\|", " ", "\|", " ", "\|", "\n", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", " ", "\|", "…", "…", " ", "\|", " ", "\|", "…", "…", " ", "\|", "76", "₋₁", "ᵢ", " ", "\|", "-", "₋₂", " ", "\|", "ᵢ", "0.2", "0.1", "₋₁", "ᵢ", " ", "\|", "0.1", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "32", "₋₁", "ᵢ", " ", "\|", " ", "\|", " ", "\|", "…", "0.5", " ", "\|", "SUR", "TTO", "\|", " ", "\|", " ", "\|", "\n", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", " " ]	[]
82 ₋₄ \| 1 ₋₄ \| ᵢ … \| … \| … … 4 \| … \| … \| … \| … \| … \| SLB \| SLB \| \| Tokelau \| - \| 11 \| 33 \| 100 \| - ₋₂ \| - \| 9 \| 44 \| 100 \| - ₋₂ \| … \| … \| - \| 95 \| 100 \| - ₋₂ \| … \| … \| TKL \| TKL \| \| Tonga \| 0.2 \| 12 \| 81 \| 83 \| … \| 1 \| 20 \| 93 \| 98 \| 3 ₋₁ \| … \| … \| … \| … … \| … \| … \| … \| … … \| TON \| TON \| \| Tuvalu \| 0.1 \| 10 \| 92 \| \| \| 0.1 \| 15 \| 65 \| 35 \| \| \| \| 0.1 \| 58 \| 34 \| 48 \| … \| \| TUV \| TUV \| \| Vanuatu \| 1 \| 12 \| 100 ₋₁ \| 83 ₋₁ \| 9 ₋₃ \| \| 25 \| 100 ₋₁ \| \| 9 \| … \| … \| \| 10 43 \| 100 \| \| \| \| VUT \| VUT \| \| \| \| \| \| 100 \| … \| 2 \| \| \| 100 \| 7 ₋₁ \| … \| … \| 1 \| 100 \| ₋₂ \| … \| … \| … \| \| \| \| Latin America and the \| Caribbean \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Anguilla \| - ₋₁ \| 9 ₋₁ \| … \| … \| … \| 0.1 ₋₁ \| 19 ₋₁ \| … \| … \| … \| … \| … \| 0.1 ₋₁ 7 \| ₋₁ … \| … \| … \| … \| … … \| AIA \| AIA \| \| Antigua and Barbuda \| … \| … \| … \| … \| … \| 1 ₋₄ \| 12 ₋₄ \| 48 ₋₄ \| … \| … \| … \| … \| 1 ₋₄ \| … 50 ₋₄ \| … \| … \| … \| \| ATG \| ATG \| \| Argentina \| 91 ₋₂ \| … \| … \| … \| … \| 292 ₋₁ \| 16 ₋₁ \| … \| … \| … \| 0.96 ₋₂ ᵢ \| 79 ₋₄ ᵢ \| … \|	[ "82", "₋₄", " ", "\|", "1", "₋₄", " ", "\|", "ᵢ", "…", " ", "\|", "…", " ", "\|", "…", "…", "4", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "SLB", " ", "\|", "SLB", " ", "\|", "\n", "\|", "Tokelau", " ", "\|", "-", " ", "\|", "11", " ", "\|", "33", " ", "\|", "100", " ", "\|", "-", "₋₂", " ", "\|", "-", " ", "\|", "9", " ", "\|", "44", " ", "\|", "100", " ", "\|", "-", "₋₂", " ", "\|", "…", " ", "\|", "…", " ", "\|", "-", " ", "\|", "95", " ", "\|", "100", " ", "\|", "-", "₋₂", " ", "\|", "…", " ", "\|", "…", " ", "\|", "TKL", " ", "\|", "TKL", " ", "\|", "\n", "\|", "Tonga", " ", "\|", "0.2", " ", "\|", "12", " ", "\|", "81", " ", "\|", "83", " ", "\|", "…", " ", "\|", "1", " ", "\|", "20", " ", "\|", "93", " ", "\|", "98", " ", "\|", "3", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "TON", " ", "\|", "TON", " ", "\|", "\n", "\|", "Tuvalu", " ", "\|", "0.1", " ", "\|", "10", " ", "\|", "92", " ", "\|", " ", "\|", " ", "\|", "0.1", " ", "\|", "15", " ", "\|", "65", " ", "\|", "35", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "0.1", " ", "\|", "58", " ", "\|", "34", " ", "\|", "48", " ", "\|", "…", " ", "\|", " ", "\|", "TUV", " ", "\|", "TUV", " ", "\|", "\n", "\|", "Vanuatu", " ", "\|", "1", " ", "\|", "12", " ", "\|", "100", "₋₁", " ", "\|", "83", "₋₁", " ", "\|", "9", "₋₃", " ", "\|", " ", "\|", "25", " ", "\|", "100", "₋₁", " ", "\|", " ", "\|", "9", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "10", "43", " ", "\|", "100", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "VUT", " ", "\|", "VUT", " ", "\|", "\n", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "100", " ", "\|", "…", " ", "\|", "2", " ", "\|", " ", "\|", " ", "\|", "100", " ", "\|", "7", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "1", " ", "\|", "100", " ", "\|", "₋₂", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "Latin", "America", "and", "the", " ", "\|", "Caribbean", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "Anguilla", " ", "\|", "-", "₋₁", " ", "\|", "9", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "0.1", "₋₁", " ", "\|", "19", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "0.1", "₋₁", "7", " ", "\|", "₋₁", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "…", " ", "\|", "AIA", " ", "\|", "AIA", " ", "\|", "\n", "\|", "Antigua", "and", "Barbuda", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "1", "₋₄", " ", "\|", "12", "₋₄", " ", "\|", "48", "₋₄", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "1", "₋₄", " ", "\|", "…", "50", "₋₄", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "ATG", " ", "\|", "ATG", " ", "\|", "\n", "\|", "Argentina", " ", "\|", "91", "₋₂", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "292", "₋₁", " ", "\|", "16", "₋₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "0.96", "₋₂", "ᵢ", " ", "\|", "79", "₋₄", "ᵢ", " ", "\|", "…", " ", "\|" ]	[]
the turn of the nineteenth century, the history and politics of collecting for sci - ence, sociology of knowledge, the public museum and women in science in colonial and post- colonial India. Her publications include Science and the Changing Environment in India: A Guide to Sources in the India Office Records, 1780– 1920 (co- authored with Richard Axelby, British Library, 2010) and Raja Serfoji II: Science, Medicine and Enlightenment in Tanjore, 1786– 1832 (Routledge, 2012) as well as several papers in peer- reviewed international journals and edited volumes. Nair’s recently published biogra - phy of Indian cytogeneticist Edavaleth Kakkat Janaki Ammal (1897– 1984) xiv Negotiating in/visibility is the first archive- based study of the life and science of an Asian woman sci - entist. Nair is an independent scholar and divides her time between London and Kerala. Irina Nastas ă- Matei is a historian and political scientist working on trans - national networks of education and science exchange, especially in the con - text of authoritarian regimes. Her publications include Educa ție, politic ă și propagand ă. Studen ții rom âni în Germania nazistă [Education, Politics and Propaganda: Romanian Students in Nazi Germany ] (Școala Ardeleană/ Eikon , 2016) and, as co- author, Cultur ă şi propagand ă. Institutul Rom ân din Berlin (1940– 1945) [Culture and Propaganda: The Romanian Institute in Berlin (1940– 1945) ] (Editura Mega, 2018, also available in German). Her most recent projects investigate public health communication, espe - cially surrounding the production and administration of vaccines and their instrumentalization as tools of public diplomacy and soft power by the Romanian communist regime, as well as Romania’s academic and scientific exchanges with other socialist countries during the Cold War. Irina is Senior Lecturer in the Department of Political Sciences, University of Bucharest. Mariko Ogawa is Professor Emerita of History and Philosophy of Science at Mie University and Executive Director of the Tokai Foundation for Gender Studies in Nagoya. She is the author of numerous publications, includ - ing Feminizumu to kagaku/ gijutsu [Feminism and Science/ Technology ] (Iwanami Shoten, 2001), Yomigaeru Darwin [Darwin Redux ] (Iwanami Shoten, 2003) and Byōgenkin to kokka [Germs and the State ] (Nagoya University Press, 2016). Co- translations include five of Londa Schiebinger’s major works and the European Commission’s Women in Industrial Research: A Wake Up Call for European Industry (European Communities, 2003). Mariko has received the Sawayanagi Masataro Memorial Tohoku	[ "the", "turn", "\n", "of", "the", "nineteenth", "century", ",", "the", "history", "and", "politics", "of", "collecting", "for", "sci", "-", "\n", "ence", ",", "sociology", "of", "knowledge", ",", "the", "public", "museum", "and", "women", "in", "science", "\n", "in", "colonial", "and", "post-", "colonial", "India", ".", "Her", "publications", "include", "Science", "and", "\n", "the", "Changing", "Environment", "in", "India", ":", "A", "Guide", "to", "Sources", "in", "the", "India", "Office", "\n", "Records", ",", "1780", "–", "1920", " ", "(", "co-", "authored", "with", "Richard", "Axelby", ",", "British", "Library", ",", "\n", "2010", ")", "and", "Raja", "Serfoji", "II", ":", "Science", ",", "Medicine", "and", "Enlightenment", "in", "Tanjore", ",", "\n", "1786", "–", "1832", " ", "(", "Routledge", ",", "2012", ")", "as", "well", "as", "several", "papers", "in", "peer-", "reviewed", "\n", "international", "journals", "and", "edited", "volumes", ".", "Nair", "’s", "recently", "published", "biogra", "-", "\n", "phy", "of", "Indian", "cytogeneticist", "Edavaleth", "Kakkat", "Janaki", "Ammal", "(", "1897", "–", "1984", ")", "\n", "xiv", "\n ", "Negotiating", "in", "/", "visibility", "\n", "is", "the", "first", "archive-", "based", "study", "of", "the", "life", "and", "science", "of", "an", "Asian", "woman", "sci", "-", "\n", "entist", ".", "Nair", "is", "an", "independent", "scholar", "and", "divides", "her", "time", "between", "London", "\n", "and", "Kerala", ".", "\n", "Irina", "Nastas", "ă-", "Matei", " ", "is", "a", "historian", "and", "political", "scientist", "working", "on", "trans", "-", "\n", "national", "networks", "of", "education", "and", "science", "exchange", ",", "especially", "in", "the", "con", "-", "\n", "text", "of", "authoritarian", "regimes", ".", "Her", "publications", "include", "Educa", "ție", ",", "politic", "ă", "\n", "și", "propagand", "ă", ".", "Studen", "ții", "rom", "âni", "în", "Germania", "nazistă", " ", "[", "Education", ",", "Politics", "\n", "and", "Propaganda", ":", "Romanian", "Students", "in", "Nazi", "Germany", "]", "(", "Școala", "Ardeleană/", "\n", "Eikon", ",", "2016", ")", "and", ",", "as", "co-", "author", ",", "Cultur", "ă", "şi", "propagand", "ă", ".", "Institutul", "Rom", "ân", "\n", "din", "Berlin", "(", "1940", "–", "1945", ")", " ", "[", "Culture", "and", "Propaganda", ":", "The", "Romanian", "Institute", "\n", "in", "Berlin", "(", "1940", "–", "1945", ")", "]", "(", "Editura", "Mega", ",", "2018", ",", "also", "available", "in", "German", ")", ".", "\n", "Her", "most", "recent", "projects", "investigate", "public", "health", "communication", ",", "espe", "-", "\n", "cially", "surrounding", "the", "production", "and", "administration", "of", "vaccines", "and", "their", "\n", "instrumentalization", "as", "tools", "of", "public", "diplomacy", "and", "soft", "power", "by", "the", "\n", "Romanian", "communist", "regime", ",", "as", "well", "as", "Romania", "’s", "academic", "and", "scientific", "\n", "exchanges", "with", "other", "socialist", "countries", "during", "the", "Cold", "War", ".", "Irina", "is", "Senior", "\n", "Lecturer", "in", "the", "Department", "of", "Political", "Sciences", ",", "University", "of", "Bucharest", ".", "\n", "Mariko", "Ogawa", " ", "is", "Professor", "Emerita", "of", "History", "and", "Philosophy", "of", "Science", "at", "\n", "Mie", "University", "and", "Executive", "Director", "of", "the", "Tokai", "Foundation", "for", "Gender", "\n", "Studies", "in", "Nagoya", ".", "She", "is", "the", "author", "of", "numerous", "publications", ",", "includ", "-", "\n", "ing", "Feminizumu", "to", "kagaku/", "gijutsu", " ", "[", "Feminism", "and", "Science/", "Technology", "]", "\n", "(", "Iwanami", "Shoten", ",", "2001", ")", ",", "Yomigaeru", "Darwin", " ", "[", "Darwin", "Redux", "]", "(", "Iwanami", "\n", "Shoten", ",", "2003", ")", "and", "Byōgenkin", "to", "kokka", " ", "[", "Germs", "and", "the", "State", "]", "(", "Nagoya", "\n", "University", "Press", ",", "2016", ")", ".", "Co-", "translations", "include", "five", "of", "Londa", "Schiebinger", "’s", "\n", "major", "works", "and", "the", "European", "Commission", "’s", "Women", "in", "Industrial", "\n", "Research", ":", "A", "Wake", "Up", "Call", "for", "European", "Industry", " ", "(", "European", "Communities", ",", "\n", "2003", ")", ".", "Mariko", "has", "received", "the", "Sawayanagi", "Masataro", "Memorial", "Tohoku", "\n" ]	[]
\| … \| … \| COD DJI \| \| … \| … \| … \| … \| … \| … \| GNQ \| \| … \| \| \| \| … \| \| \| \| … \| … \| … \| … \| \| … 81 ₋₃ ᵢ \| ERI \| \| 99 ₋₁ … \| 91 ₋₁ ᵢ … \| 35 ₋₃ ᵢ … \| 50 ₋₃ ᵢ … \| … \| 9 ₋₃ ᵢ … \| SWZ ETH \| \| 91 \| 86 ₋₁ \| 39 ₋₁ \| 51 ₋₁ \| 39 ₋₁ ᵢ \| 215 ₋₁ ᵢ \| GAB \| \| ₋₁ ᵢ \| ᵢ \| ᵢ \| ᵢ \| \| \| \| \| 75 ₋₁ \| \| \| \| 137 ₋₁ ᵢ \| 627 ₋₁ ᵢ \| \| \| ᵢ \| 59 ₋₁ ᵢ \| 39 ₋₁ ᵢ \| 59 ₋₁ ᵢ \| 389 ₋₃ \| 3,907 ₋₃ ᵢ \| GMB GHA \| \| 86 ₋₁ \| 80 ₋₃ ᵢ \| 50 ₋₃ ᵢ \| 61 ₋₃ ᵢ \| ᵢ \| 4,211 ₋₂ \| \| \| 60 ₋₂ ᵢ \| 45 ₋₂ ᵢ \| 63 ₋₂ ᵢ \| 65 ₋₂ ᵢ \| 1,092 ₋₂ ᵢ \| ᵢ \| \| \| \| 54 ₋₁ \| 60 ₋₁ ᵢ \| 66 ₋₁ ᵢ \| 131 ₋₁ ᵢ \| 573 ₋₁ ᵢ \| GNB \| \| 96 ₋₁ \| ᵢ 83 ₋₁ \| 47 ₋₁ ᵢ \| 59 ₋₁ \| 1,228 ₋₁ ᵢ \| 5,668 ₋₁ ᵢ \| KEN \| \| \| \| 22 ₋₁ \| ᵢ 29 ₋₁ \| \| \| LSO \| \| \| … \| ᵢ \| ᵢ \| \| … \| \| \| 77 ₋₄ \| \| … \| … \| \| \| \| \| 81 ₋₁ ᵢ \| \| \| \| \| 4,005 ₋₁ \| \| \| 77 ₋₁ ᵢ \| 77 ₋₁ ᵢ \| 50 ₋₁ \| 53 ₋₁ \| 1,139 ₋₁ ᵢ \| 3,674 ₋₁ \| MDG \| \| 46 ₋₃ \| 68 ₋₁ ᵢ \| ᵢ \| ᵢ \| \| \| MWI \| \| \| 31 ₋₃ \| 57 \| 57 ₋₁ ᵢ 56 ₋₃ \| 2,142 ₋₃ \| 7,498 ₋₃ \| MLI \| \| 76 ₋₂ ᵢ \| 67 ₋₂ ᵢ \| 54 ₋₂ ᵢ \| 59 ₋₂ ᵢ \| 213 ₋₂ ᵢ \| 875 ₋₂ ᵢ \| MRT MUS \| \| 99 ₋₂ ᵢ \| 92 ₋₂ ᵢ \| 30	[ "\|", "…", " ", "\|", "…", " ", "\|", "COD", "DJI", "\|", "\n", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "GNQ", " ", "\|", "\n", "\|", "…", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "…", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", "81", "₋₃", "ᵢ", " ", "\|", "ERI", " ", "\|", "\n", "\|", "99", "₋₁", "…", " ", "\|", "91", "₋₁", "ᵢ", "…", " ", "\|", "35", "₋₃", "ᵢ", "…", " ", "\|", "50", "₋₃", "ᵢ", "…", " ", "\|", "…", " ", "\|", "9", "₋₃", "ᵢ", "…", " ", "\|", "SWZ", "ETH", "\|", "\n", "\|", "91", " ", "\|", "86", "₋₁", " ", "\|", "39", "₋₁", " ", "\|", "51", "₋₁", " ", "\|", "39", "₋₁", "ᵢ", " ", "\|", "215", "₋₁", "ᵢ", " ", "\|", "GAB", " ", "\|", "\n", "\|", "₋₁", "ᵢ", " ", "\|", "ᵢ", " ", "\|", "ᵢ", " ", "\|", "ᵢ", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "75", "₋₁", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "137", "₋₁", "ᵢ", " ", "\|", "627", "₋₁", "ᵢ", " ", "\|", " ", "\|", "\n", "\|", "ᵢ", " ", "\|", "59", "₋₁", "ᵢ", " ", "\|", "39", "₋₁", "ᵢ", " ", "\|", "59", "₋₁", "ᵢ", " ", "\|", "389", "₋₃", " ", "\|", "3,907", "₋₃", "ᵢ", " ", "\|", "GMB", "GHA", "\|", "\n", "\|", "86", "₋₁", " ", "\|", "80", "₋₃", "ᵢ", " ", "\|", "50", "₋₃", "ᵢ", " ", "\|", "61", "₋₃", "ᵢ", " ", "\|", "ᵢ", " ", "\|", "4,211", "₋₂", " ", "\|", " ", "\|", "\n", "\|", "60", "₋₂", "ᵢ", " ", "\|", "45", "₋₂", "ᵢ", " ", "\|", "63", "₋₂", "ᵢ", " ", "\|", "65", "₋₂", "ᵢ", " ", "\|", "1,092", "₋₂", "ᵢ", " ", "\|", "ᵢ", " ", "\|", " ", "\|", "\n", "\|", " ", "\|", "54", "₋₁", " ", "\|", "60", "₋₁", "ᵢ", " ", "\|", "66", "₋₁", "ᵢ", " ", "\|", "131", "₋₁", "ᵢ", " ", "\|", "573", "₋₁", "ᵢ", " ", "\|", "GNB", " ", "\|", "\n", "\|", "96", "₋₁", " ", "\|", "ᵢ", "83", "₋₁", " ", "\|", "47", "₋₁", "ᵢ", " ", "\|", "59", "₋₁", " ", "\|", "1,228", "₋₁", "ᵢ", " ", "\|", "5,668", "₋₁", "ᵢ", " ", "\|", "KEN", " ", "\|", "\n", "\|", " ", "\|", " ", "\|", "22", "₋₁", " ", "\|", "ᵢ", "29", "₋₁", " ", "\|", " ", "\|", " ", "\|", "LSO", " ", "\|", "\n", "\|", " ", "\|", "…", " ", "\|", "ᵢ", " ", "\|", "ᵢ", " ", "\|", " ", "\|", "…", " ", "\|", " ", "\|", "\n", "\|", "77", "₋₄", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "81", "₋₁", "ᵢ", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "4,005", "₋₁", " ", "\|", " ", "\|", "\n", "\|", "77", "₋₁", "ᵢ", " ", "\|", "77", "₋₁", "ᵢ", " ", "\|", "50", "₋₁", " ", "\|", "53", "₋₁", " ", "\|", "1,139", "₋₁", "ᵢ", " ", "\|", "3,674", "₋₁", " ", "\|", "MDG", " ", "\|", "\n", "\|", "46", "₋₃", " ", "\|", "68", "₋₁", "ᵢ", " ", "\|", "ᵢ", " ", "\|", "ᵢ", " ", "\|", " ", "\|", " ", "\|", "MWI", " ", "\|", "\n", "\|", " ", "\|", "31", "₋₃", " ", "\|", "57", " ", "\|", "57", "₋₁", "ᵢ", "56", "₋₃", "\|", "2,142", "₋₃", " ", "\|", "7,498", "₋₃", " ", "\|", "MLI", " ", "\|", "\n", "\|", "76", "₋₂", "ᵢ", " ", "\|", "67", "₋₂", "ᵢ", " ", "\|", "54", "₋₂", "ᵢ", " ", "\|", "59", "₋₂", "ᵢ", " ", "\|", "213", "₋₂", "ᵢ", " ", "\|", "875", "₋₂", "ᵢ", " ", "\|", "MRT", "MUS", "\|", "\n", "\|", "99", "₋₂", "ᵢ", " ", "\|", "92", "₋₂", "ᵢ", " ", "\|", "30" ]	[]
(79.3) \| \| Feature phone \| 61 (19.6) \| 190 (57.9) \| \| House has electricity \| 298 (95.8) \| 324 (98.8) \| \| Computer \| 8 (2.6) \| 11 (3.4) \| \| Fridge with freezer \| 155 (49.8) \| 251 (76.5) \| \| Washing machine \| 89 (28.6) \| 127 (38.7) \| \| TV \| 237 (76.2) \| 269 (82.0) \| Note: Other states are - Chhattisgarh, Himachal, Jharkhand, Nepal, Punjab, Tamil Nadu and West Bengal. % shown in parenthesis. standard deviations for the data. Statistical tests were then carried out to ascertain if any significant differences existed between the two communities' demographic variables. Independent t tests were used for continuous outcomes and ChiSquare tests for dichotomous outcomes. Structural Equation Modelling (SEM) was used to establish the construct validity of the NCI and the SWB measures. The Cronbach's alpha was used to measure the internal consistency of the NCI. For the SWB, internal reliability was considered through correlations between the NCI and its sub scores. To understand the differences between residents in Sanjay colony, Okhla Phase II and Bhalswa, individual items on both the NCI and SWB measures were analysed using the estimated average marginal components effect (AMCEs). The ACME is the average causal effect of changing the commu -nity variable from Bhalswa (=0) to Sanjay colony (=1) for a given resident while averaging over the other factors ( Hainmueller et al., 2014 ; Humble et al., 2023 ; Williams, 2012). The NCI (α = 0.89) and SWB (α = 0.80) in this present study show good com -posite reliability. Very good convergent validity of the NCI is seen through cor -relations with its sub scores of SOC (r=0.947, p<0.01), NEI (r=0.896, p<0.01) and ATTR (r=0.779, p<0.01). For the SWB, internal reliability was considered through correlations between the NCI for Sanjay colony (r=0.145, p<0.05) and Bhalswa (r=0.264, p<0.001). Group-level construct validity was established with values of CFI > 0.94 and RMSEA < 0.05 for both Sanjay Colony and Bhalswa. Reliability of the measures was also demonstrated by loadings onto each of the factors. Sense of community (0.54 to 0.74), neighbouring (0.30 to 0.77), attraction to neighbour -hood (0.30 to 0.79) and well-being (0.33 to 0.82). Factor loadings greater than or equal to 0.3 are said to be salient and relate meaningfully to primary factors ( Kline, 2016 ; Brown, 2006 ; Humble, 2020). ## Neighbourhood Cohesion Index (NCI) Eight	[ " ", "(", "79.3", ")", " ", "\|", "\n", "\|", "Feature", "phone", " ", "\|", "61", "(", "19.6", ")", " ", "\|", "190", "(", "57.9", ")", " ", "\|", "\n", "\|", "House", "has", "electricity", " ", "\|", "298", "(", "95.8", ")", " ", "\|", "324", "(", "98.8", ")", " ", "\|", "\n", "\|", "Computer", " ", "\|", "8", "(", "2.6", ")", " ", "\|", "11", "(", "3.4", ")", " ", "\|", "\n", "\|", "Fridge", "with", "freezer", " ", "\|", "155", "(", "49.8", ")", " ", "\|", "251", "(", "76.5", ")", " ", "\|", "\n", "\|", "Washing", "machine", " ", "\|", "89", "(", "28.6", ")", " ", "\|", "127", "(", "38.7", ")", " ", "\|", "\n", "\|", "TV", " ", "\|", "237", "(", "76.2", ")", " ", "\|", "269", "(", "82.0", ")", " ", "\|", "\n\n", "Note", ":", "Other", " ", "states", " ", "are", " ", "-", " ", 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early or late entry and/or grade repetition. Gross intake rate. Total number of new entrants to a given grade of primary education, regardless of age, expressed as a percentage of the population at the official school entrance age for that grade. Gross national income. The value of all final goods and services produced in a country in one year (GDP) plus income that residents have received from abroad, minus income claimed by non- residents. ## Information and communication technology skills. Individuals are considered to have such skills if they have undertaken certain computer-related activities in the last three months: copying or moving a file or folder; using copy and paste tools to duplicate or move information within a document; sending emails with attached files; using basic arithmetic formulas in a spreadsheet; connecting and installing new devices; finding, downloading, installing and configuring software; creating electronic presentations with presentation software; transferring files between a computer and other devices; and writing a computer program using a specialized programming language. Literacy. According to UNESCO's 1958 definition, the term refers to the ability of an individual to read and write with understanding a simple short statement related to his/her everyday life. The concept of literacy has since evolved to embrace several skill domains, each conceived on a scale of different mastery levels and serving different purposes. Literacy rate. Number of literate people in a particular age group, expressed as a percentage of the total population in that age group. - Adult. Aged 15 and above. - Youth. Aged 15 to 24. Minimum proficiency level. Benchmark of basic knowledge in mathematics and reading, measured through learning assessments. Until such time as common standards are validated by the international community or countries, the definitions of minimum proficiency published by agencies specialized in cross-national learning assessments are being used. Net attendance rate. Number of students in the official age group for a given level of education who attend school at that level, expressed as a percentage of the population in that age group. Net enrolment rate. Enrolment of the official age group for a given level of education, expressed as a percentage of the population in that age group. There are two additional variations of this indicator: - Adjusted net enrolment rate. 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but with different groups of can - didates. Then combine all these calculations to find the average effect of where the broker works on the probability that one is chosen, by taking the weighted average of all of these differences over all possible combinations of the attributes. This average is defined as the distribution of attributes, apart from the candidate’s own work preferences (inside or outside the community) across repeated samples (Hainmueller et al., 2014 ). A feature of the AMCE is that it is defined as a function of the distribution of the treatment components Pr .t/g11/g12 This is in contrast to a normal survey experi - ment in which causal effects are inherently conditional on setting. An AMCE con - joint incorporates covariates as part of the experimental control. This means that the effects are conditional on their distribution and so supports greater external validity. It has been suggested that conjoint analysis captures the decision-making process of respondents more effectivity than a traditional survey, as vignettes tend to mirror real-world decision-making ( Alves and Rossi, 1978 ; Rossi and Nock, 1982 ; Alexander and Becker, 1978 ). Conjoint analysis can also potentially reduce respondent bias compared to traditional survey approaches. This is due to the fact that a vignette experiment presents respondents with a range of attributes (traits) in each given profile, therefore, a respondent could be able to find multiple justifica - tions of why they made their selection. As a result this could conceal a respondent’s choices, if they may have normally revealed prejudices or socially undesirable 184 Appendix views around sensitive topics, such as race, gender based violence and stigma HIV (Sniderman and Carmines, 1997 ; Alexander and Becker, 1978 ; Mutz, 2011 ; Rossi and Nock, 1982 ;Wallander, 2009 ). Authors’ note Figure A.1 from StataCorp. 2023. Stata Statistical Software: Release 18. College Station, TX: StataCorp LLC. References Alexander, C. S. , and Becker, H. J. (1978). The Use of Vignettes in Survey Research, Public Opinion Quarterly , 42(1), 93–104. Alves, W. M. , and Rossi, P. H. (1978). Who Should Get What? Fairness Judgments of the Distribution of Earnings. American Journal of Sociology , 84(3), 541–564. Arifin, B. , Swallow, B. M., Suyanto, S., and Coe, R. D. (2009). A Conjoint Analysis of Farmer Preferences for Community Forestry Contracts in the Sumber Jaya Watershed, Indonesia, Ecological Economics , 68(7), 2040–2050. Anderson, D. A. , Borgers, W. J., Ettema, D., and Timmermans, H. J. P. (1992). Estimating Availability Effects in Travel Choice Modelling: A Stated Choice Approach, Transportation Research Record , 1357 , 51–65.	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of Cheikh Khalifa IbnZaid International University Hospital. No patient consent was required as the study did include only unidentified information, in accordance with the national law. ## Results From February to April 2020, 145 COVID-19 patients were admitted to Cheikh Khalifa Inter national University Hospital. Based on the severity of disease, 101 patients were classified in the nonsevere group, and 44 patients were in the severe group. Among the severe cases, 14 patients died. The characteristics of our population are summarized in Table I . The median age (range) was 50 (32-63) years, and 75 (51.72%) were men. Of the 145 patients, the most common comorbidities were Table I Characteristics of the study population. \| \| Median (IQR) or N (%) \| \|--------------------------\|-------------------------\| \| Demographics \| \| \| Age, years \| 50 (32-63) \| \| Male \| 75 (51.72) \| \| Comorbidities \| \| \| Hypertension \| 36 (24.83) \| \| Diabetes \| 18 (12.41) \| \| Cardiovascular disease \| 16 (11.03) \| \| Respiratory disease \| 14 (9.66) \| \| Other disease \| 31 (21.38) \| \| Clinical symptoms \| \| \| Fever \| 62 (42.76) \| \| General symptom \| 56 (38.62) \| \| Respiratory symptom \| 82 (56.55) \| \| ENT symptom \| 42 (28.97) \| \| Digestive symptom \| 34 (23.45) \| \| Blood routine \| \| \| Leucocyte (×10 9 per L) \| 6.31 (4.88-7.35) \| \| Neutrophil (×10 9 per L) \| 3.87 (2.67-5.23) \| \| Lymphocyte (×10 9 per L) \| 1.57 (1.02-2.14) \| \| Monocyte (×10 9 per L) \| 0.46 (0.36-0.64) \| \| Eosinophil (×10 9 per L) \| 0.03 (0.01-0.06) \| \| Haemoglobin (g/L) \| 139 (129-149) \| \| Platelet (×10 9 per L) \| 226 (187-280) \| \| CRP (mg/L) \| 7.7 (2-60.4) \| \| Outcome \| \| \| Disease severity \| 44 (30.34) \| \| Death \| 14 (9.66) \| ENT, ear, nose and throat; CRP , C-reactive protein. Table II Characteristics of the study population according to their disease severity. \| \| Non-severe COVID-19 N = 101 \| Severe COVID-19 N = 44 \| P-value \| \|-------------------------------\|-------------------------------\|--------------------------\|-----------\| \| Demographics \| \| \| \| \| Age, years, Median (IQR) \| 40 (26-57) \| 63 (53.5-72) \| 0.000 \| \| Male, N (%) \| 40 (39.6) \| 35 (79.55) \| 0.000 \| \| Comorbidities \| \| \| \| \| Hypertension, N (%) \| 17 (16.83) \| 19 (43.18) \|	[ "of", "Cheikh", "Khalifa", "IbnZaid", "International", "\n\n", "University", "Hospital", ".", "No", "patient", "consent", "was", "required", "as", "the", "study", "did", "include", "only", "unidentified", "information", ",", "in", "accordance", "with", "the", "national", "law", ".", "\n\n", "#", "#", "Results", "\n\n", "From", " ", "February", " ", "to", " ", "April", " ", "2020", ",", " ", "145", " ", "COVID-19", "patients", "were", " ", "admitted", " ", "to", " ", "Cheikh", " ", 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Replika , 85- 86: 1- 2 (2014). Palasik, M. 'Women in technological higher education and in the sciences in 20th century Hungary.' Hungarian Studies Review , 29: 1- 2 (2002). Pandey, M. Hamare Bachche [ Our Children ]. Prayag, 1931. Papanikolaou, A. N. Γυναικολογία [ Gynecology ]. Thessaloniki: Library of the Hellenic Society of Obstetrics and Gynecology, 1986. Papanikolaou, A. N. Μαιευτική [ Obstetrics ]. Thessaloniki: Library of the Hellenic Society of Obstetrics and Gynecology, 1987. - Papp, B. and B. Sipos. A modern diplomás nő a Horthy korban [ The Modern Graduate Women in the Horthy Era ]. Budapest: Napvilág, 2017. - Park, C. C. Exiting Nirvana: A Daughter's Life with Autism . Boston, MA: Little, Brown, 2001. 3 4 7 Park, C. C. The Siege: A Family's Journey into the World of an Autistic Child . Boston, MA: Little, Brown, 1982 (1967). Penn, S. and J. Massino, eds. Gender Politics and Everyday Life in State Socialist Eastern and Central Europe . New York: Palgrave MacMillan, 2009. Péteri, G. 'Nylon Curtain: Transnational and transsystemic tendencies in the cultural life of state- socialist Russia and East- Central Europe.' Slavonica , 10: 2 (2004), 113- 23. Pető, A. 'Miért marad továbbra is alacsony a nők aránya a magyar tudományban az EU csatlakozás után is?' [Why does the percentage of women in Hungarian science remain low even after joining the EU?]. Magyar Tudomány 8 (2006), 1014- 17. Pető, A. 'From visibility to analysis: Gender and history.' In C. Salvaterra and B. Waaldijk (eds), Paths to Gender: European Historical Perspectives on Women and Men , pp. 1- 9. Pisa: PLUS Pisa University Press, 2009.	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out-of-school rates has significantly decreased in recent years ...................................... 208 Figure 12.2 Central and Southern Asia has made faster progress in achieving gender parity secondary completion compared to sub-Saharan Africa ......................................................................................................................................................... 210 Figure 12.3 Disadvantaged populations have been catching up with their peers in completing each education level ................. 211 Figure 12.4 Gender differences in reading, which disadvantage boys, are more pronounced in middle-income countries than in higher-income countries ...................................................................................................................................... 212 Figure 12.5 In recent years, there has been a slight decline in the proportion of early-grade students receiving instruction in their home language ..................................................................................................................................................... 213 Figure 12.6 Socioeconomic background has a higher influence in schools with high concentrations of low-achieving students .......................................................................................................................................................................... 215 Figure 13.1 Literacy rates have increased in two generations ......................................................................................................................... 221 Figure 13.2 Gender disparities disappear at high literacy rate levels ............................................................................................................. 222 Figure 13.3 In Peru, wide disparities remain despite overall high levels of literacy .................................................................................. 223 Figure 14.1 Syllabi are more likely to include green content in lower secondary than in primary education ................................... 231 2024/5 • GLOBAL EDUCATION MONITORING REPORT xvii Figure 14.2 A large majority of students achieve the minimum proficiency level in earth science ...................................................... 233 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	[ "out", "-", "of", "-", "school", "rates", "has", "significantly", "decreased", "in", "recent", "years", "......................................", "208", "\n", "Figure", "12.2", " ", "Central", "and", "Southern", "Asia", "has", "made", "faster", "progress", "in", "achieving", "gender", "parity", "secondary", 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"and" ]	[]
or the like), data ingestion (e.g., Extract Transform and Load (ETL)), storage, and analysis functions. - ETL Extract Transform and Load - telemetry system at least in some examples refers to a set of physical and/or virtual components that interconnect to provide telemetry services and/or to provide for the collection, communication, and analysis of data. - accuracy at least in some examples refers to the closeness of one or more measurements to a specific value. - artificial intelligence at least in some examples refers to any intelligence demonstrated by machines, in contrast to the natural intelligence displayed by humans and other animals. Additionally or alternatively, the term “artificial intelligence” or “AI” at least in some examples refers to the study of “intelligent agents” and/or any device that perceives its environment and takes actions that maximize its chance of successfully achieving a goal. - artificial neural network refers to an ML technique comprising a collection of connected artificial neurons or nodes that (loosely) model neurons in a biological brain that can transmit signals to other arterial neurons or nodes, where connections (or edges) between the artificial neurons or nodes are (loosely) modeled on synapses of a biological brain. - the artificial neurons and edges typically have a weight that adjusts as learning proceeds. The weight increases or decreases the strength of the signal at a connection. - Neurons may have a threshold such that a signal is sent only if the aggregate signal crosses that threshold. - the artificial neurons can be aggregated or grouped into one or more layers where different layers may perform different transformations on their inputs. - NNs are usually used for supervised learning, but can be used for unsupervised learning as well. - Examples of NNs include deep NN (DNN), feed forward NN (FFN), deep FNN (DFF), convolutional NN (CNN), deep CNN (DCN), deconvolutional NN (DNN), a deep belief NN, a perception NN, recurrent NN (RNN) (e.g., including Long Short Term Memory (LSTM) algorithm, gated recurrent unit (GRU), echo state network (ESN), and the like), spiking NN (SNN), deep stacking network (DSN), Markov chain, perception NN, generative adversarial network (GAN), transformers, stochastic NNs (e.g., Bayesian Network (BN), Bayesian belief network (BBN), a Bayesian NN (BNN), Deep BNN (DBNN), Dynamic BN ( - 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for other humanitarian reasons” after graduation, when in reality just 0.5% did so. The results “illustrate the challenge of shifting these misperceptions and getting this more positive message across. It’s extremely difficult to first get public attention, and then cut through the noise of individual negative stories that are much more likely to stick in our minds,” Duffy said. However many graduates also struggle to grasp the intricacies of the UK’s student loan system. Half of graduates aged 35 and under falsely believed that those who fall behind on their repayments can have their belongings repossessed by the Student Loans Company, compared with just 27% of the general public. UK higher education facts University of Oxford’s annual revenue in 2022-23 was more than £2.9bn, far above Greggs bakery chain’s revenue of £1.8bn. University of Manchester had annual revenues close to the combined incomes of Manchester City and Manchester United football clubs: £1.35bn compared with £718m and £649m respectively. UK higher education employed 550,000 people in 2022-23, more than the Tesco (330,000) and Sainsbury’s (148,000) supermarket chains added together. Higher education generated £24bn in export earnings for the UK in 2022-23, far above aircraft manufacturing with £12bn, legal services with £9.5bn and telecoms with £8.8bn. Of the public 68% have a positive attitude towards universities, while 13% have a negative view. Among respondents, 67% agree that “UK universities are amongst the best in the world” while only 8% disagree. Source: King’s College London policy institute Explore more on these topics Higher education Students Universities Greggs University of Oxford King's College London University funding news Share Reuse this content Most viewed CDC erupts in chaos after ousted chief Susan Monarez refuses to resign Ostapenko and Townsend confront each other after US Open match: ‘She said I had no education’ Glorious Grimsby humiliate Manchester United with shootout victory The Burning Man Orgy Dome: welcome to the latest festival disaster How hard will Trump’s 50% tariff hit India, and what is Delhi doing about it? Related content Related content Grimsby deepen ridicule for Ruben Amorim as he ploughs on with flawed, final stand 44m ago Amorim insists ‘something has to change’ after Manchester United stunned by Grimsby 9h ago Grimsby beat Manchester United, Club Brugge thrash Rangers, and more: Champions League and Carabao Cup – as it happened 10h ago Glorious Grimsby humiliate Manchester United with shootout victory 10h ago 12 12 comments Chelsea	[ "for", "other", "humanitarian", "reasons", "”", "after", "graduation", ",", "when", "in", "reality", "just", "0.5", "%", "did", "so", ".", "\n", "The", "results", "“", "illustrate", "the", "challenge", "of", "shifting", "these", "misperceptions", "and", "getting", "this", "more", "positive", "message", "across", ".", "It", "’s", "extremely", "difficult", "to", "first", "get", "public", "attention", ",", "and", "then", "cut", "through", "the", "noise", "of", "individual", "negative", "stories", "that", "are", "much", "more", "likely", "to", "stick", "in", "our", "minds", ",", "”", "Duffy", "said", ".", "\n", "However", "many", "graduates", "also", "struggle", "to", "grasp", "the", "intricacies", "of", "the", "UK", "’s", "student", "loan", "system", ".", "Half", "of", "graduates", "aged", "35", "and", "under", "falsely", "believed", "that", "those", "who", "fall", "behind", "on", "their", "repayments", "can", "have", "their", "belongings", "repossessed", "by", "the", "Student", "Loans", "Company", ",", "compared", "with", "just", "27", "%", "of", "the", "general", "public", ".", "\n", "UK", "higher", "education", "facts", "\n", "University", "of", "Oxford", "’s", "annual", "revenue", "in", "2022", "-", "23", "was", "more", "than", "£", "2.9bn", ",", "far", "above", "Greggs", "bakery", "chain", "’s", "revenue", "of", "£", "1.8bn", ".", "\n", "University", "of", "Manchester", "had", "annual", "revenues", "close", "to", "the", "combined", "incomes", "of", "Manchester", "City", "and", "Manchester", "United", "football", "clubs", ":", "£", "1.35bn", "compared", "with", "£", "718", "m", "and", "£", "649", "m", "respectively", ".", "\n", "UK", "higher", "education", "employed", "550,000", "people", "in", "2022", "-", "23", ",", "more", "than", "the", "Tesco", "(", "330,000", ")", "and", "Sainsbury", "’s", "(", "148,000", ")", "supermarket", "chains", "added", "together", ".", "\n", "Higher", "education", "generated", "£", "24bn", "in", "export", "earnings", "for", "the", "UK", "in", "2022", "-", "23", ",", "far", "above", "aircraft", "manufacturing", "with", "£", "12bn", ",", "legal", "services", "with", "£", "9.5bn", "and", "telecoms", "with", "£", "8.8bn", ".", "\n", "Of", "the", "public", "68", "%", "have", "a", "positive", "attitude", "towards", "universities", ",", "while", "13", "%", "have", "a", "negative", "view", ".", "Among", "respondents", ",", "67", "%", "agree", "that", "“", "UK", "universities", "are", "amongst", "the", "best", "in", "the", "world", "”", "while", "only", "8", "%", "disagree", ".", "\n", "Source", ":", "King", "’s", "College", "London", "policy", "institute", "\n", "Explore", "more", "on", "these", "topics", "\n", "Higher", "education", "\n", "Students", "\n", "Universities", "\n", "Greggs", "\n", "University", "of", "Oxford", "\n", "King", "'s", "College", "London", "\n", "University", "funding", "\n", "news", "\n", "Share", "\n", "Reuse", "this", "content", "\n", "Most", "viewed", "\n", "CDC", "erupts", "in", "chaos", "after", "ousted", "chief", "Susan", "Monarez", "refuses", "to", "resign", "\n", "Ostapenko", "and", "Townsend", "confront", "each", "other", "after", "US", "Open", "match", ":", "‘", "She", "said", "I", "had", "no", "education", "’", "\n", "Glorious", "Grimsby", "humiliate", "Manchester", "United", "with", "shootout", "victory", "\n", "The", "Burning", "Man", "Orgy", "Dome", ":", "welcome", "to", "the", "latest", "festival", "disaster", "\n", "How", "hard", "will", "Trump", "’s", "50", "%", "tariff", "hit", "India", ",", "and", "what", "is", "Delhi", "doing", "about", "it", "?", "\n", "Related", "content", "\n", "Related", "content", "\n", "Grimsby", "deepen", "ridicule", "for", "Ruben", "Amorim", "as", "he", "ploughs", "on", "with", "flawed", ",", "final", "stand", "\n", "44", "m", "ago", "\n", "Amorim", "insists", "‘", "something", "has", "to", "change", "’", "after", "Manchester", "United", "stunned", "by", "Grimsby", "\n", "9h", "ago", "\n", "Grimsby", "beat", "Manchester", "United", ",", "Club", "Brugge", "thrash", "Rangers", ",", "and", "more", ":", "Champions", "League", "and", "Carabao", "Cup", "–", "as", "it", "happened", "\n", "10h", "ago", "\n", "Glorious", "Grimsby", "humiliate", "Manchester", "United", "with", "shootout", "victory", "\n", "10h", "ago", "\n", "12", "\n", "12", "\n ", "comments", "\n", "Chelsea" ]	[]
had been decreasing while baseflow had been increasing. It was determined that these changes were not likely due to climatic changes, reservoir construction, or landuse changes, but instead probably to the adoption of various soil conservation practices, such as gully control and different tillage methods. These observations were largely confirmedby Juckem et al. ( 2008 ) who noted, that in the same Driftless Area baseflow increases, which were accompanied by decreased stormflow volumes, were somehow larger thanwhat could be expected by concurrent changes in precipita- tion; thus it was concluded that the positive changes in baseflow were not the result only of climatic changes butwere likely amplified by land management practices. As can also be seen in Tables 1and2, the basins in the Missouri and Arkansas-White-Red regions have generallyweaker trends than the other regions with positive ground- water storage trends, such as the Ohio and Upper Mississippi regions; in fact, some basins in these regions listed in the tables even display negative trends. One, among possibly other reasons for the relatively smaller positive trends, may be the fact that a few percent of the areas of these regions areoccupied by the High Plains (or Ogallala) aquifer. This aquifer has a total area of roughly 450,000 km 2, and between 1950 and 2005 it has provided some 311 km3in irrigation water (e.g. McGuire 2007 ); this amounts to a groundwater outflow rate on the order of 12.3 mm a−1over the entire area of this aquifer. Nevertheless, although this drawdown has0510152025 1930 1940 1950 1960 1970 1980 1990 2000 2010Fig. 4 Evolution of the annual lowest groundwater storage Sin millimeters above the zero-flow level over the past 3/4 century in the Altamaha River basin upstream of Doctortown, Georgia (with K= 45 days), in the South Atlantic-Gulf Region. The straight line represents the regression over the period of record 1932 –2007, and indicates a significantly ( p=0.003) negative trend dS/dt =0.0489 mm a−1.T h e upstream drainage area at this gaging station is A=35,209 km2Annual drought flow and groundwater storage trends 101 had severe local repercussions, as the present results indicate, the climatic implications of the Ogallala aquifer drawdown have been less pronounced. The present results and also the analyses of evaporation by Golubev et al. ( 2001 , Table 2) and Hobbins et al. 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total, 2019 Source: SIA, 2021. <!-- image --> To reduce its vulnerabilities, the EU needs to develop a genuine 'foreign economic policy' based on securing critical resources [see the chapter on critical raw materials]. In the short term, the EU needs to implement the Critical Raw Materials Act (CRMA) rapidly and fully. The report recommends complementing this Act with a comprehensive strategy covering all stages of the critical mineral supply chain, from extraction to processing to recycling. To strengthen Europe's position at the procurement stage, it is proposed to create a dedicated EU Critical Raw Material Platform. The platform would leverage Europe's market power by aggregating demand for the joint purchasing of critical materials (following the model used in South Korea and Japan) and coordinating the negotiation of joint purchases with producer countries. It would also help lower 'insurance costs' for Member States by managing future strategic stockpiles at the EU level, going beyond the soft request for national stockpiles included in the CRMA. In parallel, it is recommended that the EU further develops its 'resource diplomacy' for CRMs. Proposals include upgrading the Global Gateway - which promotes investment in third countries - to focus on the EU's strategic needs and developing joint strategies with other buyers from strategically aligned countries, for example through a G7+ Critical Raw Materials Club (including Japan, South Korea and Australia). The EU should also carefully explore the potential of environmentally-sustainable deep sea mining: estimates suggest that the sea bed holds large multiples of the known land-based reserves for example for copper, titanium, manganese, cobalt, nickel and rare earth elements vii . The EU must also harness the potential of domestic resources through mining, recycling and innovation in alternative materials . Unlike fossil fuels, the EU has deposits of some critical raw materials, such as lithium in Portugal. Accelerating the opening of domestic mines could enable the EU to meet its entire demand for some critical minerals. The CRMA already calls on Member States to implement shorter permitting timeframes for 'Strategic Projects': 27 months for extraction permits and 15 months for processing, compared with processes that take three to five times as long today. However, the report recommends additional actions to accelerate the pace of permitting, for example increasing administrative capacity by mandating pre-defined staff.liga resources to be allocated to Strategic Projects. At the same time, materials found in retired EVs, windmills and other goods	[ "total", ",", "2019", "\n\n", "Source", ":", "SIA", ",", "2021", ".", "\n\n", "<", "!", "--", "image", "--", ">", "\n\n", "To", "reduce", "its", "vulnerabilities", ",", "the", "EU", "needs", "to", "develop", "a", "genuine", "'", "foreign", "economic", "policy", "'", "based", "on", "securing", "critical", "resources", "[", "see", "the", "chapter", "on", "critical", "raw", "materials", "]", ".", "In", "the", "short", "term", ",", "the", "EU", "needs", "to", "implement", "the", "Critical", "Raw", "Materials", "Act", "(", "CRMA", ")", "rapidly", "and", "fully", ".", "The", "report", "recommends", "complementing", "this", "Act", "with", "a", "comprehensive", "strategy", "covering", "all", "stages", "of", "the", "critical", "mineral", "supply", "chain", ",", "from", "extraction", "to", "processing", "to", "recycling", ".", "To", "strengthen", "Europe", "'s", "position", "at", "the", "procurement", "stage", ",", "it", "is", "proposed", "to", "create", "a", "dedicated", "EU", "Critical", "Raw", "Material", "Platform", ".", "The", "platform", "would", "leverage", "Europe", "'s", "market", "power", "by", "aggregating", "demand", "for", "the", "joint", "purchasing", "of", "critical", "materials", "(", "following", "the", "model", "used", "in", "South", "Korea", "and", "Japan", ")", "and", "coordinating", "the", "negotiation", "of", "joint", "purchases", "with", "producer", "countries", ".", "It", "would", "also", "help", "lower", "'", "insurance", "costs", "'", "for", "Member", "States", "by", "managing", "future", "strategic", "stockpiles", "at", "the", "EU", "level", ",", "going", "beyond", "the", "soft", "request", "for", "national", "stockpiles", "\n\n", "included", "in", "the", "CRMA", ".", "In", "parallel", ",", "it", "is", "recommended", "that", "the", "EU", "further", "develops", "its", "'", "resource", "diplomacy", "'", "for", "CRMs", ".", "Proposals", "include", "upgrading", "the", "Global", "Gateway", "-", "which", "promotes", "investment", "in", "third", "countries", "-", "to", "focus", "on", "the", "EU", "'s", "strategic", "needs", "and", "developing", "joint", "strategies", "with", "other", "buyers", "from", "strategically", "aligned", "countries", ",", "for", "example", "through", "a", "G7", "+", "Critical", "Raw", "Materials", "Club", "(", "including", "Japan", ",", "South", "Korea", "and", "Australia", ")", ".", "The", "EU", "should", "also", "carefully", "explore", "the", "potential", "of", "environmentally", "-", "sustainable", "deep", "sea", "mining", ":", "estimates", "suggest", "that", "the", "sea", "bed", "holds", "large", "multiples", "of", "the", "known", "land", "-", "based", "reserves", "for", "example", "for", "copper", ",", "titanium", ",", "manganese", ",", "cobalt", ",", "nickel", "and", "rare", "earth", "elements", "vii", ".", "\n\n", "The", "EU", "must", "also", "harness", "the", "potential", "of", "domestic", "resources", "through", "mining", ",", "recycling", "and", "innovation", "in", "alternative", "materials", ".", "Unlike", "fossil", "fuels", ",", "the", "EU", "has", "deposits", "of", "some", "critical", "raw", "materials", ",", "such", "as", "lithium", "in", "Portugal", ".", "Accelerating", "the", "opening", "of", "domestic", "mines", "could", "enable", "the", "EU", "to", "meet", "its", "entire", "demand", "for", "some", "critical", "minerals", ".", "The", "CRMA", "already", "calls", "on", "Member", "States", "to", "implement", "shorter", "permitting", "timeframes", "for", "'", "Strategic", "Projects", "'", ":", "27", "months", "for", "extraction", "permits", "and", "15", "months", "for", "processing", ",", "compared", "with", "processes", "that", "take", "three", "to", "five", "times", "as", "long", "today", ".", "However", ",", "the", "report", "recommends", "additional", "actions", "to", "accelerate", "the", "pace", "of", "permitting", ",", "for", "example", "increasing", "administrative", "capacity", "by", "mandating", "pre", "-", "defined", "staff.liga", "resources", "to", "be", "allocated", "to", "Strategic", "Projects", ".", "At", "the", "same", "time", ",", "materials", "found", "in", "retired", "EVs", ",", "windmills", "and", "other", "goods" ]	[ { "end": 1766, "label": "CITATION_REF", "start": 1763 } ]
- Recipes - Love & sex - Health & fitness - Home & garden - Women - Men - Family - Travel - Money - Search input google-search Search - Support us - Print subscriptions - Search jobs - Holidays - Digital Archive - Guardian Licensing - Live events - About Us - The Guardian app - Video - Podcasts - Pictures - Newsletters - Today's paper - Inside the Guardian - Guardian Weekly - Crosswords - Wordiply - Corrections - Tips - Search input google-search Search - Search input - google-search - Search jobs - Holidays - Digital Archive - Guardian Licensing - Live events - About Us - Education - Schools - Teachers - Universities - Students ‘Our voices are finally being heard,’ says Khulud, who has a place at University College London to study for a master’s degree in dental health. Photograph: Supplied <!-- image --> # UK to evacuate nine Gaza students with university scholarships Move follows months of pressure from MPs, academics and campaigners, with dozens of other students still stranded Sally Weale Education correspondent Wed 20 Aug 2025 23.30 CEST Nine students in Gaza with full scholarships to study at British universities have been told the UK government is working to facilitate their evacuation. The students – who have all been awarded Chevening scholarships, funded by the Foreign Office in recognition of their potential as future leaders – welcomed the development on Wednesday, but dozens more Palestinians in Gaza with university places are still awaiting news. The breakthrough follows months of advocacy and campaigning by more than 100 MPs, university leaders and other civil society organisations. More than 80 Palestinian students in total have offers at UK universities, including 40 who have secured full scholarships. Dr Nora Parr, a researcher at the University of Birmingham who has been coordinating efforts to support the students, said: “We received news of the government plans with mixed emotions. On the one hand, relief that indeed there is a shared sense of the importance and urgency of the students’ situation – and on the other our hearts sank. What about the rest? We must believe that this is only a start.” Khulud, 28, who has a place at University College London to study for a master’s degree in dental health, said: “Receiving the news about the evacuation today was overwhelming.” The students have been unable to travel and	[ "-", "Recipes", "\n ", "-", "Love", "&", "amp", ";", "sex", "\n ", "-", "Health", "&", "amp", ";", "fitness", "\n ", "-", "Home", "&", "amp", ";", "garden", "\n ", "-", "Women", "\n ", "-", "Men", "\n ", "-", "Family", "\n ", "-", "Travel", "\n ", "-", "Money", "\n", "-", "Search", "input", "google", "-", "search", "Search", "\n ", "-", "Support", "us", "\n ", "-", "Print", "subscriptions", "\n ", "-", "Search", "jobs", "\n ", "-", "Holidays", "\n ", "-", "Digital", "Archive", "\n ", "-", "Guardian", "Licensing", "\n ", "-", "Live", "events", "\n ", "-", "About", "Us", "\n ", "-", "The", "Guardian", "app", "\n ", "-", "Video", "\n ", "-", "Podcasts", "\n ", "-", "Pictures", "\n ", "-", "Newsletters", "\n ", "-", "Today", "'s", "paper", "\n ", "-", "Inside", "the", "Guardian", "\n ", "-", "Guardian", "Weekly", "\n ", "-", "Crosswords", "\n ", "-", "Wordiply", "\n ", "-", "Corrections", "\n ", "-", "Tips", "\n", "-", "Search", "input", "google", "-", "search", "Search", "\n", "-", "Search", "input", "\n", "-", "google", "-", "search", "\n ", "-", "Search", "jobs", "\n ", "-", "Holidays", "\n ", "-", "Digital", "Archive", "\n ", "-", "Guardian", "Licensing", "\n ", "-", "Live", "events", "\n ", "-", "About", "Us", "\n\n", "-", "Education", "\n", "-", "Schools", "\n", "-", "Teachers", "\n", "-", "Universities", "\n", "-", "Students", "\n\n", "‘", "Our", "voices", "are", "finally", "being", "heard", ",", "’", "says", "Khulud", ",", "who", "has", "a", "place", "at", "University", "College", "London", "to", "study", "for", "a", "master", "’s", "degree", "in", "dental", "health", ".", "Photograph", ":", "Supplied", "\n\n", "<", "!", "--", "image", "--", ">", "\n\n", "#", "UK", "to", "evacuate", "nine", "Gaza", "students", "with", "university", "scholarships", "\n\n", "Move", "follows", "months", "of", "pressure", "from", "MPs", ",", "academics", "and", "campaigners", ",", "with", "dozens", "of", "other", "students", "still", "stranded", "\n\n", "Sally", "Weale", "Education", "correspondent", "\n\n", "We", "d", "20", "Aug", "2025", "23.30", "CEST", "\n\n", "Nine", "students", "in", "Gaza", "with", "full", "scholarships", "to", "study", "at", "British", "universities", "have", "been", "told", "the", "UK", "government", "is", "working", "to", "facilitate", "their", "evacuation", ".", "\n\n", "The", "students", "–", "who", "have", "all", "been", "awarded", "Chevening", "scholarships", ",", "funded", "by", "the", "Foreign", "Office", "in", "recognition", "of", "their", "potential", "as", "future", "leaders", "–", "welcomed", "the", "development", "on", "Wednesday", ",", "but", "dozens", "more", "Palestinians", "in", "Gaza", "with", "university", "places", "are", "still", "awaiting", "news", ".", "\n\n", "The", "breakthrough", "follows", "months", "of", "advocacy", "and", "campaigning", "by", "more", "than", "100", "MPs", ",", "university", "leaders", "and", "other", "civil", "society", "organisations", ".", "More", "than", "80", "Palestinian", "students", "in", "total", "have", "offers", "at", "UK", "universities", ",", "including", "40", "who", "have", "secured", "full", "scholarships", ".", "\n\n", "Dr", "Nora", "Parr", ",", "a", "researcher", "at", "the", "University", "of", "Birmingham", "who", "has", "been", "coordinating", "efforts", "to", "support", "the", "students", ",", "said", ":", "“", "We", "received", "news", "of", "the", "government", "plans", "with", "mixed", "emotions", ".", "On", "the", "one", "hand", ",", "relief", "that", "indeed", "there", "is", "a", "shared", "sense", "of", "the", "importance", "and", "urgency", "of", "the", "students", "’", "situation", "–", "and", "on", "the", "other", "our", "hearts", "sank", ".", "What", "about", "the", "rest", "?", "We", "must", "believe", "that", "this", "is", "only", "a", "start", ".", "”", "\n\n", "Khulud", ",", "28", ",", "who", "has", "a", "place", "at", "University", "College", "London", "to", "study", "for", "a", "master", "’s", "degree", "in", "dental", "health", ",", "said", ":", "“", "Receiving", "the", "news", "about", "the", "evacuation", "today", "was", "overwhelming", ".", "”", "\n\n", "The", "students", "have", "been", "unable", "to", "travel", "and" ]	[]
of employment, our estimates, based on all available data and complementary research, account for approximately 1,800 persons employed in the sector in 2023. 69 Part 4 • National mappingsREADING HABITS AND PROMOTION OF PUBLIC READING According to the national authority’s survey response, as of 2023 there were 45 public libraries operating in Botswana, located in different regions, namely Urban, Rural Urban, and Rural Remote. In addition to its role of providing core library and bibliographic services, the BNLS coordinates outreach services such as mobile libraries to remote areas throughout the country. These include educational libraries, specialised libraries, public libraries and the National Reference Library. These are all physical libraries. Data from the national authority’s survey response indicate that there are four festivals and book fairs in the country. These are the Gaborone Book Festival, the Botswana Literature Award, the Continental Book Fair Botswana, and the World Book and Copyright Day. The Gaborone Book Festival was established in 2017. 11 This annual event promotes leisure reading. Established on 5 November 2020, the Botswana Literature Award is another annual event that advances the book sector through writers’ workshops, writing competitions, book talk shows, book publishing and book distribution. 12 BNLS runs the fourth literary event annually: the World Book and Copyright Day. According to the national authority, the event features book promotions and awards for local authors. IMPORTS/EXPORTS According to documentary research,13 for the year 2023, Botswana’s trade activity in the book sector, encompassing printed books, brochures, leaflets, and similar printed materials, was characterized primarily by imports, with a total value of US$4,819,100. The top countries supplying these imports were South Africa, followed by the United Kingdom. The export value was US$65,060.TRAINING According to the national authority’s survey response, there are training opportunities on writing and publishing skills at the Bessie Head Heritage Trust (BHHT) and Petlo Literary Arts. The survey also indicates that promotion of the sector is maintained through capacity-building workshops offered by the BNLS, the Ministry for Arts and Culture, and the National Arts Council of Botswana. Training workshops on creative writing skills target the youth. These are held predominantly in Gaborone, but as of 2022, more workshops have been held in other urban centres and remote areas. As of 2023, there was no creative writing programme at the University of Botswana (UB). However, the University offers courses in playwriting and scriptwriting workshops at the Department of Visual and	[ "of", "employment", ",", "our", "estimates", ",", "\n", "based", "on", "all", "available", "data", "and", "complementary", "research", ",", "account", "for", "approximately", "1,800", "persons", "employed", "in", "the", "sector", "in", "2023", ".", "\n", "69", "\n", "Part", "4", "•", "National", "mappingsREADING", "HABITS", "AND", "\n", "PROMOTION", "OF", "PUBLIC", "READING", "\n", "According", "to", "the", "national", "authority", "’s", "\n", "survey", "response", ",", "as", "of", "2023", "there", "were", "45", "public", "libraries", "operating", "in", "Botswana", ",", "located", "in", "different", "regions", ",", "namely", "Urban", ",", "Rural", "Urban", ",", "and", "Rural", "Remote", ".", "In", "addition", "to", "its", "role", "of", "providing", "core", "library", "and", "bibliographic", "services", ",", "the", "BNLS", "coordinates", "outreach", "services", "such", "as", "mobile", "libraries", "to", "remote", "areas", "throughout", "the", "country", ".", "These", "include", "educational", "libraries", ",", "specialised", "libraries", ",", "public", "libraries", "and", "the", "National", "Reference", "Library", ".", "These", "are", "all", "physical", "libraries", ".", "\n", "Data", "from", "the", "national", "authority", "’s", "survey", "response", "indicate", "that", "there", "are", "four", "festivals", "and", "book", "fairs", "in", "the", "country", ".", "These", "are", "the", "Gaborone", "Book", "Festival", ",", "the", "Botswana", "Literature", "Award", ",", "the", "Continental", "Book", "Fair", "Botswana", ",", "and", "the", "World", "Book", "and", "Copyright", "Day", ".", "The", "Gaborone", "Book", "Festival", "was", "established", "in", "2017", ".", "\n", "11", "\n", "This", "annual", "event", "promotes", "leisure", "reading", ".", "Established", "on", "5", "November", "2020", ",", "the", "Botswana", "Literature", "Award", "is", "another", "annual", "event", "that", "advances", "the", "book", "sector", "through", "writers", "’", "workshops", ",", "writing", "competitions", ",", "book", "talk", "shows", ",", "book", "publishing", "and", "book", "distribution", ".", "\n", "12", "BNLS", "runs", "the", "fourth", "\n", "literary", "event", "annually", ":", "the", "World", "Book", "and", "Copyright", "Day", ".", "According", "to", "the", "national", "authority", ",", "the", "event", "features", "book", "promotions", "and", "awards", "for", "local", " ", "authors", ".", "\n", "IMPORTS", "/", "EXPORTS", "\n", "According", "to", "documentary", "research,13", "\n", "for", "the", "year", "2023", ",", "Botswana", "’s", "trade", "activity", "in", "the", "book", "sector", ",", "encompassing", "printed", "books", ",", "brochures", ",", "leaflets", ",", "and", "similar", "printed", "materials", ",", "was", "characterized", "primarily", "by", "imports", ",", "with", "a", "total", "value", "of", "US$", "4,819,100", ".", "The", "top", "countries", "supplying", "these", "imports", "were", "South", "Africa", ",", "followed", "by", "the", "United", "Kingdom", ".", "The", "export", "value", "was", "US$", "65,060.TRAINING", "\n", "According", "to", "the", "national", "authority", "’s", "\n", "survey", "response", ",", "there", "are", "training", "opportunities", "on", "writing", "and", "publishing", "skills", "at", "the", "Bessie", "Head", "Heritage", "Trust", "(", "BHHT", ")", "and", "Petlo", "Literary", "Arts", ".", "The", "survey", "also", "indicates", "that", "promotion", "of", "the", "sector", "is", "maintained", "through", "capacity", "-", "building", "workshops", "offered", "by", "the", "BNLS", ",", "the", "Ministry", "for", "Arts", "and", "Culture", ",", "and", "the", "National", "Arts", "Council", "of", "Botswana", ".", "Training", "workshops", "on", "creative", "writing", "skills", "target", "the", "youth", ".", "These", "are", "held", "predominantly", "in", "Gaborone", ",", "but", "as", "of", "2022", ",", "more", "workshops", "have", "been", "held", "in", "other", "urban", "centres", "and", "remote", "areas", ".", "\n", "As", "of", "2023", ",", "there", "was", "no", "creative", "writing", "\n", "programme", "at", "the", "University", "of", "Botswana", "(", "UB", ")", ".", "However", ",", "the", "University", "offers", "courses", "in", "playwriting", "and", "scriptwriting", "workshops", "at", "the", "Department", "of", "Visual", "and" ]	[]
spe- cialisation index sij (defined at the beginning of this section) calculated for Ukraine is larger than 1 and more than 25% larger than the average sectoral specialisation index for the rest of the EaP region. This leads us to identify Consumer Goods, Bi- otechnology, Manufacturing, Advertising, Events, Clothing and Apparel, Sales and Marketing, Energy, Content and Publishing, Design, as the industry groups that fulfil the aforementioned condition in terms of the number of companies. Sustainability must be added to this list of 10, which is 11th in the ranking, for its relevance in this innovation landscape. With regard to specialisation in terms of the num- ber of employees, the list in the second column of the table turns out to be modified only by the ad- vancement of Consumer Goods and Professional Services to a top-10 ranking in place of Sustain- ability and Content and Publishing. Ukraine # firms SI Firms # employees SI Employees # est. revenue SI Revenue Consumer Goods 1.13 Biotechnology 1.21 Biotechnology 1.22 Manufacturing 1.11 Clothing and Apparel 1.20 Video 1.22 Biotechnology 1.11 Health Care 1.19 Consumer Goods 1.21 Sustainability 1.11Navigation and Mapping1.19 Design 1.21 Energy 1.10 Sustainability 1.19Media and Entertainment1.20 Advertising 1.10 Education 1.18 Food and Beverage 1.20 Sales and Marketing 1.08 Video 1.17 Clothing and Apparel 1.20 Clothing and Apparel 1.08 Manufacturing 1.17Navigation and Mapping1.19 Content and Publishing 1.07 Consumer Electronics 1.16 Data and Analytics 1.19 Design 1.07 Content and Publishing 1.16 Sales and Marketing 1.19Table 2.48. Specialised industry groups – Ukraine For Ukraine, the table shows the relative specialisation in terms of number of companies, number of employees and estimated revenue featured in the Crunchbase database by Industry Group. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation111 Relevant start-ups and venture capi- tal-backed companies Industry Groups supporting the definition of potential in- novation domains Based on the evidence shown in the previous sec- tions for critical mass and specialisation per In- dustry Group, here we shall identify a series of start-ups and venture-backed companies Industry Groups that may be helpful in the definition of in- novation potential domains for the Smart Special- isation Strategies across the Eastern Partnership. We hereby identify a series of prominent Industry Groups per Eastern Partnership country by adopt- ing the following rationale: each Industry Group identified in this section shall be featured in the top 10 Industry Groups per critical mass of	[ "spe-", "\n", "cialisation", "index", "sij", "(", "defined", "at", "the", "beginning", "of", "this", "section", ")", "calculated", "for", "Ukraine", "is", "larger", "than", "1", "and", "\n", "more", "than", "25", "%", "larger", "than", "the", "average", "sectoral", "\n", "specialisation", "index", "for", "the", "rest", "of", "the", "EaP", "region", ".", "\n", "This", "leads", "us", "to", "identify", "Consumer", "Goods", ",", "Bi-", "\n", "otechnology", ",", "Manufacturing", ",", "Advertising", ",", "\n", "Events", ",", "Clothing", "and", "Apparel", ",", "Sales", "and", "\n", "Marketing", ",", "Energy", ",", "Content", "and", "Publishing", ",", "\n", "Design", ",", "as", "the", "industry", "groups", "that", "fulfil", "the", "\n", "aforementioned", "condition", "in", "terms", "of", "the", "number", "\n", "of", "companies", ".", "Sustainability", "must", "be", "added", "to", "\n", "this", "list", "of", "10", ",", "which", "is", "11th", "in", "the", "ranking", ",", "for", "its", "\n", "relevance", "in", "this", "innovation", "landscape", ".", "\n", "With", "regard", "to", "specialisation", "in", "terms", "of", "the", "num-", "\n", "ber", "of", "employees", ",", "the", "list", "in", "the", "second", "column", "of", "\n", "the", "table", "turns", "out", "to", "be", "modified", "only", "by", "the", "ad-", "\n", "vancement", "of", "Consumer", "Goods", "and", "Professional", "\n", "Services", "to", "a", "top-10", "ranking", "in", "place", "of", "Sustain-", "\n", "ability", "and", "Content", "and", "Publishing", ".", "\n", "Ukraine", "\n", "#", "firms", "SI", "Firms", "#", "employees", "SI", "Employees", "#", "est", ".", "revenue", "SI", "Revenue", "\n", "Consumer", "Goods", "1.13", "Biotechnology", "1.21", "Biotechnology", "1.22", "\n", "Manufacturing", "1.11", "Clothing", "and", "Apparel", "1.20", "Video", "1.22", "\n", "Biotechnology", "1.11", "Health", "Care", "1.19", "Consumer", "Goods", "1.21", "\n", "Sustainability", "1.11Navigation", "and", "\n", "Mapping1.19", "Design", "1.21", "\n", "Energy", "1.10", "Sustainability", "1.19Media", "and", "\n", "Entertainment1.20", "\n", "Advertising", "1.10", "Education", "1.18", "Food", "and", "Beverage", "1.20", "\n", "Sales", "and", "Marketing", "1.08", "Video", "1.17", "Clothing", "and", "Apparel", "1.20", "\n", "Clothing", "and", "Apparel", "1.08", "Manufacturing", "1.17Navigation", "and", "\n", "Mapping1.19", "\n", "Content", "and", "Publishing", "1.07", "Consumer", "Electronics", "1.16", "Data", "and", "Analytics", "1.19", "\n", "Design", "1.07", "Content", "and", "Publishing", "1.16", "Sales", "and", "Marketing", "1.19Table", "2.48", ".", "Specialised", "industry", "groups", "–", "Ukraine", "\n", "For", "Ukraine", ",", "the", "table", "shows", "the", "relative", "specialisation", "in", "terms", "of", "number", "of", "companies", ",", "number", "of", "employees", "and", "estimated", "\n", "revenue", "featured", "in", "the", "Crunchbase", "database", "by", "Industry", "Group", ".", "\n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation111", "\n", "Relevant", "start", "-", "ups", "and", "venture", "capi-", "\n", "tal", "-", "backed", "companies", "Industry", "Groups", "\n", "supporting", "the", "definition", "of", "potential", "in-", "\n", "novation", "domains", "\n", "Based", "on", "the", "evidence", "shown", "in", "the", "previous", "sec-", "\n", "tions", "for", "critical", "mass", "and", "specialisation", "per", "In-", "\n", "dustry", "Group", ",", "here", "we", "shall", "identify", "a", "series", "of", "\n", "start", "-", "ups", "and", "venture", "-", "backed", "companies", "Industry", "\n", "Groups", "that", "may", "be", "helpful", "in", "the", "definition", "of", "in-", "\n", "novation", "potential", "domains", "for", "the", "Smart", "Special-", "\n", "isation", "Strategies", "across", "the", "Eastern", "Partnership", ".", "\n", "We", "hereby", "identify", "a", "series", "of", "prominent", "Industry", "\n", "Groups", "per", "Eastern", "Partnership", "country", "by", "adopt-", "\n", "ing", "the", "following", "rationale", ":", "each", "Industry", "Group", "\n", "identified", "in", "this", "section", "shall", "be", "featured", "in", "the", "\n", "top", "10", "Industry", "Groups", "per", "critical", "mass", "of" ]	[]
start-ups through loans, guarantees, equity investments and technical assistance tailored to the pandemic (Choose Africa, 2023[64]). Additionally, the AFD supported the Kenya Red Cross Society's cash transfer program me which supported 10 000 people in a three-month period. It also financed the Fresh Life Initiative to improve access to sanitation and hygiene for 35 000 inhabitants of Nairobi's informal settlements to help mitigate the spread of COVID-19 (AFD, 2020[65]). Moreover, the AFD, in collaboration with the EIB and European Union, also financed a EUR 60 million project in October 2020 to improve access to water and sanitation in Kisumu (EIB, 2020[66]). ## United States: Bolstering health, agriculture and education during the pandemic In July 2020, the United States Agency for International Development (USAID) announced support to Kenya's response and recovery efforts worth USD 50 million, of which USD 15 million was dedicated to strengthening health and water systems and ensuring effective communication and community engagement during the COVID-19 pandemic. This component included large-scale training for health workers across counties; support to the Ministry of Health in COVID-19 risk communication in 23 high-risk counties; and repurposing of PPE from the Ebola outbreak response.	[ " ", "start", "-", "ups", "through", "loans", ",", "guarantees", ",", "equity", "investments", "and", "technical", "assistance", "tailored", "to", "the", "pandemic", "(", "Choose", "Africa", ",", "2023[64", "]", ")", ".", "\n\n", "Additionally", ",", "the", "AFD", "supported", "the", "Kenya", "Red", "Cross", "Society", "'s", "cash", "transfer", "program", "me", "which", "supported", "10", "000", "people", " ", "in", " ", "a", " ", "three", "-", "month", " ", "period", ".", " ", "It", " ", "also", " ", "financed", " ", "the", " ", "Fresh", " ", "Life", " ", "Initiative", " ", "to", " ", "improve", " ", "access", " ", "to", "sanitation", "and", "hygiene", "for", "35", "000", "inhabitants", "of", "Nairobi", "'s", "informal", "settlements", "to", "help", "mitigate", "the", "spread", "of", "COVID-19", "(", "AFD", ",", "2020[65", "]", ")", ".", "Moreover", ",", "the", "AFD", ",", "in", "collaboration", "with", "the", "EIB", "and", "European", "Union", ",", "also", "financed", "a", "EUR", "60", "million", "project", "in", "October", "2020", "to", "improve", "access", "to", "water", "and", "sanitation", "in", "Kisumu", "(", "EIB", ",", "2020[66", "]", ")", ".", "\n\n", "#", "#", "United", "States", ":", "Bolstering", "health", ",", "agriculture", "and", "education", "during", "the", "pandemic", "\n\n", "In", " ", "July", " ", "2020", ",", " ", "the", " ", "United", " ", "States", " ", "Agency", " ", "for", " ", "International", " ", "Development", " ", "(", "USAID", ")", " ", "announced", " ", "support", " ", "to", "Kenya", "'s", "response", "and", "recovery", "efforts", "worth", "USD", "50", "million", ",", "of", "which", "USD", "15", "million", "was", "dedicated", "to", "strengthening", "health", "and", " ", "water", " ", "systems", " ", "and", "ensuring", "effective", "communication", " ", "and", " ", "community", "engagement", "during", " ", "the", " ", "COVID-19", " ", "pandemic", ".", " ", "This", " ", "component", " ", "included", " ", "large", "-", "scale", " ", "training", " ", "for", " ", "health", "workers", "across", "counties", ";", "support", "to", "the", "Ministry", "of", "Health", "in", "COVID-19", "risk", "communication", "in", "23", "high", "-", "risk", "counties", ";", "and", "repurposing", "of", "PPE", "from", "the", "Ebola", "outbreak", "response", "." ]	[ { "end": 131, "label": "CITATION_REF", "start": 108 }, { "end": 121, "label": "AUTHOR", "start": 108 }, { "end": 127, "label": "YEAR", "start": 123 }, { "end": 130, "label": "CITATION_ID", "start": 128 }, { "end": 490, "label": "CITATION_REF", "start": 477 }, { "end": 480, "label": "AUTHOR", "start": 477 }, { "end": 486, "label": "YEAR", "start": 482 }, { "end": 489, "label": "CITATION_ID", "start": 487 }, { "end": 683, "label": "CITATION_REF", "start": 670 }, { "end": 673, "label": "AUTHOR", "start": 670 }, { "end": 679, "label": "YEAR", "start": 675 }, { "end": 682, "label": "CITATION_ID", "start": 680 } ]
1201 and/or 1208 is/are embodied as, or otherwise includes, one or more AI or ML chips that can run many different kinds of AI/ML instruction sets once loaded with the appropriate weightings, training data, AI/ML models, and/or the like. - the processor circuitry 1201 and/or accelerator circuitry 1208 is/are emboddied as, or otherwise includes, one or more custom-designed silicon cores specifically designed to operate corresponding subsystems of the control system 302 , AI/ML system(s) 312 , sensor systems 321 , MHUs 322 , 522 , control loop 400 , sorters 1102 , 1105 , 1106 , conveyors 525 , 1104 , and/or any other device or system discussed herein. - These cores may be designed as synthesizable cores comprising hardware description language logic (e.g., register transfer logic, verilog, Very High Speed Integrated Circuit hardware description language (VHDL), and the like); netlist cores comprising gate-level description of electronic components and connections and/or process-specific very-large-scale integration (VLSI) layout; and/or analog or digital logic in transistor-layout format. - hardware description language logic e.g., register transfer logic, verilog, Very High Speed Integrated Circuit hardware description language (VHDL), and the like - netlist cores comprising gate-level description of electronic components and connections and/or process-specific very-large-scale integration (VLSI) layout - VLSI very-large-scale integration - one or more of the subsystems of the control system 302 , AI/ML system(s) 312 , sensor systems 321 , MHUs 322 , 522 , control loop 400 , sorters 1102 , 1105 , 1106 , conveyors 525 , 1104 , and/or any other device or system discussed herein may be operated, at least in part, on custom-designed silicon core(s). - These “hardware-ized” subsystems may be integrated into a larger chipset but may be more efficient than using general purpose processor cores. - the TEE 1209 operates as a protected area accessible to the processor circuitry 1201 and/or other components to enable secure access to data and secure execution of instructions. - the TEE 1209 may be a physical hardware device that is separate from other components of the system 1200 such as a secure-embedded controller, a dedicated SoC, a trusted platform module (TPM), a tamper-resistant chipset or microcontroller with embedded processing devices and memory devices, and/or the like. - 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2024/5 • GLOBAL EDUCATION MONITORING REPORTxiiiShort summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Forewords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii List of figures, tables and boxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviContents Leadership in	[ "2024/5", "•", "GLOBAL", "EDUCATION", "MONITORING", "REPORTxiiiShort", "summary", " ", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "v", "\n", "Forewords", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "vii", "\n", "Acknowledgements", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "x", "\n", "Contents", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "xiii", "\n", "List", "of", "figures", ",", "tables", "and", "boxes", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", ".", "xviContents", "\n", "Leadership", "in" ]	[]
of age ba- bies pay attention to whether a person’s eyes are open or not in terms of whether to follow their gaze, and the degree to which infants in fact follow gaze at 10–11 months while vocalizing themselves pre- dicts vocabulary comprehension 7–8 months later (Brooks and Meltzoff, 2005).8 In summary, the process of acquiring a linguis- tic system, like human communication generally, relies on joint attention and intersubjectivity: the ability to be aware of what another human is attend- ing to and guess what they are intending to commu- nicate. Human children do not learn meaning from form alone and we should not expect machines to do so either. 7 Distributional semantics Distributional semanticists have long been aware that grounding distributional representations in the real world is challenging. The lexical similarity relations learned by distributional models trained on text don’t in themselves connect any of those words to the world (Herbelot, 2013; Baroni et al., 2014; Erk, 2016; Emerson, 2020), and the distribu- tions of words may not match the distribution of things in the world (consider four-legged dogs ). One approach to providing grounding is to train distributional models on corpora augmented with perceptual data, such as photos (Hossain et al., 2019) or other modalities (Kiela and Clark, 2015; Kiela et al., 2015). Another is to look to interaction data, e.g. a dialogue corpus with success annota- tions, including low-level success signals such as 8These three studies do not name the language that the children were learning. It appears to have been English. 5191emotional stress (McDuff and Kapoor, 2019) or eye gaze (Koller et al., 2012), which contains a signal about the felicitous uses of forms. The idea that as the learner gets access to more and more information in addition to the text itself, it can learn more and more facets of meaning is worked out in detail by Bisk et al. (2020). We agree that this is an exciting avenue of research. From this literature we can see that the slogan “meaning is use” (often attributed to Wittgenstein, 1953), refers not to “use” as “distribution in a text corpus” but rather that language is used in the real world to convey communicative intents to real people. 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océaniques Figure 7 (résumé). Évolution annuelle mondiale du nombre de publications océanographiques examinées par des pairs (en noir) et du nombre de revues contenant des articles traitant des sciences océaniques (en bleu) entre 2000 et 2017. Source : auteur du chapitre 5, sur la base de l’analyse bibliométrique des données Scopus (Elsevier) pour 2000-2017 réalisée par Science-Metrix/Relx Canada./uni25CF Afrique subsaharienne /uni25CF Afrique du Nord et Asie de l'Ouest /uni25CF Asie centrale et Asie du Sud /uni25CF Asie de l'Est et du Sud-Est /uni25CF Amérique latine et Caraïbes /uni25CF Océanie /uni25CF Europe et Amérique du Nord5%2000-20052012-2017 7%1%2% 4% 6% 3%3% 16% 26%5% 5%50% 67% Figure 8 (résumé). Évolution de la part des différentes régions ODD dans la production mondiale de publications pour les périodes 2000- 2005 et 2012-2017. Source : Auteur du chapitre 5, sur la base de l’analyse bibliométrique des données Scopus (Elsevier) pour 2000- 2017 réalisée par Science-Metrix/Relx Canada. Les sciences océaniques compétitives s’inscrivent dans le cadre de partenariats internationaux Au cours de la période 2012-2017, 61 % des articles publiés par des océanologues dans le monde ont été rédigés avec au moins un coauteur d’un pays étranger, contre environ 56 % pour la période 2006-2011 et 52 % pour 2000-2005. La collaboration accrue entre scientifiques de différents pays est une tendance durable, à considérer comme une évolution très utile et positive. 0 5 10 15 20 25 30<0,1 0,1–0,19 0,2–0,29 0,3–0,39 0,4–0,49 0,5–0,59 0,6–0,69 0,7–0,79 0,8–0,89 >0,9 /uni25CF 2000-2005 /uni25CF 2012-2017 Figure 9 (résumé). Évolution du taux de copublication internationale dans les 100 plus gros pays pourvoyeurs de publications pour les périodes 2000-2005 et 2012-2017. Source : auteur du chapitre 5, sur la base de l’analyse bibliométrique des données Scopus (Elsevier) pour 2000-2017 réalisée par Science-Metrix/Relx Canada. COI RAPPORT MONDIAL SUR LES SCIENCES OCÉANIQUES 2020 / 11RÉSUMÉ EXÉCUTIF ChIffRES ET DONNÉES fACTUELLES La collaboration internationale améliore la qualité du travail La corrélation positive entre le facteur d’impact relatif moyen des publications et le taux de copublication internationale est confirmée. y = 0,6732x + 0,603 r = 0,5541 N = 100 0,000,200,400,600,801,001,201,60 1,40 0,00 0,20 0,40 0,60 0,80 1,00Facteur d’impact relatif moyen (ARIF) 2012-2017 Taux de copublication internationale 2012-2017 Figure 10 (résumé). Comparaison du taux de copublication internationale et du facteur d’impact relatif moyen (ARIF) de la communauté océanographique et des praticiens des océans. 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the listener correctly deduces the speaker’s communicative in- tent. Thus, standing meanings evolve over time as speakers can different experiences (e.g. McConnell- Ginet, 1984), and a reﬂection of such change can be observed in their changing textual distribution (e.g. Herbelot et al., 2012; Hamilton et al., 2016). 8 On climbing the right hills What about systems which are trained on a task that is not language modeling — say, semantic pars- ing, or reading comprehension tests — and that use word embeddings from BERT or some other large LM as one component? Numerous papers over the past couple of years have shown that using such pretrained embeddings can boost the accuracy of the downstream system drastically, even for tasks that are clearly related to meaning. Our arguments do not apply to such scenarios: reading comprehension datasets include informa- tion which goes beyond just form, in that they spec- ify semantic relations between pieces of text, and thus a sufﬁciently sophisticated neural model might learn some aspects of meaning when trained on such datasets. It also is conceivable that whatever information a pretrained LM captures might help the downstream task in learning meaning, without being meaning itself.	[ "the", "listener", "\n", "correctly", "deduces", "the", "speaker", "’s", "communicative", "in-", "\n", "tent", ".", "Thus", ",", "standing", "meanings", "evolve", "over", "time", "as", "\n", "speakers", "can", "different", "experiences", "(", "e.g.", "McConnell-", "\n", "Ginet", ",", "1984", ")", ",", "and", "a", "reﬂection", "of", "such", "change", "can", "\n", "be", "observed", "in", "their", "changing", "textual", "distribution", "\n", "(", "e.g.", "Herbelot", "et", "al", ".", ",", "2012", ";", "Hamilton", "et", "al", ".", ",", "2016", ")", ".", "\n", "8", "On", "climbing", "the", "right", "hills", "\n", "What", "about", "systems", "which", "are", "trained", "on", "a", "task", "\n", "that", "is", "not", "language", "modeling", "—", "say", ",", "semantic", "pars-", "\n", "ing", ",", "or", "reading", "comprehension", "tests", "—", "and", "that", "use", "\n", "word", "embeddings", "from", "BERT", "or", "some", "other", "large", "\n", "LM", "as", "one", "component", "?", "Numerous", "papers", "over", "the", "\n", "past", "couple", "of", "years", "have", "shown", "that", "using", "such", "\n", "pretrained", "embeddings", "can", "boost", "the", "accuracy", "of", "\n", "the", "downstream", "system", "drastically", ",", "even", "for", "tasks", "\n", "that", "are", "clearly", "related", "to", "meaning", ".", "\n", "Our", "arguments", "do", "not", "apply", "to", "such", "scenarios", ":", "\n", "reading", "comprehension", "datasets", "include", "informa-", "\n", "tion", "which", "goes", "beyond", "just", "form", ",", "in", "that", "they", "spec-", "\n", "ify", "semantic", "relations", "between", "pieces", "of", "text", ",", "and", "\n", "thus", "a", "sufﬁciently", "sophisticated", "neural", "model", "might", "\n", "learn", "some", "aspects", "of", "meaning", "when", "trained", "on", "\n", "such", "datasets", ".", "It", "also", "is", "conceivable", "that", "whatever", "\n", "information", "a", "pretrained", "LM", "captures", "might", "help", "\n", "the", "downstream", "task", "in", "learning", "meaning", ",", "without", "\n", "being", "meaning", "itself", "." ]	[ { "end": 176, "label": "CITATION_REF", "start": 154 }, { "end": 170, "label": "AUTHOR", "start": 154 }, { "end": 176, "label": "YEAR", "start": 172 }, { "end": 292, "label": "CITATION_REF", "start": 271 }, { "end": 315, "label": "CITATION_REF", "start": 294 }, { "end": 286, "label": "AUTHOR", "start": 271 }, { "end": 292, "label": "YEAR", "start": 288 }, { "end": 309, "label": "AUTHOR", "start": 294 }, { "end": 315, "label": "YEAR", "start": 311 } ]
\| Learning \| \| \| \| \| \| \| \| Digital \| \| \| Teachers \| \| \| \| Finance \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \|-------------------------\|--------------\|-------------------\|---------\|---------------------------------\|--------------\|------------------\|------\|--------------------------------------------\|-------------------\|------------\|------------------------\|---------------------\|-----------\|-----------------\|-------------------\|------------------------------------------\|-------------------------\|--------------------------------------------------------\|---------------------\|------------\|---------------------\|---------\|---------\|-------------\|----\|--------------------------\|-------\|-------------\|-----------------\|------\|--------\| \| to \| \| \| \| E Minimum proficiency level (%) \| \| \| \| F \| \| \| G Trained teachers (%) \| \| \| \| \| H \| \| \| Country code \| \| I \| \| \| (%) \| \| \| \| expenditure \| \| \| \| \| with for (%) \| \| \| \| End of lower secondary \| \| \| \| Upper secondary schools access pedagogical \| Internet purposes \| \| Primary \| Lower secondary \| \| Upper secondary \| \| Government expenditure on education as a \| \| education as a percentage of total government spending \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Reading 2023 \| Mathematics 2015 \| 2023 \| 2015 \| Reading 2023 \| Mathematics 2015 \| 2023 \| 2015 \| 2023 \| 2015 \| 2023 \| 2015 \| 2023 \| 2015 \| 2023 \| 2015 \| Government on 2023 2015 \| 2023 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2015 \| \| \| \| \| \| \| \| \| \| \| \| 4.c.1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 4.a.1 \| \| \| \| \| \| \| \| \| 1.a.2 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 4.1.1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| … \| … \| … \| … \| … \| … … \| … … \| … \| 26 ₊₁ \| … \| … \| 93 ₋₂ \| 54 \| 94 ₋₂ \| 47 \| 89 ₋₂ \| \| \| 6.4 ₊₁ \| AGO \| 8.9 \| \| \| \| \| \| \| \| \| \| \| 2.3 ₋₁ \| \| 23 ₋₁ 68 ₋₂ 21 ₋₁ 3 ₊₁ \| … … … \| 11 ₋₁ 37 ₋₂ 22 ₋₁ \| … …	[ "\|", "Learning", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "Digital", " ", "\|", " ", "\|", " ", "\|", "Teachers", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "Finance", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", 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consider externalities. One particularly damaging externality in the EU context is its adverse impact on the Single Market when the largest countries with the most fiscal space can provide much more generous support than others [see Figure 8] . Second, there is a lack of coordination among financing instruments. While the EU collectively spends a large amount on its industrial goals, financing instruments are split along national lines and between Member States and the EU. This fragmentation hampers scale, preventing the creation of large capital pools in particular for investments in breakthrough innovation. It also hampers innovation by creating unnecessary complexity and bureaucracy for the private sector. Third, there is a lack of coordination across policies. Industrial policies today – as seen in the US and China – comprise multi-policy strategies, combining fiscal policies to incentivise domestic production, trade policies to penalise anti-competitive behaviour abroad and foreign economic policies to secure supply chains. In the EU context, linking policies in this way requires a high degree of coordination between national and EU policies. However, owing to its complex governance structure and slow and disaggregated policymaking process, the EU is less able to produce such a response. FIGURE 8 Total State aid expenditure by Member State 2022, as % of GDP (top) and EUR billion (bottom) Breakdown between COVID-19, State aid in response to the Russian invasion of Ukraine, and other State aid measures Source: European Commission, 2024. 16THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 1Towards a European response GOALS To manage these transformations, the report proposes a new industrial strategy for Europe . The three main areas for action outlined in the report correspond to the three main transformations with which Europe must contend. First, Europe needs to redress its slowing productivity growth by closing the innovation gap . This objective will entail accelerating significantly technological and scientific innovation, improving the pipeline from innovation to commercialisation, removing barriers that prevent innovative companies from growing and attracting finance, and undertaking concerted efforts to close skills gaps. Second, to lower energy prices and capture the industrial opportunities of decarbonisation, Europe needs a joint plan for decarbonisation and competitiveness . This plan will have to ensure that Europe’s ambitious demand for decarbonisation can be matched by leadership on the technol - ogies that will supply it. It will have to span industries that produce energy, those that enable decarbonisation, such	[ "consider", "externalities", ".", "\n", "One", "particularly", "damaging", "externality", "in", "the", "EU", "context", "is", "its", "adverse", "impact", "on", "the", "Single", "Market", "when", "the", "largest", "\n", "countries", "with", "the", "most", "fiscal", "space", "can", "provide", "much", "more", "generous", "support", "than", "others", "[", "see", "Figure", "8", "]", ".", "Second", ",", "\n", "there", "is", "a", "lack", "of", "coordination", "among", "financing", "instruments", ".", "While", "the", "EU", "collectively", "spends", "a", "large", "amount", "on", "\n", "its", "industrial", "goals", ",", "financing", "instruments", "are", "split", "along", "national", "lines", "and", "between", "Member", "States", "and", "the", "EU", ".", "\n", "This", "fragmentation", "hampers", "scale", ",", "preventing", "the", "creation", "of", "large", "capital", "pools", "in", "particular", "for", "investments", "in", "\n", "breakthrough", "innovation", ".", "It", "also", "hampers", "innovation", "by", "creating", "unnecessary", "complexity", "and", "bureaucracy", "for", "the", "\n", "private", "sector", ".", "Third", ",", "there", "is", "a", "lack", "of", "coordination", "across", "policies", ".", "Industrial", "policies", "today", "–", "as", "seen", "in", "the", "US", "\n", "and", "China", "–", "comprise", "multi", "-", "policy", "strategies", ",", "combining", "fiscal", "policies", "to", "incentivise", "domestic", "production", ",", "trade", "\n", "policies", "to", "penalise", "anti", "-", "competitive", "behaviour", "abroad", "and", "foreign", "economic", "policies", "to", "secure", "supply", "chains", ".", "In", "\n", "the", "EU", "context", ",", "linking", "policies", "in", "this", "way", "requires", "a", "high", "degree", "of", "coordination", "between", "national", "and", "EU", "policies", ".", "\n", "However", ",", "owing", "to", "its", "complex", "governance", "structure", "and", "slow", "and", "disaggregated", "policymaking", "process", ",", "the", "EU", "is", "\n", "less", "able", "to", "produce", "such", "a", "response", ".", "\n", "FIGURE", "8", "\n", "Total", "State", "aid", "expenditure", "by", "Member", "State", " \n", "2022", ",", "as", "%", "of", "GDP", "(", "top", ")", "and", "EUR", "billion", "(", "bottom", ")", " \n", "Breakdown", "between", "COVID-19", ",", "State", "aid", "in", "response", "to", "the", "Russian", "invasion", "of", "Ukraine", ",", "and", "other", "State", "aid", "measures", "\n", "Source", ":", "European", "Commission", ",", "2024", ".", "\n", "16THE", "FUTURE", "OF", "EUROPEAN", "COMPETITIVENESS", " ", "—", "PART", "A", "\|", "CHAPTER", "1Towards", "a", "European", "response", "\n", "GOALS", "\n", "To", "manage", "these", "transformations", ",", "the", "report", "proposes", "a", "new", "industrial", "strategy", "for", "Europe", ".", "The", "three", "\n", "main", "areas", "for", "action", "outlined", "in", "the", "report", "correspond", "to", "the", "three", "main", "transformations", "with", "which", "Europe", "must", "\n", "contend", ".", "First", ",", "Europe", "needs", "to", "redress", "its", "slowing", "productivity", "growth", "by", "closing", "the", "innovation", "gap", ".", "This", "objective", "\n", "will", "entail", "accelerating", "significantly", "technological", "and", "scientific", "innovation", ",", "improving", "the", "pipeline", "from", "innovation", "\n", "to", "commercialisation", ",", "removing", "barriers", "that", "prevent", "innovative", "companies", "from", "growing", "and", "attracting", "finance", ",", "\n", "and", "undertaking", "concerted", "efforts", "to", "close", "skills", "gaps", ".", "Second", ",", "to", "lower", "energy", "prices", "and", "capture", "the", "industrial", "\n", "opportunities", "of", "decarbonisation", ",", "Europe", "needs", "a", "joint", "plan", "for", "decarbonisation", "and", "competitiveness", ".", "This", "plan", "will", "\n", "have", "to", "ensure", "that", "Europe", "’s", "ambitious", "demand", "for", "decarbonisation", "can", "be", "matched", "by", "leadership", "on", "the", "technol", "-", "\n", "ogies", "that", "will", "supply", "it", ".", "It", "will", "have", "to", "span", "industries", "that", "produce", "energy", ",", "those", "that", "enable", "decarbonisation", ",", "such", "\n" ]	[]
or toilet preparations (excluding soaps) X 0.3% 592Starches, inulin and wheat gluten; albuminoidal substances; gluesX 0.1% X 0.1% 598 Miscellaneous chemical products, n.e.s. X 0.2% 6 Manufactured goods classified chiefly by material 611 Leather X 0.2% 634Veneers, plywood, particle board, and other wood, worked, n.e.s.X 0.6% X 0.6% 635 Wood manufactures, n.e.s. X 0.4% 641 Paper and paperboard X 0.9% 642Paper and paperboard, cut to size or shape, and articles of paper or paperboardX 0.5% X 0.5% Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation77 SITC Goods nameCurrent strength% share of exportsEmerging strength% share of exports 51 69.6% 52 47.0% 658 Made-up articles, wholly or chiefly of textile materials, n.e.s. X 0.2% 662Clay construction materials and refractory construction materialsX 0.3% 663 Mineral manufactures, n.e.s. X 0.1% 665 Glassware X 0.2% 671Pig-iron, spiegeleisen, sponge iron, iron or steel granules and powders and ferro-alloys X 3.6% 672Ingots and other primary forms, of iron or steel; semi- finished products of iron or steelX 7.0% 673Flat-rolled products of iron or non-alloy steel, not clad, plated or coatedX 5.3% 674Flat-rolled products of iron or non-alloy steel, clad, plated or coatedX 0.3% X 0.3% 675 Flat-rolled products of alloy steel X 0.3% X 0.3% 676Iron and steel bars, rods, angles, shapes and sections (including sheet piling)X 4.5% 678 Wire of iron or steel X 0.1% 679Tubes, pipes and hollow profiles, and tube or pipe fittings, of iron or steelX 1.8% 682 Copper X 0.3% 684 Aluminium X 0.2% 689Miscellaneous non-ferrous base metals employed in metallurgy, and cermets X 0.1% 697 Household equipment of base metal, n.e.s. X 0.2% 699 Manufactures of base metal, n.e.s. X 0.6% X 0.6% 7 Machinery and transport equipment 714Engines and motors, non-electric (other than those of groups 712, 713 and 718); parts, n.e.s., of these engines and motorsX 1.2% 716 Rotating electric plant and parts thereof, n.e.s. X 0.3% 718 Power-generating machinery and parts thereof, n.e.s. X 0.2% 721Agricultural machinery (excluding tractors) and parts thereof X 0.2% 723Civil engineering and contractors' plant and equipment; parts thereof X 0.2% 728Other machinery and equipment specialized for particular industries; parts thereof, n.e.s.X 0.3% 737Metalworking machinery (other than machine tools) and parts thereof, n.e.s.X 0.2% X 0.2% 742Pumps for liquids, whether or not fitted with a measuring device; liquid elevators; parts for such pumps and liquid elevatorsX 0.3% 744 Mechanical handling equipment and parts thereof, n.e.s. 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not make them more visible in historiography and public memory. By focusing on the feminization of the medical profession in the interior, rather than the eastern parts of China, as previous scholarship has done, Corbi's chapter is also an attempt to render women medical practitioners in Sichuan more visible. The chapter shows that women's invisibility in historiography and public memory stemmed from their conceptualization as citizens in need of education and improvement, rather than educators in their own right, who 'fully participated in the propagation of 'science' in China'. In a discussion that mirrors other contexts like India, Japan and Romania, Corbi points out that, 'Science for women generally derived from the gendered role they were assigned to, as mothers or homemakers, focusing on health, hygiene, and domestic science.' One of the implications for the history of medicine has been that women have become visible mostly as nurses or midwives in need of training, 56 rather than physicians who played an important role in training others, such as midwives. In line with the more general focus of the volume, Corbi's contribution also documents women's transnational mobility in science, through its engagement with American missionary work in China, which enabled growing numbers of Chinese women to train and practise as physicians. In particular, the chapter provides fresh insights into the West China Union University, one of the main institutions where Chinese women physicians were trained. This institution of education was organized by a branch of the Women's Missionary Society, which had been active in Sichuan since the end of the nineteenth century. The negotiation between Traditional Chinese Medicine (TCM) and 'modern' medicine is also captured in Edgerton- Tarpley's chapter, which discusses women as practitioners and subjects of medical care during the Great Leap Famine of the Mao era. The period witnessed a dramatic increase in 'women's illnesses', especially uterine prolapse and amenorrhea, an outcome of deteriorating socio- economic conditions, including malnutrition and overwork. As Edgerton- Tarpley discusses, women doctors became particularly visible in a political context that emphasized women's productive and reproductive roles and made acknowledgement of famine conditions taboo. The tragic circumstances of the famine made Chinese women doctors important and visible as a group on account of the medical, social and political functions they fulfilled, but they continued to remain invisible at an individual level. 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at the level of polymers for a given plastic product in a given plastic sector Polymer -specific model Material flow analysis model where the granularity detail of data is at the level of polymers Recyclates Secondary plastic (i.e., recycled plastic) being an output of a recycling process Recycling rate (end -of-life) The calculated ratio between the recyclates produced and total waste being generated (after exports/imports) 47 Abbreviations Definitions Reuse/Reused Refers to (i) products ‘being reused’ in the use life cycle stage (not yet discarded) or (ii) the procedures of ‘preparation for reuse’ and ‘reuse’ applying to discarded plastic products at the end -of-life products.	[ "at", "the", "level", "of", "polymers", "for", "a", "given", "plastic", "product", "in", "a", "\n", "given", "plastic", "sector", " \n", "Polymer", "-specific", "model", " ", "Material", "flow", "analysis", "model", "where", "the", "granularity", "detail", "of", "\n", "data", "is", "at", "the", "level", "of", "polymers", " \n", "Recyclates", " ", "Secondary", "plastic", "(", "i.e.", ",", "recycled", "plastic", ")", "being", "an", "output", "of", "a", "\n", "recycling", "process", " \n", "Recycling", "rate", " ", "(", "end", "-of", "-", "life", ")", "\n ", "The", "calculated", "ratio", "between", "the", "recyclates", "produced", "and", "\n", "total", "waste", "being", "generated", "(", "after", "exports", "/", "imports", ")", " \n \n", "47", "Abbreviations", " ", "Definitions", " \n", "Reuse", "/", "Reused", " ", "Refers", "to", "(", "i", ")", "products", "‘", "being", "reused", "’", "in", "the", "use", "life", "cycle", "stage", "\n", "(", "not", "yet", "discarded", ")", "or", "(", "ii", ")", "the", "procedures", "of", "‘", "preparation", "for", "\n", "reuse", "’", "and", "‘", "reuse", "’", "applying", "to", "discarded", "plastic", "products", "at", "\n", "the", "end", "-of", "-", "life", "products", "." ]	[]
'Do you think it is important to actively work on documenting the history of women scientists? Why or why not?' Nineteen people responded with a yes, and three people did not answer the question. Many respondents felt this series had inspired them and made them not feel as alone in the scientific fields as a woman. Others mentioned how important it is to document and share these stories of women scientists so that young girls would be inspired to enter science. Research has shown that having women role models can increase the likelihood of women choosing to enter STEMM fields. 36 Susana Gonzalez- Perez, Ruth Mateos de Cabo and Milagros Sainz demonstrated that 'the optimal way to encourage young girls to pursue emerging high- growth roles, particularly those requiring STEMM math skills, is to expose them to the professional 3 1 3 and personal experiences of actual female role models'. 37 Women students' exposure to diverse women role models helps increase students' expectations of value and success with a STEMM career and reduces gender stereotypes typically associated with STEMM fields. 38 The Women in Science Lecture Series allows for women undergraduate students to be exposed to these types of role models and the recorded videos allow middle and high school students to also learn about successful women in STEMM. Another way we sought to understand engagement was through access statistics for the recordings online. After uploading and publishing each lecture in our digital preservation repository, everyone who registered received a link to the recording in our digital collections portal. The lecture series' records received 116 views as of October 2021. For each lecture we did have several registrants ask if we would be recording the lecture since they were unable to make it live. It is encouraging that people are returning and watching these lectures - it illustrates that these recordings have continued value and interest. Since writing this paper, we completed a fourth year of the Women in Science Lecture Series. In spring 2024, we sought to update our understanding of how the lecture series is impacting our audience and emailed another survey. This survey received 48 responses from the 900 people it was sent to. The survey showed similar positive results of participants attending to learn more about women scientists and their stories. 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de objetivos de aprendizaje entre los que se incluyen no solo la transmisión de conocimientos y la adquisición de aquellas competencias en las que se basan las cualificaciones, sino también la capacitación de los estudiantes para pensar y actuar de manera responsable, y su socialización en prácticas y tradiciones compartidas (Biesta, 2017). Definir el propósito debe ser, por lo tanto, el punto de partida de cualquier debate sobre el liderazgo en la educación. La segunda pregunta que surge es cómo intentan los responsables educativos alcanzar estos objetivos. Lo que ha generado el interés por la administración y la gestión en el ámbito educativo como campo de estudio es tanto el crecimiento de 2 0 2 4 / 5 las escuelas y otras instituciones educativas hasta convertirse en grandes organizaciones como la evolución de las simples burocracias educativas, las cuales han pasado a convertirse en sistemas complejos en los países industrializados. En estos análisis, el papel de los líderes educativos quedó subsumido, ya que, inicialmente, los investigadores analizaron los logros de los líderes como si estos fueran simplemente la obra de grandes individuos. Posteriormente, se fue adoptando progresivamente un enfoque científico más sistemático, que empezó a considerar el liderazgo como un elemento potencialmente distinto de la gestión o administración educativa. Los investigadores estaban convencidos de que podrían identificar las prácticas individuales y las disposiciones organizativas relacionadas con el liderazgo, lo cual dio lugar a la crítica de que estos dos factores no pueden considerarse por separado, ya que son los individuos quienes conforman las organizaciones. Más recientemente, se ha reconocido que el ejercicio del liderazgo está determinado por las relaciones sociales dentro de estas instituciones y sistemas educativos (Bates, 2010; Bush, 2020). Las personas que trabajan en la educación dependen unas de otras, por lo que las funciones de liderazgo deben ser compartidas para poder alcanzar los objetivos educativos. La última pregunta que se plantea es qué es lo que puede interponerse en el camino de los líderes educativos. Las personas que desempeñan funciones de liderazgo educativo deben tener la capacidad de ejercer las funciones que se esperan de ellas. Sin embargo, también es importante tener en cuenta el contexto . Las reglas y normas sociales, económicas, políticas y culturales, ya sean formales o informales, amplían o limitan la iniciativa y el margen de acción de los líderes educativos. 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like), a voltage source, a current source, a switching circuit, an amplifier circuit (a circuit capable of increasing signal amplitude, the amount of current, or the like, an operational amplifier, a differential amplifier circuit, a source follower circuit, a buffer circuit, or the like), a signal generator circuit, a memory circuit, a control circuit, or the like) can be connected between X and Y. - a logic circuit an inverter, a NAND - X and Y are regarded as being functionally connected when a signal output from X is transmitted to Y. - the case where X and Y are functionally connected includes the case where X and Y are directly connected and the case where X and Y are electrically connected. - a transistor is an element having at least three terminals of a gate, a drain, and a source. - the transistor includes a channel formation region between the drain (a drain terminal, a drain region, or a drain electrode) and the source (a source terminal, a source region, or a source electrode), and current can flow between the source and the drain through the channel formation region. - a channel formation region refers to a region through which current mainly flows. - source and drain can sometimes be used interchangeably in this specification and the like. - a channel length refers to, for example, the distance between a source (a source region or a source electrode) and a drain (a drain region or a drain electrode) in a region where a semiconductor (or a portion where current flows in a semiconductor when a transistor is on) and a gate electrode overlap with each other, or a region where a channel is formed in a plan view of the transistor. - channel lengths in all regions are not necessarily the same. - the channel length of one transistor is not fixed to one value in some cases. Therefore, in this specification, the channel length 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 refers to, for example, the length of a portion where a source and a drain face each other in a region where a semiconductor (or a portion where current flows in a semiconductor when a transistor is on) and a gate electrode overlap with each other, or	[ "like", ")", ",", "a", "voltage", "source", ",", "a", "current", "source", ",", "a", "switching", "circuit", ",", "an", "amplifier", "circuit", "(", "a", "circuit", "capable", "of", "increasing", "signal", "amplitude", ",", "the", "amount", "of", "current", ",", "or", "the", "like", ",", "an", "operational", "amplifier", ",", "a", "differential", "amplifier", "circuit", ",", "a", "source", "follower", "circuit", ",", "a", "buffer", "circuit", ",", "or", "the", "like", ")", ",", "a", "signal", "generator", "circuit", ",", "a", "memory", "circuit", ",", "a", "control", "circuit", ",", "or", "the", "like", ")", "can", "be", "connected", "between", "X", "and", "Y.", "\n", "-", "a", "logic", "circuit", "\n", "an", "inverter", ",", "a", "NAND", "\n", "-", "X", "and", "Y", "\n", "are", "regarded", "as", "being", "functionally", "connected", "when", "a", "signal", "output", "from", "X", "is", "transmitted", "to", "Y.", "\n", "-", "the", "case", "where", "X", "and", "Y", "are", "functionally", "connected", "\n", "includes", "the", "case", "where", "X", "and", "Y", "are", "directly", "connected", "and", "the", "case", "where", "X", "and", "Y", "are", "electrically", "connected", ".", "\n", "-", "a", "transistor", "\n", "is", "an", "element", "having", "at", "least", "three", "terminals", "of", "a", "gate", ",", "a", "drain", ",", "and", "a", "source", ".", "\n", "-", "the", "transistor", "\n", "includes", "a", "channel", "formation", "region", "between", "the", "drain", "(", "a", "drain", "terminal", ",", "a", "drain", "region", ",", "or", "a", "drain", "electrode", ")", "and", "the", "source", "(", "a", "source", "terminal", ",", "a", "source", "region", ",", "or", "a", "source", "electrode", ")", ",", "and", "current", "can", "flow", "between", "the", "source", "and", "the", "drain", "through", "the", "channel", "formation", "region", ".", "\n", "-", "a", "channel", "formation", "region", "\n", "refers", "to", "a", "region", "through", "which", "current", "mainly", "flows", ".", "\n", "-", "source", "and", "drain", "\n", "can", "sometimes", "be", "used", "interchangeably", "in", "this", "specification", "and", "the", "like", ".", "\n", "-", "a", "channel", "length", "\n", "refers", "to", ",", "for", "example", ",", "the", "distance", "between", "a", "source", "(", "a", "source", "region", "or", "a", "source", "electrode", ")", "and", "a", "drain", "(", "a", "drain", "region", "or", "a", "drain", "electrode", ")", "in", "a", "region", "where", "a", "semiconductor", "(", "or", "a", "portion", "where", "current", "flows", "in", "a", "semiconductor", "when", "a", "transistor", "is", "on", ")", "and", "a", "gate", "electrode", "overlap", "with", "each", "other", ",", "or", "a", "region", "where", "a", "channel", "is", "formed", "in", "a", "plan", "view", "of", "the", "transistor", ".", "\n", "-", "channel", "lengths", "in", "all", "regions", "\n", "are", "not", "necessarily", "the", "same", ".", "\n", "-", "the", "channel", "length", "of", "one", "transistor", "\n", "is", "not", "fixed", "to", "one", "value", "in", "some", "cases", ".", "Therefore", ",", "in", "this", "specification", ",", "the", "channel", "length", "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", "\n", "refers", "to", ",", "for", "example", ",", "the", "length", "of", "a", "portion", "where", "a", "source", "and", "a", "drain", "face", "each", "other", "in", "a", "region", "where", "a", "semiconductor", "(", "or", "a", "portion", "where", "current", "flows", "in", "a", "semiconductor", "when", "a", "transistor", "is", "on", ")", "and", "a", "gate", "electrode", "overlap", "with", "each", "other", ",", "or" ]	[]
last 12 months, by sex, 2018 and 2022 a. Girls b. Boys 2018 2022 30 40 50 60 70 80 Denmark Rep. Moldova Uruguay Chile Estonia France Türkiye Albania Spain Iceland 30 40 50 60 70 80 Denmark Rep. Moldova Uruguay Chile Estonia France Türkiye Albania Spain Iceland % % Note: The 10 countries in the figure are those where bullying prevalence increased the most between 2018 and 2022. GEM StatLink: https:/ /bit.ly/GEM2024_fig15_3 Source: 2018 and 2022 rounds of the Programme for International Student Assessment. 242 CHAPTER 15 • EDUCATION FACILITIES AND LEARNING ENVIRONMENTS 15 BULLYING Students’ welfare in school also requires freedom from abusive, hurtful and intimidating behaviours. SDG thematic indicator 4.a.2 measures the percentage of students who experienced bullying in the past 12 months. The latest addition to the UIS database comes from the 2022 round of the Programme for International Student Assessment (PISA) (OECD, 2023), which measures several types of bullying behaviour among 15-year-olds. The most common behaviour is verbal and relational where students reported ‘Other students made fun of me’ and ‘Other students spread nasty rumours about me’. In most participating countries, the prevalence of bullying is higher for students that are from a disadvantaged socioeconomic background, immigrant and male. However, bullying has been increasing faster for girls than for boys. In 34 of the 66 countries with available data, bullying increased by at least 2 percentage points for girls between 2018 and 2022. The same was true for boys in only 22 countries. In the 10 countries where bullying increased the most between 2018 and 2022, the increase for girls was considerably higher than for boys ( Figure 15.3). In Türkiye, the share of 15-year-old girls who experienced bullying increased by 18 percentage points, compared to an increase of 7 percentage points for boys. The faster increase in the prevalence of bullying for girls aligns with their higher vulnerability to cyberbullying (UNESCO, 2024a). Girls often spend more time on social media than boys. A cross-country study of 31 high-income and 11 low- and middle-income countries found that the relationship between intense social media use and being a victim of cyberbullying was more common for girls than for boys, at least partly due to the greater The faster increase in the prevalence of bullying for girls aligns with their higher vulnerability to cyberbullying BOX 15.2: Education is severely under attack in the State of Palestine Israel’s	[ "last", "12", "months", ",", "by", "sex", ",", "2018", "and", "2022", "\n", "a.", "Girls", "b.", "Boys", "\n", "2018", "\n", "2022", "\n", "30", "\n", "40", "\n", "50", "\n", "60", "\n", "70", "\n", "80", "\n", "Denmark", "\n", "Rep.", "Moldova", "\n", "Uruguay", "\n", "Chile", "\n", "Estonia", "\n", "France", "\n", "Türkiye", "\n", "Albania", "\n", "Spain", "\n", "Iceland", "\n", "30", "\n", "40", "\n", "50", "\n", "60", "\n", "70", "\n", "80", "\n", "Denmark", "\n", "Rep.", "Moldova", "\n", "Uruguay", "\n", "Chile", "\n", "Estonia", "\n", 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(Ärlestig et al., 2016). Opportunities to exercise leadership also vary within countries, especially among education institutions. Each preschool, school, technical and vocational institute, college, university, and adult education centre is situated in a different context and their leaders are faced with different expectations by the community they serve. Small and big, public and private, urban and rural, well-resourced and under-resourced education institutions face different conditions. Institutions operating in emergency contexts or in ethnically and linguistically diverse communities require leaders to be deeply knowledgeable and responsive to their environment. These three questions help frame a discussion on the roles of education leaders. For the first question – the purpose of education – education leaders may be torn between the small picture and the big picture – and constantly face the risk of missing the wood for the trees. It is possible that focusing on the improvement of measurable learning outcomes, which is the outcome examined by most research studies, may come at the expense of improvements in a range of other desirable education outcomes, such as establishing an inclusive environment or preparing learners to adapt to the future challenges of citizenship and climate change. Standardized performance measures risk leading to standardized approaches to management and leadership, which may not suit individual BOX 1.1: Autonomy and accountability reforms in some countries have shaped perceptions of education leadership roles globally One of the challenges of a global report on leadership is that, while most people would agree that leadership matters for education, much of the evidence comes from a relatively small number of high-income, mainly English-speaking countries that for historical and cultural reasons have experimented with particular governance approaches. Their reforms set them apart from the rest of the world yet have a strong influence on global debates on education leadership. School autonomy in planning, budgeting and allocating educational resources, including personnel, depends on the centralization of the education system. Countries that have advanced research on the impact of school leadership are also those that have promoted decentralization and were particularly interested in understanding the effect of these management changes on education outcomes. In these contexts, institutional autonomy, granted through policies, regulations and procedures, needs to be accompanied by professional autonomy where principals and teachers have the capacity to make good decisions. Conversely, the scope of leadership may be compromised in countries where schools are subject to bureaucratic control for every decision or	[ "(", "Ärlestig", "et", "al", ".", ",", "\n", "2016", ")", ".", "Opportunities", "to", "exercise", "leadership", "also", "vary", "within", "countries", ",", "especially", "among", "education", "institutions", ".", "Each", "preschool", ",", "school", ",", "technical", "and", "vocational", "institute", ",", "college", ",", "university", ",", "and", "adult", "education", "centre", "is", "situated", "in", "a", "different", "context", "and", "their", "leaders", "are", "faced", "with", "different", "expectations", "by", "the", "community", "they", "serve", ".", "Small", "and", "big", ",", "public", "and", "private", ",", "urban", "and", "rural", ",", "well", "-", "resourced", "and", "under", "-", "resourced", "education", "institutions", "face", "different", "conditions", ".", "Institutions", "operating", "in", "emergency", "contexts", "or", "in", "ethnically", "and", "linguistically", "diverse", "communities", "require", "leaders", "to", "be", "deeply", "knowledgeable", "and", "responsive", "to", "their", "environment", ".", "\n", "These", "three", "questions", "help", "frame", "a", "discussion", "on", "the", "roles", "\n", "of", "education", "leaders", ".", "For", "the", "first", "question", "–", "the", "purpose", "of", "education", "–", "education", "leaders", "may", "be", "torn", "between", "the", "small", "picture", "and", "the", "big", "picture", "–", "and", "constantly", "face", "the", "risk", "of", "missing", "the", "wood", "for", "the", "trees", ".", "It", "is", "possible", "that", "focusing", "on", "the", "improvement", "of", "measurable", "learning", "outcomes", ",", "which", "is", "the", "outcome", "examined", "by", "most", "research", "studies", ",", "may", "come", "at", "the", "expense", "of", "improvements", "in", "a", "range", "of", "other", "desirable", "education", "outcomes", ",", "such", "as", "establishing", "an", "inclusive", "environment", "or", "preparing", "learners", "to", "adapt", "to", "the", "future", "challenges", "of", "citizenship", "and", "climate", "change", ".", "Standardized", "performance", "measures", "risk", "leading", "to", "standardized", "approaches", "to", "management", "and", "leadership", ",", "which", "may", "not", "suit", "individual", "\n", "BOX", "1.1", ":", "\n", "Autonomy", "and", "accountability", "reforms", "in", "some", "countries", "have", "shaped", "perceptions", "of", "education", "leadership", "\n", "roles", "globally", "\n", "One", "of", "the", "challenges", "of", "a", "global", "report", "on", "leadership", "is", "that", ",", "while", "most", "people", "would", "agree", "that", "leadership", "matters", "for", "education", ",", "much", "\n", "of", "the", "evidence", "comes", "from", "a", "relatively", "small", "number", "of", "high", "-", "income", ",", "mainly", "English", "-", "speaking", "countries", "that", "for", "historical", "and", "cultural", "reasons", "have", "experimented", "with", "particular", "governance", "approaches", ".", "Their", "reforms", "set", "them", "apart", "from", "the", "rest", "of", "the", "world", "yet", "have", "a", "strong", "influence", "on", "global", "debates", "on", "education", "leadership", ".", "\n", "School", "autonomy", "in", "planning", ",", "budgeting", "and", "allocating", "educational", "resources", ",", "including", "personnel", ",", "depends", "on", "the", "centralization", "of", "\n", "the", "education", "system", ".", "Countries", "that", "have", "advanced", "research", "on", "the", "impact", "of", "school", "leadership", "are", "also", "those", "that", "have", "promoted", "decentralization", "and", "were", "particularly", "interested", "in", "understanding", "the", "effect", "of", "these", "management", "changes", "on", "education", "outcomes", ".", "In", "these", "contexts", ",", "institutional", "autonomy", ",", "granted", "through", "policies", ",", "regulations", "and", "procedures", ",", "needs", "to", "be", "accompanied", "by", "professional", "autonomy", "where", "principals", "and", "teachers", "have", "the", "capacity", "to", "make", "good", "decisions", ".", "Conversely", ",", "the", "scope", "of", "leadership", "may", "be", "compromised", "in", "countries", "where", "schools", "are", "subject", "to", "bureaucratic", "control", "for", "every", "decision", "or" ]	[ { "end": 16, "label": "AUTHOR", "start": 1 }, { "end": 23, "label": "YEAR", "start": 19 }, { "end": 23, "label": "CITATION_REF", "start": 1 } ]
\| 293 \| \| Figura 18.16 \| Los hogares de los países de ingresos medios-bajos gastan al menos el doble de su presupuesto en educación que los hogares de los países de altos ingresos...........................................................................................................................................................296 \| \| \| Figura 18.17 \| El gasto en educación de los hogares tiende a ser estable...................................................................................................................................... \| 297 \| ## CUADROS \| Cuadro 1.1 \| Existen diversas funciones de liderazgo en la educación ...................................................................................................................................... \| 11 \| \|---------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-------------------------\| \| Cuadro 1.2 \| Cuatro dimensiones del liderazgo escolar describen las prácticas principales de los directores de centros escolares................. \| 13 \| \| Cuadro 5.1 \| Cargos, funciones y prácticas de los líderes a nivel de sistema ........................................................................................................................ \| 100 \| \| Cuadro 6.1 \| Permanencia media en el cargo de los ministros de Educación, desglosada por países y características individuales, 2010-23.................................................................................................................................................................................................................................. \| 122 \| \| Cuadro 6.2 \| Ministros de Educación, Sanidad y Hacienda según su trayectoria profesional previa, 1990-2021 ................................................. \| 124 \| \| RECUADROS \| RECUADROS \| RECUADROS \| \| Recuadro 1.1 \| Las reformas de la autonomía y la rendición de cuentas en algunos países han configurado la percepción de las funciones de liderazgo educativo a escala mundial..........................................................................................................................................................................8 \| \| \| Recuadro 1.2 \| Cuatro ediciones regionales acompañan el ciclo sobre liderazgo del Informe de seguimiento de la educación en el mundo 2024/5........................................................................................................................................................................................................................................ \| 17 \| \| Recuadro 2.1 \| En las normativas nacionales, se utilizan diversos términos para designar a las y los directores escolares.....................................26 \| \| \| Recuadro 2.2 \| Los directores y directoras de los centros escolares se centraron en reducir el estrés relacionado con la COVID-19....................34 \| \| \| Recuadro 2.3 \| Los docentes indios y sudafricanos reconocen a las y los directores de los centros escolares como apoyos clave........................36 \| \| \| Recuadro 3.1 \| El grado de descentralización influye en los procesos de contratación y selección .....................................................................................48 \| \| \| Recuadro 3.2 \| Los países africanos están reforzando sus sistemas de selección de directores de centros escolares, pero sigue habiendo desafíos......................................................................................................................................................................................................................................50 \| \| \| Recuadro 3.3 \| Algunos países regulan la selección de directores de escuelas privadas ......................................................................................................... \| 51 \| \| Recuadro 3.4 \| En Brasil, el nombramiento político es un método formal de selección de directores de centros escolares......................................52 \| \| \| Recuadro 3.5 \| Los procesos de iniciación al puesto con formadores y mentores son esenciales para las y los directores noveles \| .....................59	[ "\|", "293", " ", "\|", "\n", "\|", "Figura", "18.16", " ", "\|", "Los", "hogares", "de", "los", "países", "de", "ingresos", "medios", "-", 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"\|---------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-------------------------\|", "\n", "\|", "Cuadro", "1.2", " ", "\|", "Cuatro", "dimensiones", "del", "liderazgo", "escolar", "describen", "las", "prácticas", "principales", "de", "los", "directores", "de", "centros", "escolares", ".................", " ", "\|", "13", " ", "\|", "\n", "\|", "Cuadro", "5.1", " ", "\|", "Cargos", ",", "funciones", "y", "prácticas", "de", "los", "líderes", "a", "nivel", "de", "sistema", "........................................................................................................................", " ", "\|", "100", " ", "\|", "\n", "\|", "Cuadro", "6.1", " ", "\|", "Permanencia", "media", "en", "el", "cargo", "de", "los", "ministros", "de", "Educación", ",", "desglosada", "por", "países", "y", "características", "individuales", ",", "2010", "-", "23", "..................................................................................................................................................................................................................................", " ", "\|", "122", " ", "\|", "\n", "\|", "Cuadro", "6.2", " ", "\|", "Ministros", "de", "Educación", ",", "Sanidad", "y", "Hacienda", "según", "su", "trayectoria", "profesional", "previa", ",", "1990", "-", "2021", ".................................................", " ", "\|", "124", " ", "\|", "\n", "\|", "RECUADROS", " ", "\|", "RECUADROS", " ", "\|", "RECUADROS", " ", "\|", "\n", "\|", "Recuadro", "1.1", " ", "\|", "Las", "reformas", "de", "la", "autonomía", "y", "la", "rendición", "de", "cuentas", "en", "algunos", "países", "han", "configurado", "la", "percepción", "de", "las", "funciones", "de", "liderazgo", "educativo", "a", "escala", "mundial", "..........................................................................................................................................................................", "8", " ", "\|", " ", "\|", "\n", "\|", "Recuadro", "1.2", " ", "\|", "Cuatro", "ediciones", "regionales", "acompañan", "el", "ciclo", "sobre", "liderazgo", "del", "Informe", "de", "seguimiento", "de", "la", "educación", "en", "el", "mundo", "2024/5", "........................................................................................................................................................................................................................................", " ", "\|", "17", " ", "\|", "\n", "\|", "Recuadro", "2.1", " ", "\|", "En", "las", "normativas", "nacionales", ",", "se", "utilizan", "diversos", "términos", "para", "designar", "a", "las", "y", "los", "directores", "escolares", ".....................................", "26", " ", "\|", " ", "\|", "\n", "\|", "Recuadro", "2.2", " ", "\|", "Los", "directores", "y", "directoras", "de", "los", "centros", "escolares", "se", "centraron", "en", "reducir", "el", "estrés", "relacionado", "con", "la", "COVID-19", "....................", "34", " ", "\|", " ", "\|", "\n", "\|", "Recuadro", "2.3", " ", "\|", "Los", "docentes", "indios", "y", "sudafricanos", "reconocen", "a", "las", "y", "los", "directores", "de", "los", "centros", "escolares", "como", "apoyos", "clave", "........................", "36", " ", "\|", " ", "\|", "\n", "\|", "Recuadro", "3.1", " ", "\|", "El", "grado", "de", "descentralización", "influye", "en", "los", "procesos", "de", "contratación", "y", "selección", ".....................................................................................", "48", " ", "\|", " ", "\|", "\n", "\|", "Recuadro", "3.2", " ", "\|", "Los", "países", "africanos", "están", "reforzando", "sus", "sistemas", "de", "selección", "de", "directores", "de", "centros", "escolares", ",", "pero", "sigue", "habiendo", "desafíos", "......................................................................................................................................................................................................................................", "50", "\|", " ", "\|", "\n", "\|", "Recuadro", "3.3", " ", "\|", "Algunos", "países", "regulan", "la", "selección", "de", "directores", "de", "escuelas", "privadas", ".........................................................................................................", " ", "\|", "51", " ", "\|", "\n", "\|", "Recuadro", "3.4", " ", "\|", "En", "Brasil", ",", "el", "nombramiento", "político", "es", "un", "método", "formal", "de", "selección", "de", "directores", "de", "centros", "escolares", "......................................", "52", " ", "\|", " ", "\|", "\n", "\|", "Recuadro", "3.5", " ", "\|", "Los", "procesos", "de", "iniciación", "al", "puesto", "con", "formadores", "y", "mentores", "son", "esenciales", "para", "las", "y", "los", "directores", "noveles", " ", "\|", ".....................", "59" ]	[]
NICE Classification for trademarks ..................................... 324 Annex 6. Locarno Classification for industrial designs ................... 327 Annex 7. IPC to NACE v2 correspondence table ................................. 328 Annex 8. NACE v2 to S&T domains correspondence tables via IPC, for each EaP country .......................................................................................... 332 Annex 9. NABS 2007 to NACE v2 correspondence table ................. 339 Annex 10. NACE v2 to S&T domains correspondence tables via NABS and ASJC Scopus subject fields, for each EaP country ................... 342 Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation1 ABSTRACT The Eastern Partnership is a specific Eastern di- mension to the European Neighbourhood Pol- icy (ENP). Through the ENP, the EU works with its southern and eastern neighbours to achieve the closest possible political association and the greatest possible degree of economic integration. The Eastern Partnership aims to reinforce the po- litical association and economic integration of six Eastern European and South Caucasus partner countries: Armenia, Azerbaijan, Belarus1, Georgia, the Republic of Moldova and Ukraine. Most EU Eastern Neighbours have committed to develop place-based Smart Specialisation Strategies for research and innovation with the objective of en- hancing their competitiveness and drive structural change of the economies. The purpose of this study is to contribute to evi- dence-informed research and innovation policy, in particular the development of Smart Specialisa- tion Strategies. The study presents a solid basis for these processes in the Eastern Partnership re- gion by offering an extensive quantitative analysis of national-level potential in the economy, inno- vation, science and technology. A limited number of economic and innovation (E&I) specialisation domains matched with relevant scientific and technological (S&T) specialisation domains are identified for each Eastern Partnership country. The study proposes a new method to identify con- cordances between the EI and ST specialisation do- mains so that they can be used to inform ongoing Smart Specialisation processes in the Eastern Part- nership countries with available international data. Interested countries need to compliment this anal- ysis with the relevant national data sources and other useful information resulting from the quali- 1 At the time of preparation of this study, Belarus was a member of the EU Eastern Partnership. Following its sus- pension and later sanctions, results for Belarus are on purpose not presented and discussed in this study, how- ever some data are left in the tables and charts for refer- ence to the regional context.tative expert inputs and stakeholder engagement.	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such parameters relevant to the operation of the MRF. The is configured to control the infeed/ including, for example, commanding it/them to start or stop, accepting solid waste streams from one or several possible sources, controlling the speed or rate of infeed (e.g., accelerate, decelerate, conveyor speeds, and so forth), combine infeed from several sources, and/or any other control aspect to help optimize the operation of the MRF. In the example of , one or more facility may be in communication with , to enable to effectively manage the various systems of an MRF. At least some of the can be facility associated with one or more other components of MRF system (e.g., robotic sorters, optical sorters, air systems, conveyors, and/or the like). These can enable the to monitor the status of the various MRF components to ensure proper operation, determination/alerting when service is needed and/or when a malfunction or other anomaly is detected, and/or the like. The also enable the to monitor the status/condition of various material streams. Examples of include bailer sensors/sensor systems that can report the number, weight, and/or type of bales or material (e.g., recyclable or otherwise) produced; moisture sensing instrumentation to determine if materials are wet and need to be discarded or rerouted for additional processing; inclinometers on screens, sorters, feeders and conveyors; induction sensing arrays, which may help detect metal contaminants or types of metal for appropriate recycling; laser-based measurement devices that report volumetric characteristics of the material stream; smart current sensors/meters for detection of overloads or frequency drives that report running amperage of system equipment; positive and/or negative pressure transducers to compute system vacuum and pressure required to remove objects in positive and negative sorting applications; flow switches and/or meters to report total air consumed by optical and robotic sorters; fire and/or smoke detectors; gas detectors. Other sensors may be employed in a given embodiment, depending upon the specific needs of the implementation. In some implementations, facility monitor for screen health, such as screen and . Screen health can be impacted by issues such as clogging or jamming of IFOs or the screen discs (e.g., depending upon a given configuration of a screen; other screen configurations may employ vibratory methods that do not require discs), by debris, by jams, and/or by wear of the discs or vibratory components, to name a few possible issues. 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Shields, S. A. 'To pet, coddle, and 'do for': Caretaking and the concept of maternal instinct'. In M. Lewin (ed.), In the Shadow of the Past: Psychology Portrays the Sexes , pp. 256- 73. New York: Columbia University Press, 1984. Shrivastava, J. S. Vaidya Priya . Lucknow: Naval Kishore Press, 1924. Shteir, A. and B. Lightman, eds. Figuring It Out: Science, Gender and Visual Culture . Hanover, NH: University Press of New England, 2006. Silverman, C. Understanding Autism: Parents, Doctors, and the History of a Disorder . Princeton, NJ: Princeton University Press, 2012. Sime, R. L. Lise Meitner: A Life in Physics . Berkeley: University of California Press, 1996. Simpson, R. How the PhD Came to Britain: A Century of Struggle for Postgraduate Education . Guilford: Society for Research into Higher Education, 1983. - Sinha, M. Mother India: Selections from the Controversial 1927 Text, Edited and with an Introduction by Mrinalini Sinha . Ann Arbor: Michigan University Press, 2000. - Sinha, N. and P. Kumar, eds. Lesser Lives: Stories of Domestic Servants in India . New Delhi: Pan Macmillan, 2021. - Sinopoli, C. M. The Himalayan Journey of Walter Norman Koelz: The University of Michigan Himalayan Expedition, 1932- 1934 . Anthropological Papers , No. 98. Ann Arbor, MI: Museum of Anthropology, 2013. Sivaramakrishnan, K. Old Potions, New Bottles: Recasting Indigenous Medicine in Colonial Punjab , 1850- 1945 . New Delhi: Orient Longman, 2006. - Solovey, M. Social Science for What? Battles over Public Funding for the 'Other Sciences' at the National Science Foundation . Cambridge, MA: The MIT Press, 2020. - Stamhuis, I. H. and A. B. Vogt. 'Discipline building in Germany: Women and genetics at the Berlin Institute for Heredity Research.' British Journal for the History of Science , 50: 2 (June 2017), 267- 95. - Stanek, Ł. Architecture in Global Socialism: Eastern Europe, West Africa and the Middle East in the Cold War. Princeton, NJ: Princeton University Press, 2020. Stanley, A. Mothers and Daughters of Invention: Notes for a Revised History of Technology . New Brunswick, NJ: Rutgers University Press, 1995. - Steel, D. 'Carl Sagan: Practitioner, popularizer and proponent of science.' Contemporary Physics , 42: 4 (2001), 247- 49. - Subramanian, C. V. 'Edavaleth Kakkat Janaki Ammal.' Resonance , 12: 6 (2007), 4- 9. - Sun, Q. 'Reluctant 'Maocare': The shaping and practice of the rural healthcare system in the Wenzhou region, 1949- 1978.' PhD diss., the University of Hong Kong, 2017.	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be hae hc /g14/g14/g11/g12 , giving the equation rd behae hcBD/g32/g14 /g14/g14 . The remaining three path equations are as follows: rb haBC/g32/g14 rc aehbe hdAD/g32/g14 /g14/g14 re acbd ahd bhcCD/g32/g14 /g14/g14 /g14 Appendix 179 This system of six equations can then be solved to find the six path coefficients. This model is just identified and so will give one direct algebraic solution ( Kenny, 1979 ; Kline, 2016 ; Loehlin and Beaujen, 2017 ). An alternative way of representing a path diagram is by a set of structural equa - tions. Similarly to how we would write a single multivariate linear regression equa - tion, in structural equation modelling we can represent the model using a system of equations, as follows: Ca AbBfU /g32/g14 /g14 Dc AdBeCg V /g32/g14 /g14/g14 These equations can be used to calculate the disturbance terms U and V. Note that these equations are derived by expressing each dependent variable as a weighted Figure A.1 Path diagram 180 Appendix additive function of its source variables. When the variables are standardised, the weights correspond to the path coefficients, which are equivalent to standardised partial regression coefficients. This example can be solved using algebraic methods, but as the complexity of the model increases, this is generally not possible. As a result of this, in practice, software programs such as Stata are used to solve the system of structural equations using iterative estimation procedures such as maximum likelihood. Regarding sample size with structural equation modelling When conducting path analysis or structural equation modelling, determining an appropriate sample size is crucial for obtaining reliable and valid results. A com - mon rule of thumb suggests that a sample size of over 200 is generally sufficient, although in some cases, a minimum of 100 participants may be considered accepta - ble. Bartlett et al. (2001) is a useful starting point for readers seeking more detailed information on the various techniques used to determine appropriate sample sizes for surveys. The paper provides calculations of minimum sample sizes for different population types. For a population of 10,000, it recommends a minimum sample size of 119 for continuous data and 370 for categorical data at a 5% level of sig - nificance. When the level of significance is tightened to 1%, the required minimum sample sizes increase to 209 for continuous data and 623 for categorical data. 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visible as a group on account of the medical, social and political functions they fulfilled, but they continued to remain invisible at an individual level. This situation is perhaps best illustrated by the fact that most of the women Edgerton- Tarpley discusses remain anonymous in the archives of science. Invisible but not absent, ‘women health workers and researchers’ nevertheless ‘played a key role in fostering Maoist “grassroots science” dur - ing China’s famine- era campaign to treat “women’s illnesses” ( funǚ bing ).’ In a remarkable display of agency under exceptionally difficult circum - stances, they not only tried to alleviate women’s suffering, but also devised TCM therapies and published important texts on them, challenging official policies around women and medicine on the ground. Intimate knowledge and in/ visible domesticities: Science, medicine and the home As a growing body of literature discusses, the private lives of women (and men) are as important to understanding their contributions to science as their professional, more public, scientific personas.57 This also means that women did not become involved in the making, pedagogy and communi - cation of science only in heavily institutionalized and professionalized set - tings like universities, laboratories or professional associations, but also in the confines of their homes. Their contributions to science were frequently 23 23 Introduction intertwined with specific concerns of domesticity and motherhood that shaped their lives in many other ways. Focusing on the stereotype of the scientist and the institutionalized, professionalized sites of ‘modern’ science favours the ‘accumulators’ of scientific prestige and credits, rendering invis - ible the myriad contributions of women who rarely fit the profile of the model scientist. By including domestic spaces and domesticity in the equa - tion, we can offer new insights into processes of knowledge- making and bring to life portraits of women involved in both small scientific innovations and large scientific breakouts. Indeed, all chapters in this volume engage with women’s personal lives at their intersection with science, underscoring a point made earlier in the introduction, that the five thematical sections into which the volume is divided should be treated as overlapping and interconnected. They also show how diverse women’s experiences of domesticity and science were. For example, Keeble’s chapter discusses Reinet Maasdorp’s relationship with her husband John Fremlin and the ways in which marriage circum - scribed her career options, even though Fremlin was supportive of her sci - entific	[ "visible", "as", "a", "group", "on", "account", "of", "the", "medical", ",", "social", "and", "\n", "political", "functions", "they", "fulfilled", ",", "but", "they", "continued", "to", "remain", "invisible", "at", "\n", "an", "individual", "level", ".", "\n", "This", "situation", "is", "perhaps", "best", "illustrated", "by", "the", "fact", "that", "most", "of", "the", "\n", "women", "Edgerton-", " ", "Tarpley", "discusses", "remain", "anonymous", "in", "the", "archives", "of", "\n", "science", ".", "Invisible", "but", "not", "absent", ",", "‘", "women", "health", "workers", "and", "researchers", "’", "\n", "nevertheless", "‘", "played", "a", "key", "role", "in", "fostering", "Maoist", "“", "grassroots", "science", "”", "dur", "-", "\n", "ing", "China", "’s", "famine-", " ", "era", "campaign", "to", "treat", "“", "women", "’s", "illnesses", "”", "(", "funǚ", "bing", ")", ".", "’", "\n", "In", "a", "remarkable", "display", "of", "agency", "under", "exceptionally", "difficult", "circum", "-", "\n", "stances", ",", "they", "not", "only", "tried", "to", "alleviate", "women", "’s", "suffering", ",", "but", "also", "devised", "\n", "TCM", "therapies", "and", "published", "important", "texts", "on", "them", ",", "challenging", "official", "\n", "policies", "around", "women", "and", "medicine", "on", "the", "ground", ".", "\n", "Intimate", "knowledge", "and", "in/", " ", "visible", "domesticities", ":", "Science", ",", " \n", "medicine", "and", "the", "home", "\n", "As", "a", "growing", "body", "of", "literature", "discusses", ",", "the", "private", "lives", "of", "women", "(", "and", "\n", "men", ")", "are", "as", "important", "to", "understanding", "their", "contributions", "to", "science", "as", "\n", "their", "professional", ",", "more", "public", ",", "scientific", "personas.57", "This", "also", "means", "that", "\n", "women", "did", "not", "become", "involved", "in", "the", "making", ",", "pedagogy", "and", "communi", "-", "\n", "cation", "of", "science", "only", "in", "heavily", "institutionalized", "and", "professionalized", "set", "-", "\n", "tings", "like", "universities", ",", "laboratories", "or", "professional", "associations", ",", "but", "also", "in", "\n", "the", "confines", "of", "their", "homes", ".", "Their", "contributions", "to", "science", "were", "frequently", " \n \n", "23", "\n", "23", "\n", "Introduction", "\n", "intertwined", "with", "specific", "concerns", "of", "domesticity", "and", "motherhood", "that", "\n", "shaped", "their", "lives", "in", "many", "other", "ways", ".", "Focusing", "on", "the", "stereotype", "of", "the", "\n", "scientist", "and", "the", "institutionalized", ",", "professionalized", "sites", "of", "‘", "modern", "’", "science", "\n", "favours", "the", "‘", "accumulators", "’", "of", "scientific", "prestige", "and", "credits", ",", "rendering", "invis", "-", "\n", "ible", "the", "myriad", "contributions", "of", "women", "who", "rarely", "fit", "the", "profile", "of", "the", "\n", "model", "scientist", ".", "By", "including", "domestic", "spaces", "and", "domesticity", "in", "the", "equa", "-", "\n", "tion", ",", "we", "can", "offer", "new", "insights", "into", "processes", "of", "knowledge-", "making", "and", "\n", "bring", "to", "life", "portraits", "of", "women", "involved", "in", "both", "small", "scientific", "innovations", "\n", "and", "large", "scientific", "breakouts", ".", "\n", "Indeed", ",", "all", "chapters", "in", "this", "volume", "engage", "with", "women", "’s", "personal", "lives", "\n", "at", "their", "intersection", "with", "science", ",", "underscoring", "a", "point", "made", "earlier", "in", "\n", "the", "introduction", ",", "that", "the", "five", "thematical", "sections", "into", "which", "the", "volume", "\n", "is", "divided", "should", "be", "treated", "as", "overlapping", "and", "interconnected", ".", "They", "also", "\n", "show", "how", "diverse", "women", "’s", "experiences", "of", "domesticity", "and", "science", "were", ".", "\n", "For", "example", ",", "Keeble", "’s", "chapter", "discusses", "Reinet", "Maasdorp", "’s", "relationship", "\n", "with", "her", "husband", "John", "Fremlin", "and", "the", "ways", "in", "which", "marriage", "circum", "-", "\n", "scribed", "her", "career", "options", ",", "even", "though", "Fremlin", "was", "supportive", "of", "her", "sci", "-", "\n", "entific" ]	[ { "end": 1103, "label": "CITATION_REF", "start": 1101 } ]
© 2025 Springer Nature Limited	[ "©", "2025", "Springer", "Nature", "Limited" ]	[]
As several scholars have discussed, the laboratory was one of the most exclusionary sites of professional science for women in the twentieth century, where social and institutional hierarchies were most likely to be enforced and replicated. 52 Although the number of women working in laboratories around the world increased gradually during the twentieth century, many remained invisible inside and outside them, as the contributions in the first section also illuminate. The authors reveal how women from the white colonial elite were able to access higher education in the metropole in ways that were closed to many colonized women, but often faced insurmountable challenges in securing degrees and building a career in science in metropolitan scientific establishments. They also show how female scientists were more likely to acquire visibility in the academia and beyond as masculinised 'rebels', rather than theorists and innovators in their own. Kathryn Keeble's chapter engages with scientific mobility in the context of the British Empire, examining specifically the case of Johannesburg- born scientist and teacher Reinet Maasdorp, who travelled to Britain in 1935 to pursue postgraduate studies in physics, upon securing a Beit Railway Trust Rhodesian Fellowship and a grant from Cape Town University. Maasdorp joined Ernest Rutherford's Cavendish Laboratory at Cambridge, the only woman of fifty postgraduate students to do so, and worked alongside her male peers, sometimes performing the most important parts of experiments. Notwithstanding Rutherford's support for women's rights and their full membership of the university, Maasdorp endured systematic gender- based discrimination in Cambridge and found it difficult to continue her work 1 5 despite having published two co- authored papers in the Proceedings of the Royal Society . She ultimately failed to secure a degree and an academic career in science. As Keeble points out, Maasdorp's professional trajectory as a secondary- school science teacher was typical of many female Oxbridge graduates of her generation, who were discriminated against in institutions of higher education until the anti- discrimination and equal pay legislation of the 1970s. The fact that Maasdorp became involved in political activism together with her husband John Fremlin reinforces the point that women's scientific careers are best examined through the lenses of inter- related domains of activity. Maasdorp understood all too well that scientific and political invisibility went hand in hand: there was little hope of changing one without trying to change the other (in this connection, see also Pető's chapter in	[ "As", "several", "scholars", "have", "discussed", ",", "the", "laboratory", "was", "one", "of", "the", "most", "exclusionary", "sites", "of", "professional", "science", "for", "women", "in", "the", "twentieth", "century", ",", "where", "social", "and", "institutional", "hierarchies", "were", "most", "likely", "to", "be", "enforced", "and", "replicated", ".", "52", " ", "Although", "the", "number", "of", "women", "working", "in", "laboratories", "around", "the", "world", "increased", "gradually", "during", "the", "twentieth", "century", ",", "many", "remained", "invisible", "inside", "and", "outside", "them", ",", "as", "the", "contributions", "in", "the", "first", "section", "also", "illuminate", ".", "The", "authors", "reveal", "how", "women", "from", "the", "white", "colonial", " ", "elite", " ", "were", " ", "able", " ", "to", " ", "access", " ", "higher", " ", "education", " ", "in", " ", "the", " ", "metropole", " ", "in", " ", "ways", "that", "were", "closed", "to", "many", "colonized", "women", ",", "but", "often", "faced", "insurmountable", "challenges", " ", "in", " ", "securing", " ", "degrees", " ", "and", " ", "building", " ", "a", " ", "career", " ", "in", " ", "science", " ", "in", " ", "metropolitan", "scientific", "establishments", ".", "They", "also", "show", "how", "female", "scientists", "were", "more", "likely", "to", "acquire", "visibility", "in", "the", "academia", "and", "beyond", "as", "masculinised", "'", "rebels", "'", ",", "rather", "than", "theorists", "and", "innovators", "in", "their", "own", ".", "\n\n", "Kathryn", "Keeble", "'s", "chapter", "engages", "with", "scientific", "mobility", "in", "the", "context", "of", "the", "British", "Empire", ",", "examining", "specifically", "the", "case", "of", "Johannesburg-", " ", "born", "scientist", "and", "teacher", "Reinet", "Maasdorp", ",", "who", "travelled", "to", "Britain", "in", "1935", "to", "pursue", "postgraduate", "studies", "in", "physics", ",", "upon", "securing", "a", "Beit", "Railway", "Trust", "Rhodesian", "Fellowship", "and", "a", "grant", "from", "Cape", "Town", "University", ".", "Maasdorp", "joined", "Ernest", "Rutherford", "'s", "Cavendish", "Laboratory", "at", "Cambridge", ",", "the", "only", "woman", "of", "fifty", "postgraduate", "students", "to", "do", "so", ",", "and", "worked", "alongside", "her", "male", "peers", ",", "sometimes", "performing", "the", "most", "important", "parts", "of", "experiments", ".", "Notwithstanding", " ", "Rutherford", "'s", " ", "support", " ", "for", " ", "women", "'s", " ", "rights", " ", "and", " ", "their", " ", "full", "membership", "of", "the", "university", ",", "Maasdorp", "endured", "systematic", "gender-", " ", "based", "discrimination", "in", " ", "Cambridge", "and", "found", "it", "difficult", "to", "continue", "her", "work", "\n\n", "1", "\n\n", "5", "\n\n", "despite", "having", "published", "two", "co-", " ", "authored", "papers", "in", "the", "Proceedings", "of", "the", "Royal", "Society", ".", "She", "ultimately", "failed", "to", "secure", "a", "degree", "and", "an", "academic", "career", "in", "science", ".", "As", "Keeble", "points", "out", ",", "Maasdorp", "'s", "professional", "trajectory", "as", "a", "secondary-", " ", "school", "science", "teacher", "was", "typical", "of", "many", "female", "Oxbridge", "graduates", "of", "her", "generation", ",", "who", "were", "discriminated", "against", "in", "institutions", "of", "higher", "education", "until", "the", "anti-", " ", "discrimination", "and", "equal", "pay", "legislation", "of", "the", "1970s", ".", "\n\n", "The", "fact", "that", "Maasdorp", "became", "involved", "in", "political", "activism", "together", "with", "her", "husband", "John", "Fremlin", "reinforces", "the", "point", "that", "women", "'s", "scientific", "careers", " ", "are", " ", "best", " ", "examined", " ", "through", " ", "the", " ", "lenses", " ", "of", " ", "inter-", " ", "related", " ", "domains", " ", "of", "activity", ".", "Maasdorp", "understood", "all", "too", "well", "that", "scientific", "and", "political", "invisibility", " ", "went", "hand", "in", "hand", ":", "there", "was", "little", "hope", "of", "changing", "one", "without", "trying", " ", "to", " ", "change", " ", "the", " ", "other", " ", "(", "in", " ", "this", " ", "connection", ",", " ", "see", " ", "also", " ", "Pető", "'s", " ", "chapter", " ", "in" ]	[ { "end": 243, "label": "CITATION_REF", "start": 241 } ]
thank our interns (Anja Flottmeier and Katherine Moore), consultants (Baptiste Gorteau, Elsa Weill, Hang Yu and Haowen Zheng), the students of Université Paris 1 Panthéon-Sorbonne who contributed three country profiles (Adrien Auvray, Dahye Han and Huiwen Me), and all the national experts that reviewed the country profiles. ## The Global Education Monitoring Report team Director: Manos Antoninis Samaher Al Hadheri, Daniel April, Marcela Barrios Rivera, Madeleine Barry, Yekaterina Baskakova, Yasmine Bekkouche, Catarina Cerqueira, Rafaela Maria Da Silva Santos, Anna Cristina D'Addio, Dmitri Davydov, Francesca Endrizzi, Pablo Fraser, Lara Gil Benito, Pierre Gouëdard, Chandni Jain, Priyadarshani Joshi, Maria-Rafaela Kaldi, Josephine Kiyenje, Jodi Klue, Camila Lima De Moraes, Kate Linkins, Kassiani Lythrangomitis, Anissa Mechtar, Claudine Mukizwa, Yuki Murakami, Judith Randrianatoavina, Kate Redman, Maria Rojnov, Amina Sabour, Divya Sharma, Laura Stipanovic, Aziah-Katiana Tan and Dorothy Wang. N The Global Education Monitoring Report is an independent annual publication. The GEM Report is funded by a group of governments, multilateral agencies and private foundations and facilitated and supported by UNESCO. <!-- image --> BILL& MELINDA GATES foundation <!-- image --> <!-- image --> MINISTÈRE DE L'EUROPE ET DES AFFAIRES ÉTRANGÈRES <!-- image --> <!-- image --> <!-- image --> <!-- image --> <!-- image --> ## For more information, please contact: Global Education Monitoring Report team, UNESCO, 7, place de Fontenoy 75352 Paris 07 SP, France Email: gemreport@unesco.org Tel.: +331 45 68 07 41 unesco.org/gem-report Any errors or omissions found subsequent to printing will be corrected in the online version at unesco.org/gem-report <!-- image --> <!-- image --> <!-- image --> <!-- image --> ## Global Education Monitoring Report series 2023 Technology in education: A tool on whose terms? 2021/2 Non-state actors in education: Who chooses? Who loses? 2020 Inclusion and education: All means all 2019 Migration, displacement and education: Building bridges, not walls 2017/8 Accountability in education: Meeting our commitments 2016 Education for people and planet: Creating sustainable futures for all ## EFA Global Monitoring Report series 2015 Education for All 2000-2015: Achievements and challenges 2013/4 Teaching and learning: Achieving quality for all 2012 Youth and skills: Putting education to work 2011 The hidden crisis: Armed conflict and education Reaching the marginalized 2010 2009 Overcoming inequality: Why governance matters Education for All by 2015: Will we make it? Strong foundations: Early childhood care and education 2008 2007 2006 Literacy for life 2005 Education for All: The quality imperative 2003/4 Gender and Education for All:	[ "thank", "our", "interns", "(", "Anja", "Flottmeier", "and", "Katherine", "Moore", ")", ",", "consultants", "(", "Baptiste", "Gorteau", ",", "Elsa", "Weill", ",", "Hang", "Yu", "and", "Haowen", "Zheng", ")", ",", "the", "students", "of", "Université", "Paris", "1", "Panthéon", "-", "Sorbonne", "who", "contributed", "three", "country", "profiles", "(", "Adrien", "Auvray", ",", "Dahye", "Han", "and", "Huiwen", "Me", ")", ",", "and", "all", "the", "national", "experts", "that", "reviewed", "the", "country", "profiles", ".", "\n\n", "#", "#", "The", "Global", "Education", "Monitoring", "Report", "team", "\n\n", "Director", ":", "Manos", "Antoninis", "\n\n", "Samaher", "Al", "Hadheri", ",", "Daniel", "April", ",", "Marcela", "Barrios", "Rivera", ",", "Madeleine", "Barry", ",", "Yekaterina", "Baskakova", ",", "Yasmine", 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like gender, class, caste, race, sexuality, marital status, ruralurban divides and so on playing out differently in different geographical and historical settings. Although invisibility was more often than not a mark of structural inequality, discrimination and lack of recognition, in some cases it ironically offered opportunities for women to pursue science and a strategy to circumvent some of the obstacles they faced within the scientific establishment. Indeed, moving away from an archive that focuses only on professional science towards a multisited exploration of women's engagement with science is an important strategy for recovering their experiences as producers of knowledge, educators, medical practitioners and science communicators in the twentieth century. The volume not only shows that women were present in STEMM, but also seeks to document how they exercised agency by negotiating their circumstances and in/ visibility in these fields. The chapters are not only an exercise in rendering women more visible but also discuss practical solutions to challenging gender inequalities in STEMM, showing that change must be concerted and it must happen at an institutional, political and intellectual level. Changing the field of knowledge, for example, requires mainstreaming women's contributions to STEMM into the archives, histories and teaching of science, as well as its public engagement agendas. Instead of being dismissed as insignificant and unrepresentative, women's participation in STEMM should be regarded as essential to understanding process of knowledge- making in these fields. Such an approach should also seek to expand the geography of research and destabilize some of the power asymmetries that have long circumscribed scholarship on gender and women in STEMM, for example, by moving away from the conventional focus on the 'Western' world and archives dominated by the English language. One point on which all the papers in this volume seem to agree is that much difficult work still lies ahead of us. The trick, especially in the face of challenging political circumstances, is to find ways to deliver some of this 2 9 work and not collapse under the magnitude of the task. Perhaps laughter is a useful antidote to some of the adversities we are facing (if not, indeed, the absurdity of the situations we often find ourselves in). In this particular case, it can also act as a powerful reminder of the importance of leaning on each other, of forging networks of solidarity and collaboration and of the passion that drove many women to	[ "like", "gender", ",", "class", ",", "caste", ",", "race", ",", "sexuality", ",", "marital", "status", ",", "ruralurban", "divides", "and", "so", "on", "playing", "out", "differently", "in", "different", "geographical", "and", "historical", "settings", ".", "Although", "invisibility", "was", "more", "often", "than", "not", "a", "mark", "of", "structural", "inequality", ",", "discrimination", "and", "lack", "of", "recognition", ",", "in", "some", "cases", "it", "ironically", "offered", "opportunities", "for", "women", "to", "pursue", "science", "and", "a", "strategy", "to", "circumvent", "some", "of", "the", "obstacles", "they", "faced", "within", "the", "scientific", "establishment", ".", "Indeed", ",", "moving", "away", "from", "an", "archive", "that", "focuses", "only", "on", "professional", "science", "towards", "a", "multisited", "exploration", "of", "women", "'s", "engagement", "with", "science", "is", "an", "important", "strategy", "for", "recovering", "their", "experiences", "as", "producers", "of", "knowledge", ",", "educators", ",", "medical", "practitioners", "and", "science", "communicators", "in", "the", "twentieth", "century", ".", "The", "volume", "not", "only", "shows", "that", "women", "were", "present", "in", "STEMM", ",", "but", "also", "seeks", "to", "document", "how", "they", "exercised", "agency", "by", "negotiating", "their", "circumstances", "and", "in/", " ", "visibility", "in", "these", "fields", ".", "\n\n", "The", "chapters", "are", "not", "only", "an", "exercise", "in", " ", "rendering", " ", "women", " ", "more", " ", "visible", " ", "but", " ", "also", " ", "discuss", " ", "practical", " ", "solutions", " ", "to", " ", "challenging", " ", "gender", " ", "inequalities", "in", "STEMM", ",", "showing", "that", "change", "must", "be", "concerted", "and", "it", "must", "happen", "at", " ", "an", " ", "institutional", ",", " ", "political", " ", "and", " ", "intellectual", " ", "level", ".", " ", "Changing", " ", "the", " ", "field", " ", "of", "knowledge", ",", " ", "for", " ", "example", ",", " ", "requires", " ", "mainstreaming", " ", "women", "'s", " ", "contributions", "to", "STEMM", "into", "the", "archives", ",", "histories", "and", "teaching", "of", "science", ",", "as", "well", "as", "its", "public", "engagement", "agendas", ".", "Instead", "of", "being", "dismissed", "as", "insignificant", "and", "unrepresentative", ",", "women", "'s", "participation", "in", "STEMM", "should", "be", "regarded", "as", "essential", "to", "understanding", "process", "of", "knowledge-", " ", "making", "in", "these", "fields", ".", "Such", "an", "approach", "should", "also", "seek", "to", "expand", "the", "geography", "of", "research", "and", "destabilize", " ", "some", " ", "of", " ", "the", " ", "power", " ", "asymmetries", " ", "that", " ", "have", " ", "long", " ", "circumscribed", "scholarship", " ", "on", " ", "gender", " ", "and", " ", "women", " ", "in", " ", "STEMM", ",", " ", "for", " ", "example", ",", " ", "by", " ", "moving", "away", " ", "from", " ", "the", " ", "conventional", " ", "focus", " ", "on", " ", "the", " ", "'", "Western", "'", " ", "world", " ", "and", " ", "archives", "dominated", "by", "the", "English", "language", ".", "\n\n", "One", "point", "on", "which", "all", "the", "papers", "in", "this", "volume", "seem", "to", "agree", "is", "that", "much", "difficult", "work", "still", "lies", "ahead", "of", "us", ".", "The", "trick", ",", "especially", "in", "the", "face", "of", "challenging", "political", "circumstances", ",", "is", "to", "find", "ways", "to", "deliver", "some", "of", "this", "\n\n", "2", "\n\n", "9", "\n\n", "work", "and", "not", "collapse", "under", "the", "magnitude", "of", "the", "task", ".", "Perhaps", "laughter", "is", "a", "useful", "antidote", "to", "some", "of", "the", "adversities", "we", "are", "facing", "(", "if", "not", ",", "indeed", ",", "the", "absurdity", "of", "the", "situations", "we", "often", "find", "ourselves", "in", ")", ".", "In", "this", "particular", "case", ",", "it", "can", "also", "act", "as", "a", "powerful", "reminder", "of", "the", "importance", "of", "leaning", "on", "each", "other", ",", "of", "forging", "networks", "of", "solidarity", "and", "collaboration", "and", "of", "the", "passion", "that", "drove", "many", "women", "to" ]	[]
\| \| 5,5 ₋₂ \| 12,8 ₋₂ \| … \| 3296 ₋₂ \| 3624 ₋₂ \| 4165 ₋₂ \| … - ₋₁ \| ₋₂ 11 ₋₁ \| 39 ₋₁ \| BRA VGB \| \| 2,5 ₋₁ \| 10,9 ₊₁ \| … \| … \| … \| … \| 19 10 ₋₁ \| 21 ₋₂ 13 ₋₁ 13 ₋₁ \| … \| CYM \| \| 1,5 ₋₁ 5,0 ₋₂ \| 15,0 ₋₄ \| … \| 7570 ₋₁ \| 10 136 ₋₁ \| … \| … 18 ₋₂ \| 18 ₋₂ \| 20 ₋₂ \| CHL \| \| … \| 14,9 ₋₂ … \| 5957 ₋₂ … \| 5168 ₋₂ \| 5217 ₋₂ \| 21 \| ₋₂ … \| … \| … \| COL \| \| 6,2 ₋₂ \| \| \| … \| … \| 5691 ₋₂ … \| 22 \| 22 ₋₂ \| 56 ₋₂ \| CRI \| \| 9,4 ₋₂ \| 31,2 ₋₂ 17,0 ₋₁ \| ₋₂ … \| 5112 ₋₂ \| 5163 ₋₂ \| 13 156 ₋₂ \| … 9 ₋₂ \| … … \| … \| CUB \| \| … \| \| 2037 \| … \| … \| \| … \| \| \| \| \| \| \| \| \| \| … \| ₋₂ … … \| \| \| CUW \| \| \| 12,4 ₋₁ \| … 458 ₋₃ \| … \| … \| … \| … 3 ₋₃ \| 25 \| … - ₋₃ … \| \| \| 4,7 3,9 ₋₁ \| 7,1 ₊₁ \| \| 2450 ₋₃ \| 3788 ₋₃ \| - ₋₃ \| \| 16 ₋₃ \| ₋₃ \| DMA \| \| \| 21,9 ₊₁ \| 2346 \| 4448 \| 3165 \| … \| 10 \| 19 \| \| DOM ECU \| \| 3,9 \| 9,7 \| 3843 ₋₁ 1188 \| 1410 ₋₁ \| 848 ₋₁ \| 2697 ₋₁ \| 27 ₋₁ 10 \| 14 ₋₁ 6 ₋₁ 14 \| 19 ₋₁ 11 \| SLV \| \| 3,2 \| 12,0 ₋₂ \| \| 1767 \| 1568 \| 1222 \| 11 \| 12 \| \| \| \| 3,9 ₋₁ \| 14,5 ₊₁ \| 998 \| 1389 \| 1851 \| \| 6 \| 16 9 \| 6 \| GRD \| \| 3,2 … \| 18,9 ₋₁ \| 1501 … \| 1682 \| 828 \| 883 1633 \| 12 \| 13 \| 13 … \| GTM \| \| 1,3 ₋₁ 4,0 \| … 10,3 ₊₁ \| … \| …	[ "\|", "\n", "\|", "5,5", "₋₂", " ", "\|", "12,8", "₋₂", " ", "\|", "…", " ", "\|", "3296", "₋₂", " ", "\|", "3624", "₋₂", " ", "\|", "4165", "₋₂", " ", "\|", "…", "-", "₋₁", " ", "\|", "₋₂", "11", "₋₁", " ", "\|", "39", "₋₁", " ", "\|", "BRA", "VGB", " ", "\|", "\n", "\|", "2,5", "₋₁", " ", "\|", "10,9", "₊₁", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "19", "10", "₋₁", " ", "\|", "21", "₋₂", "13", "₋₁", "13", "₋₁", " ", "\|", "…", " ", "\|", "CYM", " ", "\|", "\n", "\|", "1,5", "₋₁", "5,0", "₋₂", " ", "\|", "15,0", "₋₄", " ", "\|", "…", " ", "\|", "7570", "₋₁", " ", "\|", "10", "136", "₋₁", " ", "\|", "…", " ", "\|", "…", "18", "₋₂", " ", "\|", "18", "₋₂", " ", "\|", "20", "₋₂", " ", "\|", "CHL", " ", "\|", "\n", "\|", "…", " ", "\|", "14,9", "₋₂", "…", " ", "\|", "5957", "₋₂", "…", " ", "\|", "5168", "₋₂", " ", "\|", "5217", "₋₂", " ", "\|", "21", " ", "\|", "₋₂", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "COL", " ", "\|", "\n", "\|", "6,2", "₋₂", " ", "\|", " ", "\|", " ", "\|", "…", " ", "\|", "…", " ", "\|", "5691", "₋₂", "…", " ", "\|", "22", " ", "\|", "22", "₋₂", " ", "\|", "56", "₋₂", " ", "\|", "CRI", " ", "\|", "\n", "\|", "9,4", "₋₂", " ", "\|", "31,2", "₋₂", "17,0", "₋₁", " ", "\|", "₋₂", "…", " ", "\|", "5112", "₋₂", " ", "\|", "5163", "₋₂", " ", "\|", "13", "156", "₋₂", " ", "\|", "…", "9", "₋₂", " ", "\|", "…", "…", " ", "\|", "…", " ", "\|", "CUB", " ", "\|", "\n", "\|", "…", " ", "\|", " ", "\|", "2037", " ", "\|", "…", " ", "\|", "…", " ", "\|", " ", "\|", "…", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", " ", "\|", "…", " ", "\|", "₋₂", "…", "…", " ", "\|", " ", "\|", " ", "\|", "CUW", " ", "\|", "\n", "\|", " ", "\|", "12,4", "₋₁", " ", "\|", "…", "458", "₋₃", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", " ", "\|", "…", "3", "₋₃", " ", "\|", "25", " ", "\|", "…", "-", "₋₃", "…", " ", "\|", " ", "\|", "\n", "\|", "4,7", "3,9", "₋₁", " ", "\|", "7,1", "₊₁", " ", "\|", " ", "\|", "2450", "₋₃", " ", "\|", "3788", "₋₃", " ", "\|", "-", "₋₃", " ", "\|", " ", "\|", "16", "₋₃", " ", "\|", "₋₃", " ", "\|", "DMA", " ", "\|", "\n", "\|", " ", "\|", "21,9", "₊₁", " ", "\|", "2346", " ", "\|", "4448", " ", "\|", "3165", " ", "\|", "…", " ", "\|", "10", " ", "\|", "19", " ", "\|", " ", "\|", "DOM", "ECU", " ", "\|", "\n", "\|", "3,9", " ", "\|", "9,7", " ", "\|", "3843", "₋₁", "1188", " ", "\|", "1410", "₋₁", " ", "\|", "848", "₋₁", " ", "\|", "2697", "₋₁", " ", "\|", "27", "₋₁", "10", " ", "\|", "14", "₋₁", "6", "₋₁", "14", " ", "\|", "19", "₋₁", "11", " ", "\|", "SLV", " ", "\|", "\n", "\|", "3,2", " ", "\|", "12,0", "₋₂", " ", "\|", " ", "\|", "1767", " ", "\|", "1568", " ", "\|", "1222", " ", "\|", "11", " ", "\|", "12", " ", "\|", " ", "\|", " ", "\|", "\n", "\|", "3,9", "₋₁", " ", "\|", "14,5", "₊₁", " ", "\|", "998", " ", "\|", "1389", " ", "\|", "1851", " ", "\|", " ", "\|", "6", " ", "\|", "16", "9", " ", "\|", "6", " ", "\|", "GRD", " ", "\|", "\n", "\|", "3,2", "…", " ", "\|", "18,9", "₋₁", " ", "\|", "1501", "…", " ", "\|", "1682", " ", "\|", "828", " ", "\|", "883", "1633", " ", "\|", "12", " ", "\|", "13", " ", "\|", "13", "…", " ", "\|", "GTM", " ", "\|", "\n", "\|", "1,3", "₋₁", "4,0", " ", "\|", "…", "10,3", "₊₁", " ", "\|", "…", " ", "\|", "…" ]	[]
30 in parent-teacher meetings and activities, as well as volunteering at school. Parents can take part by becoming members of Parent Teacher Organizations (PTOs) or the Parent Teacher Association (PTA) (Brown, 1989). Children feel more at ease and like they belong when they witness their parents participating in their school. Home-based parental involvement focuses on activities parents can do at home and in their community. At home, parents can read to their children, supervise homework, cook together, and discuss school events, their day at school, and expectations for their academic achievement. They can also participate in afterschool activities or community events together. Immigrant parents may need to be more familiar with how US schools operate and what schools expect from them. Therefore, they may require extra assistance to feel comfortable interacting in school activities (Gelatt et al., 2014). Hoover-Dempsey and Sandler (1995) note that when parents know their involvement is expected and valued by the teacher, school, and even their children, they are motivated to participate in helping their children succeed in school. Teachers’ Perceptions of School and Family Partnerships As representatives of the American school culture, teachers may experience communication gaps that impede their relationships with immigrant parents and students (Parsons & Shim, 2019). This discourages ELL parents from being actively engaged in their children’s education, resulting in ELL parents not knowing how to help their children (Parsons & Shim, 2019). Parents’ involvement in their children’s education is influenced by the teacher’s beliefs and attitude towards them (Brown, 1989). Gelatt et al. (2014) explain that to build comfort with immigrant families, 31 educators must communicate with them in their preferred languages, and this begins with outreach materials translated into the parents’ native languages. K-12 administrators must deconstruct social stereotypes, promote respect for diversity, and cultivate self-reflexivity regarding complicity in social justice so Ell families will not fear being labeled as deficient (Parsons & Shim, 2019). Teachers need to be trained on how to teach ELL students, and students need to be trained to respect diversity. According to Parsons and Shim (2019): A three-week study on K-12 administrative positions, including superintendent, curriculum coordinator, special education director, assessment coordinator, and the principals of schools, revealed that administration is a barrier to parent involvement amongst ELL families. =K-12 administrators and staff must foster communication between ELL families and the school. 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# First ever look at the Sun’s south pole 11 June 2025 The European Space Agency-led spacecraft Solar Orbiter, which carries instruments designed and built at UCL, has captured the first ever images of the Sun’s south pole. <!-- image --> All previous images of the Sun were taken from directly above the Sun’s equator. This is because Earth, the other planets, and spacecraft orbit the Sun within a flat disc called the ecliptic plane. Following a slingshot flyby of the planet Venus in February this year, Solar Orbiter has tilted out of this plane, revealing the Sun from a whole new angle. This new viewing angle will help change our understanding of the Sun’s magnetic field, the solar cycle (an 11-year cycle of solar activity) and the workings of space weather. The image in yellow is from Solar Orbiter’s Extreme Ultraviolet Imager (EUI), an instrument which UCL researchers and engineers helped design, build and support. The image was taken on 23 March 2025, when Solar Orbiter was viewing the Sun from an angle of 17° below the solar equator, enough to directly see the Sun’s south pole. Over the coming years, the spacecraft will tilt its orbit even further up to 33°, so the best views – of both the north and south poles – are yet to come. Dr Hamish Reid (Mullard Space Science Laboratory at UCL), the UK Co-Principal Investigator for the EUI, said: “This is humanity’s first look at either of the poles of the Sun. All our previous images of the Sun have been taken face-on with the Sun’s equator. “Spacecraft normally orbit the Sun on the flat disc called the ecliptic plane, just like most of the planets in our solar system. This is the most energy efficient way to launch and maintain orbits. “These first images of the solar poles are just the start. Over the next few years, there is scope for discovery science. We are not sure what we will find, and it is likely we will see things that we didn’t know about before.” Solar Orbiter zooms into the Sun’s south pole This content is hosted on UCL MediaCentral. Please accept non-essential cookies to view all embedded content or access the content directly. Accept non-essential cookies Professor Lucie Green (Mullard Space Science Laboratory at UCL), who has worked on the mission since 2005 and is Co-Investigator on the EUI, said:	[ "#", "First", "ever", "look", "at", "the", "Sun", "’s", "south", "pole", "\n\n", "11", "June", "2025", "\n\n", "The", "European", "Space", "Agency", "-", "led", "spacecraft", "Solar", "Orbiter", ",", "which", "carries", "instruments", "designed", "and", "built", "at", "UCL", ",", "has", "captured", "the", "first", "ever", "images", "of", "the", "Sun", "’s", "south", "pole", ".", "\n\n", "<", "!", "--", "image", "--", ">", "\n\n", "All", "previous", "images", "of", "the", "Sun", "were", "taken", "from", "directly", "above", "the", "Sun", "’s", "equator", ".", "This", "is", "because", "Earth", ",", "the", "other", "planets", ",", "and", "spacecraft", "orbit", "the", "Sun", "within", "a", "flat", "disc", "called", "the", "ecliptic", "plane", ".", "Following", "a", "slingshot", "flyby", "of", "the", "planet", "Venus", "in", "February", "this", "year", ",", "Solar", "Orbiter", "has", "tilted", "out", "of", "this", "plane", ",", "revealing", "the", "Sun", "from", "a", "whole", "new", "angle", ".", "\n\n", "This", "new", "viewing", "angle", "will", "help", "change", "our", "understanding", "of", "the", "Sun", "’s", "magnetic", "field", ",", "the", "solar", "cycle", "(", "an", "11", "-", "year", "cycle", "of", "solar", "activity", ")", "and", "the", "workings", "of", "space", "weather", ".", "\n\n", "The", "image", "in", "yellow", "is", "from", "Solar", "Orbiter", "’s", "Extreme", "Ultraviolet", "Imager", "(", "EUI", ")", ",", "an", "instrument", "which", "UCL", "researchers", "and", "engineers", "helped", "design", ",", "build", "and", "support", ".", "The", "image", "was", "taken", "on", "23", "March", "2025", ",", "when", "Solar", "Orbiter", "was", "viewing", "the", "Sun", "from", "an", "angle", "of", "17", "°", "below", "the", "solar", "equator", ",", "enough", "to", "directly", "see", "the", "Sun", "’s", "south", "pole", ".", "Over", "the", "coming", "years", ",", "the", "spacecraft", "will", "tilt", "its", "orbit", "even", "further", "up", "to", "33", "°", ",", "so", "the", "best", "views", "–", "of", "both", "the", "north", "and", "south", "poles", "–", "are", "yet", "to", "come", ".", "\n\n", "Dr", "Hamish", "Reid", "(", "Mullard", "Space", "Science", "Laboratory", "at", "UCL", ")", ",", "the", "UK", "Co", "-", "Principal", "Investigator", "for", "the", "EUI", ",", "said", ":", "“", "This", "is", "humanity", "’s", "first", "look", "at", "either", "of", "the", "poles", "of", "the", "Sun", ".", "All", "our", "previous", "images", "of", "the", "Sun", "have", "been", "taken", "face", "-", "on", "with", "the", "Sun", "’s", "equator", ".", "\n\n", "“", "Spacecraft", "normally", "orbit", "the", "Sun", "on", "the", "flat", "disc", "called", "the", "ecliptic", "plane", ",", "just", "like", "most", "of", "the", "planets", "in", "our", "solar", "system", ".", " ", "This", "is", "the", "most", "energy", "efficient", "way", "to", "launch", "and", "maintain", "orbits", ".", "\n\n", "“", "These", "first", "images", "of", "the", "solar", "poles", "are", "just", "the", "start", ".", "Over", "the", "next", "few", "years", ",", "there", "is", "scope", "for", "discovery", "science", ".", "We", "are", "not", "sure", "what", "we", "will", "find", ",", "and", "it", "is", "likely", "we", "will", "see", "things", "that", "we", "did", "n’t", "know", "about", "before", ".", "”", "\n\n", "Solar", "Orbiter", "zooms", "into", "the", "Sun", "’s", "south", "pole", " \n\n ", "This", "content", "is", "hosted", "on", "UCL", "MediaCentral", ".", "Please", "accept", "non", "-", "essential", "cookies", "to", "view", "all", "embedded", "content", "or", "\n ", "access", "the", "content", "directly", ".", "\n \n\n ", "Accept", "non", "-", "essential", "cookies", "\n\n", "Professor", "Lucie", "Green", "(", "Mullard", "Space", "Science", "Laboratory", "at", "UCL", ")", ",", "who", "has", "worked", "on", "the", "mission", "since", "2005", "and", "is", "Co", "-", "Investigator", "on", "the", "EUI", ",", "said", ":" ]	[]
and alongside competing English institutes.64 Vlasta Kálalová Di- Lotti’s intention to establish and run a successful medi - cal institute was therefore successful from the perspective of the Office of President Masaryk, who financially supported the project. Though it is 117 117 Vlasta Kálalová Di-Lotti in Iraq nearly impossible to imagine her hospital competing with the Royal British Hospital in Baghdad, as a single woman she managed to build a financially self- sufficient hospital that attracted clients from different social strata and was also popular in the highest circles. However, this was not enough to fur - ther her ambitious plans. Since financial problems were affecting the then- established British Health Service, which had the apparatus of the mandate system behind it, Kálalová Di- Lotti had little hope of being able to establish a Czechoslovak research institute in Baghdad in a situation where there was not even a fully equipped Czechoslovak embassy in Iraq. Her sudden departure for Czechoslovakia, which made it impossible to choose a succes - sor, marked the end of her ambitious plans. After returning to Czechoslovakia, Vlasta Kálalová Di- Lotti was treated in her hometown of Bernartice for several years. Dengue fever together with the exhausting work in Baghdad took its toll. It was not until 1936 that she moved with her family to Prague and, despite persistent health prob - lems, began working for the Czechoslovak Red Cross. The family remained in Prague until the German occupation but lived through World War II in Bernartice. On 8 May 1945, SS troops were withdrawing through Bernartice into the American war zone and during a firefight, Vlasta’s entire family was killed. She herself was shot in the shoulder and bore the consequences for the rest of her life. After a year, she returned to her post in Prague and in 1946 accepted an invitation from her old friend from the Czechoslovak Red Cross, Mary Harrison, to join her in the United States.65 She stayed in the USA for several months and actively participated in the International Women’s Congress. There she met Norwegian writer Ingeborg Refling Hagen,66 with whom she visited Norway on her way back to Czechoslovakia, where she held lectures for physicians in the Norwegian language. After returning from the US, she worked for some time at Professor Diviš’s surgical clinic67 at the Prague General Hospital, but she never returned to the scientific research she had	[ "and", "alongside", "competing", "\n", "English", "institutes.64", "\n", "Vlasta", "Kálalová", "Di-", " ", "Lotti", "’s", "intention", "to", "establish", "and", "run", "a", "successful", "medi", "-", "\n", "cal", "institute", "was", "therefore", "successful", "from", "the", "perspective", "of", "the", "Office", "of", "\n", "President", "Masaryk", ",", "who", "financially", "supported", "the", "project", ".", "Though", "it", "is", " \n \n \n \n", "117", "\n", "117", "\n", "Vlasta", "Kálalová", "Di", "-", "Lotti", "in", "Iraq", "\n", "nearly", "impossible", "to", "imagine", "her", "hospital", "competing", "with", "the", "Royal", "British", "\n", "Hospital", "in", "Baghdad", ",", "as", "a", "single", "woman", "she", "managed", "to", "build", "a", "financially", "\n", "self-", "sufficient", "hospital", "that", "attracted", "clients", "from", "different", "social", "strata", "and", "\n", "was", "also", "popular", "in", "the", "highest", "circles", ".", "However", ",", "this", "was", "not", "enough", "to", "fur", "-", "\n", "ther", "her", "ambitious", "plans", ".", "Since", "financial", "problems", "were", "affecting", "the", "then-", " \n", "established", "British", "Health", "Service", ",", "which", "had", "the", "apparatus", "of", "the", "mandate", "\n", "system", "behind", "it", ",", "Kálalová", "Di-", " ", "Lotti", "had", "little", "hope", "of", "being", "able", "to", "establish", "\n", "a", "Czechoslovak", "research", "institute", "in", "Baghdad", "in", "a", "situation", "where", "there", "\n", "was", "not", "even", "a", "fully", "equipped", "Czechoslovak", "embassy", "in", "Iraq", ".", "Her", "sudden", " \n", "departure", "for", "Czechoslovakia", ",", "which", "made", "it", "impossible", "to", "choose", "a", "succes", "-", "\n", "sor", ",", "marked", "the", "end", "of", "her", "ambitious", "plans", ".", "\n", "After", "returning", "to", "Czechoslovakia", ",", "Vlasta", "Kálalová", "Di-", " ", "Lotti", "was", "treated", "\n", "in", "her", "hometown", "of", "Bernartice", "for", "several", "years", ".", "Dengue", "fever", "together", "with", "\n", "the", "exhausting", "work", "in", "Baghdad", "took", "its", "toll", ".", "It", "was", "not", "until", "1936", "that", "\n", "she", "moved", "with", "her", "family", "to", "Prague", "and", ",", "despite", "persistent", "health", "prob", "-", "\n", "lems", ",", "began", "working", "for", "the", "Czechoslovak", "Red", "Cross", ".", "The", "family", "remained", "\n", "in", "Prague", "until", "the", "German", "occupation", "but", "lived", "through", "World", "War", "II", "in", "\n", "Bernartice", ".", "On", "8", "May", "1945", ",", "SS", "troops", "were", "withdrawing", "through", "Bernartice", "\n", "into", "the", "American", "war", "zone", "and", "during", "a", "firefight", ",", "Vlasta", "’s", "entire", "family", "was", "\n", "killed", ".", "She", "herself", "was", "shot", "in", "the", "shoulder", "and", "bore", "the", "consequences", "for", "the", "\n", "rest", "of", "her", "life", ".", "After", "a", "year", ",", "she", "returned", "to", "her", "post", "in", "Prague", "and", "in", "1946", "\n", "accepted", "an", "invitation", "from", "her", "old", "friend", "from", "the", "Czechoslovak", "Red", "Cross", ",", "\n", "Mary", "Harrison", ",", "to", "join", "her", "in", "the", "United", "States.65", "She", "stayed", "in", "the", "USA", "\n", "for", "several", "months", "and", "actively", "participated", "in", "the", "International", "Women", "’s", "\n", "Congress", ".", "There", "she", "met", "Norwegian", "writer", "Ingeborg", "Refling", "Hagen,66", "with", "\n", "whom", "she", "visited", "Norway", "on", "her", "way", "back", "to", "Czechoslovakia", ",", "where", "she", "\n", "held", "lectures", "for", "physicians", "in", "the", "Norwegian", "language", ".", "After", "returning", "from", "\n", "the", "US", ",", "she", "worked", "for", "some", "time", "at", "Professor", "Diviš", "’s", "surgical", "clinic67", "at", "the", "\n", "Prague", "General", "Hospital", ",", "but", "she", "never", "returned", "to", "the", "scientific", "research", "\n", "she", "had" ]	[ { "end": 46, "label": "CITATION_REF", "start": 44 }, { "end": 2027, "label": "CITATION_REF", "start": 2025 }, { "end": 2192, "label": "CITATION_REF", "start": 2190 }, { "end": 2418, "label": "CITATION_REF", "start": 2416 } ]
Friendliness and supportiveness among neighbours could have remained independent of any sense of self-esteem or fulfilment within the neighbourhood. Our results showed, however, that the longer the resident had lived in Bhalswa, the greater the negative effect on their subjective well-being. Residents with poor subjective well-being may be those unable to leave owing to lower incomes and employment possibilities. A possible explanation for this finding may be the last -ing negative impact on sense of belonging and well-being arising from the experience of forced relocation. Our findings are, to some extent, in line with the existing literature that reports associations between greater neighbourhood social cohesion and better subjective well-being (Bjornstrom et al., 2013 ; Cramm et al., 2013 ; Robinette et al., 2013 ; Elliott et al., 2014 ; Cramm and Nieboer, 2015 ; Delhey and Dragolov, 2016). They show that a greater sense of community cohesion is associated with trust (Kawachi and Berkman, 2014). As in other literature, residents with the highest incomes expressed greater subjective well-being ( Campbell and Lee, 1992 ; Savage et al., 2005 ; Mendes et al., 2021). Interestingly, income was only associated positively with trust and neighbourhood cohesion in Bhalswa. With regards to neighbourhood cohesion, residents in Bhalswa, the resettlement colony, were less likely to have a sense of belonging to their neighbourhood. Williams et al. ( 2022) agree, stating that resettlement housing projects in India produce ghetto effects, which inhibit feelings of belonging and processes of placemaking. As in Mahadevia et al. ( 2016), we found that residents in the resettlement colony of Bhalswa were less likely to feel a sense of community and the desire to improve their neighbourhood owing to greater heterogeneity of the residents. In contrast to the existing literature, we found that education was not correlated with trust, subjective well-being or neighbourhood cohesion. Blanchflower and Oswald (2004) in their study on well-being over time showed that education played a role independently of income, and Patel et al. ( 2021) found that higher education sig -nificantly decreased the odds of low subjective well-being in older adults in India. Our analysis so far in this chapter aims to contribute to debates concerning neighbourhood cohesion and subjective well-being for residents living in different neighbourhood types in megacities. Gathering better local data allows for a clearer understanding of the differences between residents of two types of colonies, one devoid of security of tenure	[ "Friendliness", "and", "supportiveness", "among", "neighbours", "could", "have", "remained", "independent", "of", "any", "sense", "of", "self", "-", "esteem", "or", "fulfilment", "within", "the", "neighbourhood", ".", "Our", "results", " ", "showed", ",", "however", ",", "that", "the", "longer", "the", "resident", "had", "lived", "in", "Bhalswa", ",", "the", "greater", " ", "the", " ", "negative", " ", "effect", " ", "on", " ", "their", " ", "subjective", " ", "well", "-", "being", ".", " ", "Residents", " ", "with", " ", "poor", "subjective", "well", "-", "being", "may", "be", "those", "unable", "to", "leave", "owing", "to", "lower", "incomes", "and", "employment", "possibilities", ".", "A", "possible", "explanation", "for", "this", "finding", "may", "be", "the", "last", "-ing", "negative", "impact", "on", "sense", "of", 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"India", ".", "\n\n", "Our", " ", "analysis", " ", "so", " ", "far", " ", "in", " ", "this", " ", "chapter", " ", "aims", " ", "to", " ", "contribute", " ", "to", " ", "debates", " ", "concerning", "neighbourhood", "cohesion", "and", "subjective", "well", "-", "being", "for", "residents", "living", "in", "different", "neighbourhood", "types", "in", "megacities", ".", "Gathering", "better", "local", "data", "allows", "for", "a", "clearer", "understanding", "of", "the", "differences", "between", "residents", "of", "two", "types", "of", "colonies", ",", "one", "devoid", "of", "security", "of", "tenure" ]	[ { "end": 793, "label": "CITATION_REF", "start": 770 }, { "end": 815, "label": "CITATION_REF", "start": 797 }, { "end": 840, "label": "CITATION_REF", "start": 818 }, { "end": 863, "label": "CITATION_REF", "start": 843 }, { "end": 889, "label": "CITATION_REF", "start": 866 }, { "end": 917, "label": "CITATION_REF", "start": 892 }, { "end": 787, "label": "AUTHOR", "start": 770 }, { "end": 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Skip to main content Skip to navigation Close dialogue 1 / 1 Next image Previous image Toggle caption Skip to navigation Support the Guardian Fund independent journalism with €12 per month Support us Support us Print subscriptions Search jobs Sign in Eur Europe edition UK edition US edition Australia edition International edition The Guardian - Back to home The Guardian News Opinion Sport Culture Lifestyle Show more Hide expanded menu News View all News World news UK news Climate crisis Ukraine Environment Science Global development Football Tech Business Obituaries Opinion View all Opinion The Guardian view Columnists Cartoons Opinion videos Letters Sport View all Sport Football Cricket Rugby union Tennis Cycling F1 Golf US sports Culture View all Culture Books Music TV & radio Art & design Film Games Classical Stage Lifestyle View all Lifestyle Fashion Food Recipes Love & sex Health & fitness Home & garden Women Men Family Travel Money Search input google-search Search Support us Print subscriptions Search jobs Holidays Digital Archive Guardian Licensing Live events About Us The Guardian app Video Podcasts Pictures Newsletters Today's paper Inside the Guardian Guardian Weekly Crosswords Wordiply Corrections Tips Search input google-search Search Search jobs Holidays Digital Archive Guardian Licensing Live events About Us Education Schools Teachers Universities Students Soha is one of the students hoping to take up her place at a UK university. View image in fullscreen Soha is one of the students hoping to take up her place at a UK university. Gaza UK vows to help 30 more students leave Gaza to take up university places Evacuation problematic and dependent on Israel’s approval amid claims more scholarship students still in dark Sally Weale Education correspondent Tue 26 Aug 2025 17.06 CEST Last modified on Wed 27 Aug 2025 06.13 CEST Share Ministers have approved plans to help a further 30 students leave Gaza to take up places at UK universities next month but their evacuation remains uncertain and dependent on Israel’s approval. It takes the total to 39, after a government commitment last week to work to secure the evacuation from Gaza of nine Chevening scholars with places at some of the UK’s leading universities. Chevening scholarships are largely government funded and are offered to “exceptional individuals” to study for a one-year master’s degree at a UK university. All 40 students identified by the government have fully funded scholarships. A Home Office source said it was	[ "Skip", "to", "main", "content", "\n", "Skip", "to", "navigation", "\n", "Close", "dialogue", "\n", "1", "\n", "/", "\n", "1", "\n", "Next", "image", "\n", "Previous", "image", "\n", "Toggle", "caption", "\n", "Skip", "to", "navigation", "\n", "Support", "the", "Guardian", "\n", "Fund", "independent", "journalism", "with", "€", "12", "per", "month", "\n", "Support", "us", "\n", "Support", "us", "\n", "Print", "subscriptions", "\n", "Search", "jobs", "\n ", "Sign", "in", "\n", "Eur", "\n", "Europe", "edition", "\n", "UK", "edition", "\n", "US", "edition", "\n", "Australia", "edition", "\n", "International", "edition", "\n", "The", "Guardian", "-", "Back", "to", "home", "\n", "The", "Guardian", "\n", "News", "\n", "Opinion", "\n", "Sport", "\n", "Culture", "\n", "Lifestyle", "\n", "Show", "more", "\n", "Hide", "expanded", "menu", "\n", "News", "\n", "View", "all", "News", "\n", "World", "news", "\n", "UK", "news", "\n", "Climate", "crisis", "\n", "Ukraine", "\n", "Environment", "\n", "Science", "\n", "Global", "development", "\n", "Football", "\n", "Tech", "\n", "Business", "\n", "Obituaries", "\n", "Opinion", "\n", "View", "all", "Opinion", "\n", "The", "Guardian", "view", "\n", "Columnists", "\n", "Cartoons", "\n", "Opinion", "videos", "\n", "Letters", "\n", "Sport", "\n", "View", "all", "Sport", "\n", "Football", "\n", "Cricket", "\n", "Rugby", "union", "\n", "Tennis", "\n", "Cycling", "\n", "F1", "\n", "Golf", "\n", "US", "sports", "\n", "Culture", "\n", "View", "all", "Culture", "\n", "Books", "\n", "Music", "\n", "TV", "&", "radio", "\n", "Art", "&", "design", "\n", "Film", "\n", "Games", "\n", "Classical", "\n", "Stage", "\n", "Lifestyle", "\n", "View", "all", "Lifestyle", "\n", "Fashion", "\n", "Food", "\n", "Recipes", "\n", "Love", "&", "sex", "\n", "Health", "&", "fitness", "\n", "Home", "&", "garden", "\n", "Women", "\n", "Men", "\n", "Family", "\n", "Travel", "\n", "Money", "\n", "Search", "input", "\n", "google", "-", "search", "\n", "Search", "\n", "Support", "us", "\n", "Print", "subscriptions", "\n", "Search", "jobs", "\n", "Holidays", "\n", "Digital", "Archive", "\n", "Guardian", "Licensing", "\n", "Live", "events", "\n", "About", "Us", "\n", "The", "Guardian", "app", "\n", "Video", "\n", "Podcasts", "\n", "Pictures", "\n", "Newsletters", "\n", "Today", "'s", "paper", "\n", "Inside", "the", "Guardian", "\n", "Guardian", "Weekly", "\n", "Crosswords", "\n", "Wordiply", "\n", "Corrections", "\n", "Tips", "\n", "Search", "input", "\n", "google", "-", "search", "\n", "Search", "\n", "Search", "jobs", "\n", "Holidays", "\n", "Digital", "Archive", "\n", "Guardian", "Licensing", "\n", "Live", "events", "\n", "About", "Us", "\n", "Education", "\n", "Schools", "\n", "Teachers", "\n", "Universities", "\n", "Students", "\n \n", "Soha", "is", "one", "of", "the", "students", "hoping", "to", "take", "up", "her", "place", "at", "a", "UK", "university", ".", "\n", "View", "image", "in", "fullscreen", "\n", "Soha", "is", "one", "of", "the", "students", "hoping", "to", "take", "up", "her", "place", "at", "a", "UK", "university", ".", "\n", "Gaza", "\n", "UK", "vows", "to", "help", "30", "more", "students", "leave", "Gaza", "to", "take", "up", "university", "places", "\n", "Evacuation", "problematic", "and", "dependent", "on", "Israel", "’s", "approval", "amid", "claims", "more", "scholarship", "students", "still", "in", "dark", "\n", "Sally", "Weale", "\n ", "Education", "correspondent", "\n", "Tue", "26", "Aug", "2025", "17.06", "CEST", "\n", "Last", "modified", "on", "We", "d", "27", "Aug", "2025", "06.13", "CEST", "\n", "Share", "\n", "Ministers", "have", "approved", "plans", "to", "help", "a", "further", "30", "students", "leave", "Gaza", "to", "take", "up", "places", "at", "UK", "universities", "next", "month", "but", "their", "evacuation", "remains", "uncertain", "and", "dependent", "on", "Israel", "’s", "approval", ".", "\n", "It", "takes", "the", "total", "to", "39", ",", "after", "a", "government", "commitment", "last", "week", "to", "work", "to", "secure", "the", "evacuation", "from", "Gaza", "of", "\n", "nine", "Chevening", "scholars", "\n ", "with", "places", "at", "some", "of", "the", "UK", "’s", "leading", "universities", ".", "\n", "Chevening", "scholarships", "\n ", "are", "largely", "government", "funded", "and", "are", "offered", "to", "“", "exceptional", "individuals", "”", "to", "study", "for", "a", "one", "-", "year", "master", "’s", "degree", "at", "a", "UK", "university", ".", "All", "40", "students", "identified", "by", "the", "government", "have", "fully", "funded", "scholarships", ".", "\n", "A", "Home", "Office", "source", "said", "it", "was" ]	[]

communication to become an exercise in rendering both marginalized science communicators and audiences more visible. She argues for the incorporation of feminist perspectives into the study of women in science, by focusing on feminist actors' scientific communications on birth control in Greece, disseminated through feminist media and targeted at women. Bethany G. Anderson and Kristen Allen Wilson continue this focus on audiences, this time at their intersection with public engagement and the pedagogy associated with the history of science. Attention shifts from the mass media of science communication to archival repositories and museums to explore the ways in which curatorial practices have rendered women and ethnic and racial minorities largely invisible in the archives of science, but also to consider concrete strategies of elevating the visibility of these scientific actors among the collections. The chapter discusses a joint initiative by the University of Illinois Archives and the Illinois Distributed Museum to create a more inclusive archive of science through the organization of a Women in Science Lecture Series that advocates new ways of engaging with archives and museums. Acknowledging the fact that women scientists usually conduct interdisciplinary research as members of several campus units and that their under- representation across disciplines takes different 2 7 forms, the project provides a platform for women from different scientific fields to discuss their careers and lives in science. Their lectures, which are widely publicized, are recorded and used as 'biographical 'vertical file[s] ' ' to create a different archive of science for future generations. The initiative not only provides a voice to women scientists, but also enables audiences to become involved in this process of knowledge- and archive- making by providing feedback via questionnaires. Andrea Pető's contribution concludes the volume with a discussion of women in science in twentieth- century Hungary, against the backdrop of alternating authoritarian and more democratic political regimes. Like the other papers in this section, she looks both to the past and the future, in this case to answer a question with bittersweet undertones: how to be a woman in science and laugh? Turning to the past, Pető argues, is a necessary step in identifying historical patterns of exclusion and discrimination and attempting to make predictions for the future. But it is also a warning that the fight for equality and equity is an ongoing project. For instance, she points out that in the past women often preferred to

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[]

perceived to be lower due to this contract-by-contract approach to the fiscal administration of oil projects. Cost recovery is typically ring-fenced, as explained in Box 3. - · PSAs have not taken hold in mining. This issue is explored in Readhead et al. (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 ## BOX 3. RING-FENCING AND PSAS PSAs are typically designed to include cost recovery and productionsharing instruments. 9 Revenue sharing between the host government and the investor is normally determined by arrangements for assigned shares of production volumes. The obligation to pay CIT and other taxes may be placed on the investor or on a state-owned company on the investor's behalf. Cost recovery is often ring-fenced around the exploration and/or development licence within a contract area, which means that exploration and/or development costs associated with a particular licence must be recovered from revenues generated within that block or licence (Nakhle, 2010). In other words, if ring-fencing rules for different licences covered by a PSA exist, an investor should not be able to consolidate revenues and losses derived from different licences covered by a PSA. 10 In summary, for most sectors of the economy, the corporate tax base is determined at the subsidiary or branch level, not at the project or activity level. In the mining sector, however, it is common for governments to ring-fence mining projects, and/or mining income from other sources of income. This allows them to administer the specific tax regime for each project and/or mining activities separately from other commercial activities, accelerating government revenues and protecting the tax base. The application of ring-fencing rules is not exclusive to the extractive sectors. Some countries also apply the ring-fencing rules in the finance 11 and energy sectors. 12 In deciding whether ring-fencing rules are adequate for their mining tax regime, governments in resource-rich countries should be aware of the benefits and challenges of ring-fencing rules and how they would fit into the overall structure of the taxation framework, 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

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digital transformation, drawing on four country case studies. - A regional edition on Latin America will examine distributed and shared leadership, drawing on seven country case studies. Other actors can help ensure that public policy debate on education stays focused on the issues that matter most. There are interest groups that balance their concern for their members with their engagement in broader questions. These include teacher unions that defend working conditions and scrutinize reforms; student unions that strive for a seat at the table but also for deeper political and social change; and employer organizations that push for education to play a stronger role in national development. A range of expert perspectives influence government policy direction as well as social preferences for education. These include intellectuals and artists who take positions on the direction of the national education system through their public interventions, stirring debate; academics, think tanks and policy entrepreneurs who identify key issues in their research and publicize them and are invited to give advice; and international organizations that provide a cross-national perspective to education priorities. Finally, education leadership is often best exercised by civil society organizations and activists who champion the right to education and critically review the government's policy record; and by journalists who investigate weaknesses, expose negligence and analyse government reports. All these actors can also have the opposite effect through narrow, self-serving and divisive agendas. Yet their potential to play a positive role cannot be underestimated, as they have helped trigger far-reaching changes in education, often through advocating for openness, transparency and accountability as enabling conditions for dialogue. The monitoring part of the report consists of Chapters 7 to 18 . A short introductory chapter reviews recent developments in Sustainable Development Goal (SDG) 4 progress monitoring, including the 2025 Comprehensive Review of the SDG monitoring framework, the first Conference on Education Data and Statistics, and updates to the national SDG 4 benchmarking process. The following 10 chapters provide updates on progress towards each of the SDG 4 targets, accompanied by a policy focus section of interest. Some of these sections are related to leadership issues, such as university leadership, leadership education and school principal salaries. The last chapter examines education financing. ## RECOMMENDATIONS Leadership matters in education. It helps education institutions, education systems and societies to change for the better. Leaders do not act on their own - they respond to other actors

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to address the needs and requests of local residents. These connections can provide brokers with easier access to resources, decision-makers and information that are critical for resolving community issues. They can navigate bureaucratic processes more effectively and advocate for solutions that align with residents' concerns. Brokers' party affiliations also enhance the broker's credibility and influence within the community and also with local politicians, making them a valuable intermediary in addressing local challenges. The broker can be seen to help communities in situations where other possible routes have not yielded solutions, such as in this example from Ajit Vihar: 'In Ajit Vihar, we are needing some light for some streets to making it safer at night for us. Without proper lights, it be very dark and dangerous, so we decide to talk to the RWA for help. We had a big meeting with them, many people from our area coming to ask about this important thing. But, unfortunately, RWA people say they cannot be helping us with streetlights. They said budget is tight and many other reasons, making us very disappointed and worried about safety. Then we went to Ashok, he is a broker from the BJP, asking him if he could be helping us. He was a very good man, helping in our community. Ashok made some calls, talked to right peoples and arranged everything for the street lightings. He worked very hard for us, and finally, we got lights on our street! Now, at night, it will be much safer for us to walk and go around. All residents are very happy and thanking Ashok for his big help.' ## Education In interviews in all three of our communities, we found that our residents valued brokers' education qualifications as some measure of capability. This was due in part to the necessity of residents needing to make written correspondence, applications, petitions and claims to government bureaucracies to action assistance and services: 'It's important for our broker to have an education. If a person is educated, they are more likely to do a good job. Because applications and claims require a high level of reading and writing. Everything is written. This is part of what the broker does for us, getting the documents we need. It's too difficult for us to navigate all the paths needed for success in these matters.' It is not only the level of literacy that the

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Skip to main content Skip to navigation Close dialogue 1 / 1 Next image Previous image Toggle caption Skip to navigation Support the Guardian Fund independent journalism with €12 per month Support us Support us Print subscriptions Search jobs Sign in Eur Europe edition UK edition US edition Australia edition International edition The Guardian - Back to home The Guardian News Opinion Sport Culture Lifestyle Show more Hide expanded menu News View all News World news UK news Climate crisis Ukraine Environment Science Global development Football Tech Business Obituaries Opinion View all Opinion The Guardian view Columnists Cartoons Opinion videos Letters Sport View all Sport Football Cricket Rugby union Tennis Cycling F1 Golf US sports Culture View all Culture Books Music TV & radio Art & design Film Games Classical Stage Lifestyle View all Lifestyle Fashion Food Recipes Love & sex Health & fitness Home & garden Women Men Family Travel Money Search input google-search Search Support us Print subscriptions Search jobs Holidays Digital Archive Guardian Licensing Live events About Us The Guardian app Video Podcasts Pictures Newsletters Today's paper Inside the Guardian Guardian Weekly Crosswords Wordiply Corrections Tips Search input google-search Search Search jobs Holidays Digital Archive Guardian Licensing Live events About Us Education Schools Teachers Universities Students Despite selling about 140m sausage rolls a year Greggs’ earnings are about £1bn a year less than those of Oxford University. Photograph: Bloomberg/Getty Images View image in fullscreen Despite selling about 140m sausage rolls a year Greggs’ earnings are about £1bn a year less than those of Oxford University. Photograph: Bloomberg/Getty Images Higher education Less than Greggs? Public have no idea of value of top universities, study finds Belief that snack chain’s revenues exceed those of Oxford one of many underestimations of importance of HE sector Richard Adams Education editor Wed 20 Aug 2025 01.01 CEST Last modified on Wed 20 Aug 2025 06.11 CEST Share Manchester United and Greggs’ famous sausage rolls are no match for the financial firepower of Britain’s leading universities, despite many members of the public thinking otherwise, according to research. The study by King’s College London’s policy institute revealed that many people have a string of misperceptions about the higher education sector, ranging from its size to the lucrative career boost it gives to graduates. KCL’s survey of 2,000 people found that many picked Greggs and Manchester United as bigger earners than the likes of the

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to professional development opportunities. Further research is needed to determine the effectiveness of the possibilities offered to students in this study. Local and state examinations could be used to compare students grades ' before and after implementing various educational practices. Further research is needed to ascertain the efficacy of the instructional strategies proposed in this study in bridging the achievement gap. One possible use of quantitative analysis in the classroom is to compare students grades before and after implementing new instructional tactics. ' ## In Conclusion Through my research, I reaffirm the need for teacher preparation, evidence-based intervention strategies, ongoing data monitoring, and equitable resource distribution to address the ELA achievement gap in Title I schools effectively. By focusing on these key areas, we can support students in low-income communities, allowing them to succeed academically and close the achievement gap in English Language Arts. The qualitative phenomenological data used in this study gave the researcher useful information about how teachers feel about different ways of teaching English Language Arts (ELA) and how well they work at closing the achievement gap. By studying the lived experiences of educators, the researcher was able to explore how these experiences shape teachers perceptions and practices in addressing literacy challenges in diverse classrooms. This ' study primarily focused on elementary school educators, particularly those working in lowincome districts, as there is a need for more research to understand how professional learning communities can enhance ELA instruction and close achievement gaps. Although this study specifically targeted ELA teachers, the findings may also offer valuable insights into the broader practices of professional learning communities across different grade levels and subject areas. The research method used is crucial in real-world educational settings, as it helps inform decision-making, guide professional development efforts, and shape the collaborative practices English Language Arts (ELA) classrooms, ultimately improving student literacy outcomes and within professional learning communities. This study aims to impact instructional practices in contributing to closing the achievement gap in schools serving diverse student populations. Through a qualitative phenomenological approach, the research provides a nuanced understanding of teachers strategies to support low-SES students in their academic journey. By ' analyzing the effectiveness of various instructional practices, this study offers valuable insights into closing the ELA achievement gap in Title I schools. The qualitative data collected will help us learn more about how teachers think about the strategies they use to deal with

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[]

ISBN 978- 3- 0343- 4669- 6

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% d’entre eux indiquent s’être dotés d’une stratégie spécifique sur les océans et l’ODD 14. 0 2 4 6 8 10 12 14 16 18 20Asie centrale et du Sud (1)Afrique du Nord et Asie occidentale (3)Asie de l'Est et du Sud-Est (2)Amérique latine et Caraïbes (5)Afrique subsaharienne (8)Europe et Amérique du Nord (18) Nombre de pays /uni25CF Oui /uni25CF Oui, spéciﬁque à l’ODD 14 /uni25CF NonOui 49%Non 30% Oui 70%Oui, spéciﬁque à l’ODD 14 21% Figure 13 (résumé). Répartition des pays ayant déclaré s’être dotés ou non d’une stratégie nationale en vue de la mise en œuvre du Programme 2030 (« oui ») et/ou de l’ODD 14, au niveau mondial et par groupe régional. Source : données tirées du questionnaire du Rapport mondial sur les sciences océaniques 2020. COI RAPPORT MONDIAL SUR LES SCIENCES OCÉANIQUES 2020 / 13RÉSUMÉ EXÉCUTIF ChIffRES ET DONNÉES fACTUELLES L ’état de préparation à l’établissement de rapports sur la mise en œuvre des différentes cibles de l’ODD 14 varie selon les régions et les cibles Parmi les pays ayant répondu au questionnaire, 25 ont déclaré s’être dotés de mécanismes d’établissement de rapport pour les cibles et indicateurs relatifs à l’ODD 14.

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[]

- 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 individual MHUs 322 and/or individual sensors 321 e.g., maintenance/servicing data/statistics of individual MHUs 322 and/or individual sensors 321 , and/or any other - 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 sensors 321 , historical (stored) data collected from MHUs 322 , 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 322 and/or individual sensors 321 according to implementation and/or use case. - 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 sensors 321 , historical (stored) data collected from MHUs 322 , 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 - the control system 302 can record and/or store the received data stream data 342 (e.g., including data from data streams 331 , 332 and/or other data) for later use, and/or provide the data stream data 342 to the AI/ML system(s) 312 for training and/or generating inferences. - the data stream data 342 can include individual data items from the data streams 331 , 332 , and/or the data stream data 342 can include analyzed, fused, or otherwise processed data based on the received data streams 331 , 332 and/or other collected data, measurements, and/or metrics. - the data stream data 342 may be referred to as “model training information 342 ”, “training data 342 ”, and/or the like. - the model training information 342 includes data to be used for AI/ML model training including the inputs data and/or labels for supervised training. - the data stream data 342 may be referred to as “model inference information 342 ”, “prediction data 342 ”, “observation data 342 ”, and/or the like. - the model inference information 342 may overlap with the model training information 342 ,

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United States Armenia Hong Kong, China Namibia Antigua/Barbuda Marshall Is Dominica Uruguay Panama Peru Brunei Daruss. Egypt Poland France Nepal Malta Qatar Saudi Arabia Seychelles Bahrain Ecuador Singapore Bermuda Kuwait Lesotho Guatemala South Africa Kazakhstan Mauritius Bulgaria Japan Romania San Marino Estonia Luxembourg Monaco Rep. Moldova Botswana Honduras S. Tome/Principe Finland Eswatini Russian Fed. Burkina Faso Cuba Palau Cabo Verde Mongolia Barbados Türkiye Chile Slovenia Lithuania Croatia Sweden Costa Rica Dominican Rep. Iceland Brazil Czechia Timor-Leste Latvia Slovakia Hungary Paraguay Bolivia Nauru 0 20 40 60 80 100 Australia Greece Indonesia Iran, Isl. Rep. U. R. Tanzania Algeria D. R. Congo Cameroon Mozambique Chad Lebanon Myanmar Rwanda Ethiopia Madagascar Togo Cyprus Guinea New Zealand Uganda Bahamas Cambodia Canada Kyrgyzstan North Macedonia Andorra State of Palestine Switzerland Bangladesh Malaysia Niger Senegal Trinidad/Tobago United Kingdom Yemen Fiji Israel U. A. Emirates Afghanistan Mali Tunisia DPR Korea Italy Lao PDR Kenya Belgium Burundi China Côte d'Ivoire C. A. R. Ireland Liberia Mauritania South Sudan Angola Philippines Spain Djibouti Morocco Sierra Leone Bhutan Jamaica Jordan Benin Nigeria Sudan Netherlands Syrian A. R. Argentina Pakistan Ukraine St Lucia Uzbekistan Gambia Mexico Portugal Grenada Ghana India St Kitts/Nevis % GEM StatLink: https:/ /bit.ly/GEM2024_fig15_5 Source: WFP (2023).

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from a female, chose the latter without any hesitation. 52 Even more intriguing turned out to be the substitution of the male doctor working as a physician and hygiene teacher at the girls' school in the small town of Turda, Cluj County. In his resignation letter addressed to the Ministry of Instruction, he specifically mentioned the low monthly allowance paid by the School Committee. 53 He also recommended a female doctor as a replacement. Such attitudes show that not all men, be they doctors, principals, inspectors or revisers, feared and manifested hostility towards female doctors pursuing a position in girls' schools. More so since such 1 6 1 disputes were clearly asymmetric, as boys' middle and high schools were in fact more numerous than the ones available for female students and, consequently, offered more positions for male doctors. 54 ## Obtaining tenure The 1928 secondary- school law was followed by the Regulation of the Secondary- Schools Teaching Personnel approved by the Parliament and published in the Official Monitor on 18 February 1929. 55 This second document regulated the way doctors obtained tenure; as Article 239 stated, all medical personnel already working in secondary schools, appointed and paid by the Ministry of Instruction, were able to get tenure provided they met the criteria of the law. Those who had served for at least three years could ask the Ministry to appoint them for special inspection; a reviser would visit the school, attend the classes, evaluate the medical office and inspect the registers and health leaflets for students before finally writing his report for the Board of General Revisers to give their resolution. As it became obvious when analysing the Ministry of Instruction's archives, very few doctors (all men) were able to get tenure in 1929. It was not only a matter of such personnel not meeting every single criterion requested by the law, as many as there might have been; it was also a clear tendency among the central authorities. As one of the revisers appointed to evaluate and asses the request to get tenure for a female doctor put it, 'School doctors who do not have tenure do not enjoy any stability, they are being appointed and dismissed according to the Ministry's needs.' 56 This becomes clear when reading the documents: central authorities tended to avoid allowing too many doctors to get tenure at the same time because of budgetary

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passenger water transport 50.2 Sea and coastal freight water transport 50.3 Inland passenger water transport 50.4 Inland freight water transport 51 Air transport 51.1 Passenger air transport X X X X X 51.2 Freight air transport and space transport X X 52 Warehousing and support activities for transportation 52.1 Warehousing and storage X X X X X 52.2 Support activities for transportation X X X 53 Postal and courier activities 53.1 Postal activities under universal service obligation X X X X X 53.2 Other postal and courier activities X X X X I ACCOMMODATION AND FOOD SERVICE ACTIVITIES Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation285 286 Annexes GEORGIA MOLDOVA UKRAINEEmploy- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover NACE Industry name Current Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ing 34 52 28 61 64 40 31 29 15 50 47 21 55 40 35 83 57 34 55 Accommodation 55.1 Hotels and similar accommodation X X X X X X X 55.2 Holiday and other short-stay accommodation 55.3 Camping grounds, recreational vehicle parks and trailer parks 55.9 Other accommodation 56 Food and beverage service activities 56.1 Restaurants and mobile food service activities X X X X X X X 56.2 Event catering and other food service activities X X X 56.3 Beverage serving activities X X X X J INFORMATION AND COMMUNICATION 58 Publishing activities 58.1 Publishing of books, periodicals and other publishing activities X X X X 58.2 Software publishing X 59Motion picture, video and television programme production, sound recording and music publishing activities 59.1 Motion picture, video and television programme activities X X X X 59.2 Sound recording and music publishing activities 60 Programming and broadcasting activities 60.1 Radio broadcasting X 60.2 Television programming and broadcasting activities X X X X 61 Telecommunications 61.1 Wired telecommunications activities X X X X X X 61.2 Wireless telecommunications activities X X X X X 61.3 Satellite telecommunications activities 61.9 Other telecommunications activities X X X 62 Computer programming, consultancy and related activities X X X 63 Information service activities 63.1 Data processing, hosting and related activities; web portals X X X X X

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[]

that mimics the working of a biological brain. An example of such an implementation is shown by . illustrates an , which may be suitable for use by one or more of the computing systems (or subsystems) of the various implementations discussed herein, implemented in part by a HW accelerator, and/or the like. For example, the may be part of the ML/ discussed previously. The may be deep neural network (DNN) used as an artificial brain of a compute node or network of compute nodes to handle very large and complicated observation spaces. Additionally or alternatively, the can be some other type of topology (or combination of topologies), such as a convolution NN (CNN), deep CNN (DCN), recurrent NN (RNN), Long Short Term Memory (LSTM) network, a Deconvolutional NN (DNN), gated recurrent unit (GRU), deep belief NN, a feed forward NN (FFN), a deep FNN (DFF), deep stacking network, Markov chain, perception NN, Bayesian Network (BN) or Bayesian NN (BNN), Dynamic BN (DBN), Linear Dynamical System (LDS), Switching LDS (SLDS), Optical NNs (ONNs), an NN for reinforcement learning (RL) and/or deep RL (DRL), and/or the like. NNs are usually used for supervised learning, but can be used for unsupervised learning and/or RL. The may encompass a variety of ML techniques where a collection of connected that (loosely) model neurons in a biological brain that transmit signals to other neurons/ . The may also be referred to as , processing elements (PEs) , or the like. The connections (or edges ) between the are (loosely) modeled on synapses of a biological brain and convey the signals between . Note that not all and are labeled in for the sake of clarity. Each has one or more inputs and produces an output, which can be sent to one or more other neurons (the inputs and outputs may be referred to as “signals”). Inputs to the of the input layer Lcan be feature values of a sample of external data (e.g., input variables x). The input variables xcan be set as a vector containing relevant data (e.g., observations, ML features, and the like). The inputs to hidden of the hidden layers L, L, and Lmay be based on the outputs of . The outputs of the of the output layer L(e.g., output variables y) include predictions, inferences, and/or accomplish a desired/configured task. The output variables ymay be in the form of determinations, inferences,

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[]

stage to check for any implausible attribute combinations and removed these from our possible set of vignette broker Leading the slums 107Table 4.7 Factorial survey experiment comparison Conjoint Factorial Variables Preferred profile Preference scale Broker Neighbour Broker Neighbour Caste 0.009 (0.011) 0.013 (0.015) 0.112** (0.048) 0.036 (0.063) Religion 0.018 (0.013 0.035** (0.015) 0.016 (0.096) −0.056 (0.106) State 0.022* (0.012) 0.026 (0.016) 0.117* (0.067) 0.045 (0.072) Muslim −0.046**(0.018) −0.033 (0.025) −0.250*** (0.096) −0.092 (0.118) Scheduled caste −0.021 (0.014) 0.007 (0.020) −0.058 (0.060) 0.054 (0.082) Partisanship 0.133**** (0.016) 0.095**** (0.020) 0.619**** (0.079) 0.284**** (0.080) BSP party 0.052*** (0.019) 0.001 (0.023) 0.185** (0.082) −0.006 (0.093) INC party 0.048** (0.020) 0.034 (0.024) 0.236*** (0.087) 0.122 (0.099) BJP party 0.118**** (0.019) 0.007 (0.026) 0.584**** (0.087) 0.073 (0.107) AAP party 0.133**** (0.019) 0.051** (0.024) 0.510**** (0.091) 0.107 (0.094) Works outside settlement−0.035** (0.015) −0.011 (0.020) −0.058 (0.067) −0.022 (0.083) Works municipal job −0.018 (0.012) 0.003 (0.018) −0.047 (0.051) 0.010 (0.072) 8th grade education 0.032** (0.015) 0.062*** (0.019) 0.170*** (0.065) 0.069 (0.076) 12th grade education 0.087**** (0.015) 0.064*** (0.024) 0.328**** (0.065) 0.165* (0.097) College education 0.112**** (0.016) 0.057*** (0.021) 0.432**** (0.070) 0.253*** (0.082) Constant 0.370**** (0.024) 0.392**** (0.025) 3.147**** (0.136) 3.531**** (0.141) N (Profiles) 9,504 9,504 9,504 9,504 P[F(15,593) =9.504]<0.0001P[F(15,593) =5.42]<0.0001P[F(15,593) =16.18]<0.0001P[F(15,593) =2.13]<0.001 Note: ****p<0.001, ***p<0.01, **p<0.05, *p<0.1 108 Urban life in Delhi slums profile cards. In order to do this, we undertook interviews and focus groups in the three neighbourhoods to ascertain what were plausible broker attribute com - binations. This allowed us to assign candidate broker profiles of certain caste and religion, with appropriate occupations and education levels. Robustness tests were undertaken on the final data set by excluding certain attribute profiles to test data validity around implausible combinations (Auspurg and Hinz, 2015 ; Hainmueller, Hopkins, and Yamamoto, 2014 ; Hainmueller and Hopkins, 2015 ). Factorial survey experiment We undertook the following factorial survey experiment to confirm the reliabil - ity and validity of the conjoint experiment research design ( Auspurg and Hinz, 2015 ; Wallander, 2009 ; Rossi and Nock, 1982 ). Simultaneously, to the conjoint data collection, we also asked the respondent to rank on a scale from 1 to 7 how helpful the broker would be as a community leader – where 1 indicates that they would NEVER be a helpful community leader and 7 indicates that they would ALWAYS be. The results of the factorial experiment shown in Table 4.7 agree with

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[]

GRID DPIN 1.0001 QUAS STAT 100. 1.0 UPTO 0.01 ECRI COOR DEPL VITE ACCE FLIA TFRE 0.01 NOEL POIN LECT p5 p6 p7 p8 TERM FICH ALIT TFRE 1.E-5 POIN LECT p5 p6 p7 p8 TERM FICH ALIC TFRE 1.E-3 CALC TINI 0 TEND 0.085 !fin *======================================================================= PLAY CAME 1 EYE 3.50000E+00 1.00000E+00 2.06602E+01 ! Q 1.00000E+00 0.00000E+00 0.00000E+00 0.00000E+00 VIEW 0.00000E+00 0.00000E+00 -1.00000E+00 RIGH 1.00000E+00 0.00000E+00 0.00000E+00 UP 0.00000E+00 1.00000E+00 0.00000E+00 FOV 2.48819E+01 !NAVIGATION MODE: ROTATING CAMERA !CENTER : 3.50000E+00 1.00000E+00 0.00000E+00 !RSPHERE: 3.75641E+00 !RADIUS : 2.06602E+01 !ASPECT : 1.00000E+00 !NEAR : 1.69038E+01 !FAR : 2.81731E+01 SCEN GEOM NAVI FREE SLER CAM1 1 NFRA 1 FREQ 0 TFRE 1.E-3 TRAC OFFS FICH AVI NOCL NFTO 86 FPS 10 KFRE 10 COMP -1 REND GOTR LOOP 84 OFFS FICH AVI CONT NOCL REND GO TRAC OFFS FICH AVI CONT REND ENDP *======================================================================= SUITE Post-treatment ECHO RESU ALIC TEMP GARD PSCR SORT GRAP AXTE 1. 't [s]' COUR 1 'dy_p5' DEPL COMP 2 NOEU LECT p5 TERM COUR 2 'dy_p6' DEPL COMP 2 NOEU LECT p6 TERM COUR 3 'dy_p7' DEPL COMP 2 NOEU LECT p7 TERM COUR 4 'dy_p8' DEPL COMP 2 NOEU LECT p8 TERM COUR 5 'dx_p5' DEPL COMP 1 NOEU LECT p5 TERM COUR 6 'dx_p6' DEPL COMP 1 NOEU LECT p6 TERM COUR 7 'dx_p7' DEPL COMP 1 NOEU LECT p7 TERM COUR 8 'dx_p8' DEPL COMP 1 NOEU LECT p8 TERM TRAC 1 2 3 4 AXES 1. 'Y-DISP (m)' YZER TRAC 5 6 7 8 AXES 1. 'X-DISP (m)' YZER LIST 1 2 3 4 AXES 1. 'Y-DISP (m)' LIST 5 6 7 8 AXES 1. 'X-DISP (m)'RCOU 15 'dx_p5' FICH 'sc2d01.pun' RENA 'dx_p5_01' TRAC 5 15 AXES 1. 'X-DISP (m)' YZER COLO NOIR ROUG FIN sc2d22.dgibi opti echo 1; opti dime 2 elem qua4; opti trac psc ftra 'sc2d22_mesh.ps'; opti sauv form 'sc2d22.msh'; lx = 7.0; ly = 1.0; den = 0.5; dens den; p1 = 0 0; p2 = lx 0; p3 = lx ly; p4 = 0 ly; c1 = d p1 p2; c2 = d p2 p3; c3 = d p3 p4; c4 = d p4 p1; base = dall c1 c2 c3 c4 plan; trac qual base; p5 = 1.0 1.0; p6 = 2.0 1.0; p7 = 2.0 2.0; p8 = 1.0 2.0; c5 = d p5 p6; c6 = d p6 p7; c7 = d p7 p8; c8

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economy S. Khechinashvili University Clinic 6 Health and wellbeing; Electric and electronic technologies Children's New Clinic 4 Health and wellbeing Aversi Clinic 4 Health and wellbeing Evex Medical Corporation 3 Health and wellbeing; Electric and electronic technologiesTable 3.24. Top private actors in Georgia by number of records, across all domains Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation203 Moldova The National Academy of Sciences dominates sci- entific production in the country, followed at a dis- tance by the Technical University of Moldova and Moldova State University. The Nicolae Testemițanu State University of Medicine and Pharmacy is the most active institution in Health and wellbeing.Health and medical centres and institutes are again the main public actors, with the ‘Chiril Dra- ganiuc’ Institute of Phtisiopneumology standing out. Private actors account for very few records.Nanotechnology and materials Health and wellbeing Chemistry and chemical engineering Fundamental physics and mathematics Mechanical engineering and heavy machinery Governance, culture, education and the economy Biotechnology Electric and electronic technologies Environmental sciences and industries Agrifood Optics and photonics Energy ICT and computer science Academy of Sciences of Moldova 868 105 390 284 110 118 234 209 178 141 151 43 89 Technical University of Moldova 255 21 6 62 143 49 3 71 11 14 11 72 17 Moldova State University 206 15 92 85 45 65 79 50 32 23 26 10 5 Nicolae Testemitanu State University of Medicine and Pharmacy9 339 19 7 30 20 21 4 3 6 2 6 5 Transnistrian State University 54 12 6 12 3 59 7 4 31 3 13 2 0 Practical Scientific Institute of Horticulture and Food Technology2 9 1 0 20 2 17 0 1 44 0 0 2 Tiraspol State University 16 2 22 13 0 14 1 8 3 1 3 0 1 Institute of Agricultural Technique ‘Mecagro’10 0 0 2 41 0 0 8 0 5 2 4 3 Institute of Phtisiopneumology ‘Chiril Draganiuc’1 50 1 0 2 4 2 0 1 0 0 0 1 Academy of Economic Studies of Moldova4 3 1 1 1 34 0 0 1 0 0 1 0Figure 3.43. Top actors in Moldova by number of records (all types), across all domains 204 Part 3 Analysis of scientific and technological potential MOLDOVA Top 10 actors classified as ‘Public sector (excluding higher education and research institutions)’ NameNo of recordsMain S&T domains Institute of Phtisiopneumology ‘Chiril

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(6G) wireless technology. A research team has invented a groundbreaking tunable terahertz (THz) ... The reliability of data storage and writing speed in advanced magnetic devices depend on drastic, complex changes in microscopic magnetic domain structures. However, it is extremely challenging to ... Generating mechanical motion in crystals using light or heat has increasingly become the focus of materials scientists. However, the conventional mechanism employed for the purpose produces slow ... TRENDING AT After 60 Years, Scientists Uncover Hidden Brain Pathway Behind Diabetes Drug Metformin Common Pesticide Linked to “Remarkably Widespread” Brain Abnormalities in Children Revolutionary Cortisol Test Lets You “See” Stress With a Smartphone Camera How B Vitamins Could Slow Cognitive Decline and Protect Against Dementia ## Breaking this hour - Rare Glimpse of a World Still Forming - Worm Turns Ocean Poison Into Golden Crystals - Ancient Oxygen Flood Changed Life Forever - Bumble Bees Balance Their Diets With Precision - Spacetime Crystals Made of Knotted Light - Tiny Hologram for Ultraprecise Light Control - High-Performance Iron Catalyst for Fuel Cells - Sharks’ Teeth Are Crumbling in Acid Seas - “Molten Rock Raindrops” Reveal ... - Capturing Sunshine in a Molecule for Clean Fuel ## Trending Topics this week ## Strange & Offbeat   Report Ad - SD - Home Page - Top Science News - Latest News - Home /dropdown-menu - Home Page - Top Science News - Latest News - Health /dropdown-menu - View all the latest top news in the health sciences, or browse the topics below: Health & Medicine /menu-topics /col-xs-4 Mind & Brain /menu-topics /col-xs-4 Living Well /menu-topics /col-xs-4 /row /yamm-content - View all the latest in the health sciences, or browse the topics below: - Allergy - Cancer - Cold and Flu - Diabetes - Heart Disease - ... more topics - ADD and ADHD - Alzheimer's - Headaches - Intelligence - Psychology - ... more topics - Parenting - Child Development - Stress - Nutrition - Fitness - ... more topics - Tech /dropdown-menu - View all the latest top news in the physical sciences & technology, or browse the topics below: Matter & Energy /menu-topics /col-xs-4 Space & Time /menu-topics /col-xs-4 Computers & Math /menu-topics /col-xs-4 /row /yamm-content - View all the latest in the physical sciences & technology, or browse the topics below: - Chemistry - Fossil Fuels - Nanotechnology - Physics - Solar

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& turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover NACE Industry name Current Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ing 34 52 28 61 64 40 31 29 15 50 47 21 55 40 35 83 57 34 72 Scientific research and development 72.1Research and experimental development on natural sciences and engineering X X X X X 72.2Research and experimental development on social sciences and humanitiesX X X X 73 Advertising and market research 73.1 Advertising X X X X X X X X X 73.2 Market research and public opinion polling X X X 74 Other professional, scientific and technical activities 74.1 Specialised design activities 74.2 Photographic activities 74.3 Translation and interpretation activities 74.9 Other professional, scientific and technical activities n.e.c. X X 75 Veterinary activities N ADMINISTRATIVE AND SUPPORT SERVICE ACTIVITIES 77 Rental and leasing activities 77.1 Rental and leasing of motor vehicles X X X 77.2 Rental and leasing of personal and household goods 77.3Rental and leasing of other machinery, equipment and tangible goodsX X X X X X 77.4Leasing of intellectual property and similar products, except copyrighted works 78 Employment activities 78.1 Activities of employment placement agencies X X 78.2 Temporary employment agency activities 78.3 Other human resources provision X 79Travel agency, tour operator and other reservation service and related activities 79.1 Travel agency and tour operator activities X X X X X X 79.9 Other reservation service and related activities 80 Security and investigation activities 80.1 Private security activities X X X X X 80.2 Security systems service activities X Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation291 292 Annexes GEORGIA MOLDOVA UKRAINEEmploy- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover Employ- ment Turnover Employ- ment & turnover NACE Industry name Current Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ingCurrent Current CurrentEmerg- ingEmerg- ingEmerg- ing 34 52 28 61 64 40 31 29 15 50 47 21 55 40 35 83 57 34 80.3 Investigation activities 81 Services to buildings and landscape activities 81.1 Combined facilities support activities X X X X 81.2 Cleaning activities X X 81.3 Landscape service activities 82Office administrative, office support and other

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[]

₋₂ | 87 ₋₁ ᵢ | 64 ₋₁ ᵢ | 45 ₋₁ ᵢ | 45 ₋₁ ᵢ | 45 ₋₁ ᵢ | | Kazakhstan | … | 18 ₊₁ | 10 ₊₁ | 100 ₊₁ | 63 ₋₃ | 55 ₊₁ | 15 ₋₂ | 40 ₋₂ | 6 ₋₃ | 100 ₋₄ | 99 ₋₄ | 94 ₋₄ | … | … | | Kyrgyzstan Maldives | 0.3 ₋₂ ᵢ 7 ₋₄ ᵢ | 7 ₋₂ … | 8 ₊₁ … | 100 ₊₁ … | 31 | 56 ₊₁ 50 ₋₁ | … … | … … | … … | … 93 ₋₄ ᵢ | … 57 ₋₄ ᵢ | … 29 ₋₄ ᵢ | … 26 ₋₄ ᵢ | … 26 ₋₄ ᵢ | | Nepal | … | 1 ₊₁ | 1 ₊₁ | … | … | 18 | … | … | | 46 ₋₂ | 34 ₋₂ | 13 ₋₂ | … | … | | Pakistan | 0.4 ₋₂ ᵢ | 1 ₋₁ | 3 ₋₁ | 100 ₋₁ | … … | 11 | 4 ₋₃ | 2 ₋₃ | … 2 ₋₃ | 50 ₋₂ ᵢ | 38 ₋₂ ᵢ | 27 ₋₂ ᵢ | 9 ₋₂ ᵢ | 9 ₋₂ ᵢ | | Sri Lanka | 2 ₋₁ ᵢ | … | 3 ₋₁ | 100 ₋₁ | 13 ₋₁ | 23 ₋₁ | … | … | … | 87 ₋₁ ᵢ | 82 ₋₁ … | 64 ₋₁ … | 5 ₋₃ ᵢ | 5 ₋₃ ᵢ | | Tajikistan | … | … | 1 ₊₁ | … 100 ₋₁ | … | 34 ₊₁ | … | … | … | … 100 ₋₄ | 98 ₋₄ | 33 ₋₄ | … … | … … | | Turkmenistan Uzbekistan | … | - ₋₁ | … | | … | 18 ₋₁ | … | … | … | | | ᵢ | | | | | … | 6 ₊₁ | 5 ₊₁ | 100 ₊₁ | | 57 ₊₁ | 24 ₋₂ | 14 | 1 ₋₂ | 100 ₋₁ | 100 ₋₁ | 97 ₋₁ | … | … | | Eastern and South-eastern Asia | | | | | 20 ᵢ | | | ₋₂ | | 91 ₋₁ ᵢ | | | 37 ₋₁ ᵢ | 37 ₋₁

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[]

of in/ visibility is a topic the following chapters explore in more detail. Notes 1 L. Schiebinger, Has Feminism Changed Science? (Cambridge, MA: Harvard University Press, 1999). 2 For a global overview of women researchers in the twentieth century, see Organization for Economic Co- operation and Development, Women in Scientific Careers: Unleashing the Potential (Paris: OECD Publishing, 2006); N. Kumar (ed.), Gender and Science: Studies across Cultures (New Delhi: Cambridge University Press, 2012). 3 S. Horrocks, ‘The women who cracked science’s glass ceiling’, Nature , 575: 7781 (November 2019), 243– 46; S. Horrocks, ‘Promising pioneer profes - sion? Women in industrial chemistry in inter- war Britain’, British Journal of the History of Science , 33: 3 (2000), 351– 67; S. Horrocks, ‘World War II, post- war reconstruction and British women chemists’, Ambix , 58: 2 (2011), 150– 70. 4 P. Fara, A Lab of One’s Own: Science and Suffrage in the First World War (Oxford: Oxford University Press, 2018). For medicine, see L. Leneman, ‘Medical women at war, 1914– 1918’, Medical History , 38 (1994), 160– 77. For mathematics, see J. Barrow- Gree and T. Royle, ‘The work of British women mathematicians during the First World War’, in C. G. Jones, A. E. Martin and A. Wolf (eds), The Palgrave Handbook of Women and Science since 1660 (Cham: Palgrave Macmillan, 2022), pp. 549– 72. 5 J. Jack, Science on the Home Front: American Women Scientists in World War II (Chicago: University of Illinois Press, 2009). As Jack discusses, many women researchers worked on the Manhattan Project. See also R. H. Howes and C. L. Herzenberg, Their Day in the Sun: Women of the Manhattan Project (Philadelphia, PA: Temple University Press, 1999); M. W. Rossiter, Women Scientists in America: Before Affirmative Action 1940– 1972 (Baltimore, MD: Johns Hopkins University Press, 1995), especially chapters 1 and 2. 6 M. W. Rossiter, Women Scientists in America: Struggles and Strategies to 1940 (Baltimore, MD: Johns Hopkins University Press, 1982), pp. 33– 34. 7 Rossiter, Women Scientists in America: Struggles and Strategies to 1940 , p. 50. 8 R. Simpson, How the PhD Came to Britain: A Century of Struggle for Postgraduate Education (Guildford: Society for Research into Higher Education, xxxiii xxxiii Foreword 1983). For undergraduate education, see C. Dyhouse, No Distinction of Sex? Women in British Universities, 1870– 1939 (London: Routledge, 2003). 9 Joan Mason has published extensively on women’s admission to the Royal Society. E.g., J. Mason, ‘The admission of the first women to the Royal Society of London’, Notes and Records of the Royal Society of London , 46: 2 (1992), 279– 300.

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unable to establish a special regime for innovative companies under normal procedures, a voluntary 28th company rulebook harmonising legislation concerning corporate law and insolvency, as well as a few key aspects of labour law and taxation, to be made progressively more ambitious, could be explored under enhanced cooperation by willing Member States. As a last resort, intergovernmental cooperation should be considered. However, acting outside of the Treaties creates parallel legal frameworks and implies the absence of judicial oversight by CJEU, democratic legitimacy via the EP, and the Commission’s involvement in preparing texts. SIMPLIFYING RULES The regulatory burden on European companies is high and continues to grow, but the EU lacks a common methodology to assess it . The Commission has been working for years to reduce the “stock” and “flow” of regula - tion under the Better Regulation agenda. However, this effort has had limited impact so far. The stock of regulation 68THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 6 remains large and new regulation in the EU is growing faster than in other comparable economies. While direct comparisons are obscured by different political and legal systems, around 3,500 pieces of legislation were enacted and around 2,000 resolutions were passed in the US at the federal level over the past three Congress mandates (2019-2024). During the same period, around 13,000 acts were passed by the EU. Despite this increasing flow of regulation, the EU lacks a quantitative framework to analyse the costs and benefits of new laws. Among the EU institutions, only the Commission has developed a methodology (the Standard Cost Model) to calculate regulatory burdens, but its concrete application varies across pieces of legislation. The co-legislators – the European Parlia - ment and Council – have no methodology in place to measure the impact of amendments they propose to draft EU legislation. Moreover, there is no single methodology in place to assess the impact of EU legislation once transposed at national level, with only a few Member States systematically measuring the impact of transposed EU law – in turn making it harder for national parliaments to exercise scrutiny. Companies in Europe face three main hindrances from the rising weight of regulation . First, they need to comply with the accumulation of or frequent changes to EU legislation over time, translating into overlap and incon - sistencies. For example, a Business Europe gap analysis of 13 pieces

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[]

economies of the US and China have started to decouple06. So far, the EU has pursued a different strategy, with Member States encour - aging inward FDI from Chinese companies. Chinese greenfield investment in the EU has increased substan - tially in recent years, particularly in Central and Eastern Europe. This strategy can leverage technological progress abroad and promote technological development in Europe, as well as the creation of high-quality jobs, but only if executed in a coordinated manner. Asymmetries arising from small Member States negotiating 06. Data from the Bureau of Economic Analysis indicate that exports from China to the US have declined since 2018, and inward net FDI from China has decreased from a peak inflow of USD 18 billion in 2016 to an outflow of around USD 2 billion in 2023. 20THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 1with large foreign investors could lead to unwelcome concessions being extracted by foreign countries, which is particularly concerning when a potential security threat and a geopolitical rival of the EU are involved. To counter these risks, the EU should strengthen its Investment Screening Mechanism. At present, FDI screening is a national competence, with Member States only required to exchange notifications and information. This fragmentation prevents the EU from leveraging its collective power in FDI negotiations and complicates the formulation of a common FDI policy. As outlined in chapter 3, coordination is important for the emergence of joint ventures in strategic sectors and ensuring that EU companies retain relevant know-how and can drive the next wave of innovation. 21THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 1ENDNOTESi World Justice Project, Rule of Law Index 2023 , 2023. ii World Bank, World Development Indicators 2023 , 2024. iii Eurostat, Educational attainment statistics 2023 , 2024. iv IMF, World Economic Outlook, April 2024. v ECB, ‘ Why competition with China is getting tougher than ever ’, The ECB Blog, 3 September 2024. vi McCaffrey, C., & Poitiers, N., Instruments of economic security, Working Paper 12/2024, Bruegel, 2024, https:/ /www.bruegel. org/system/files/2024-05/WP%2012%202024_0.pdf . vii ECB, ‘ Deglobalisation: risk or reality? ’, The ECB Blog, 12 July 2023. viii Juhász, r., Lane N. and Rodrik, D., The new economics of industrial policy , 2023. ix in ‘t Veld, J., ‘ Quantifying the Economic Effects of the Single Market in a Structural Macromodel ’, Discussion Paper Series, No. 94, European Commission, February 2019.

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results of our InCrediblAE Task 6 at CheckThat! 2024 lab have been published in the overview article. (05.2024) Our work on a Polish QA corpus has been presented at LREC-COLING 2024 in Torino, Italy. (03.2024) An article describing the CheckThat! 2024 lab, including our Task 6, has been published in the proceedings of ECIR 2024. (03.2024) I am presenting BODEGA at the Natural Language Processing Seminar at Polish Academy of Sciences. The recording (in Polish) will be available through website. (03.2024) My multi-level segmenter, LAMBO, has been updated to better deal with foreign characters and work with more languages: it supports 67 now! (02.2024) A publication introducing a dataset for Polish QA has been accepted for LREC-COLING 2024. (01.2024) I am coordinating a shared task on Robustness of Credibility Assessment with Adversarial Examples (InCrediblAE): Task 6 at the CheckThat! 2024 Evaluation Lab. (01.2024) I have been awarded a computing grant of 10,000 hours on the Athena supercomputer at AGH University of Kraków to accelerate work in the ERINIA project. (10.2023) An article describing our (winning!) solution to AuTexTification shared task has been published in IberLEF 2023 proceedings. (10.2023) An article describing a model for propaganda detection created within the HOMADOS project has been published in SEPLN 2023 proceedings. ## Past projects #### HOMADOS Hampering Misinformation by Assessing Credibility of Online Sources #### MOIRA Medical Evidence Interpretation for Risk Assessment #### OpenMinTeD Open Mining Infrastructure for Text & Data #### Big Mechanism DARPA Big Mechanism programme: cancer research #### Mining4EBPH Supporting Evidence-based Public Health Interventions using Text Mining #### SLiM Pilot study of the utility of text mining and machine learning tools to accelerate systematic review and meta-analysis of findings of in vivo research ## Publications ### Detecting machine-generated text 1. P. Przybyła, N. Duran-Silva, S. Egea-Gómez, “I've Seen Things You Machines Wouldn't Believe: Measuring Content Predictability to Identify Automatically-Generated Text,” in Proceedings of the 5th Workshop on Iberian Languages Evaluation Forum (IberLEF 2023), Jaén, Spain, 2023. [bib][paper][code] 2. P. Przybyła, “Detecting Bot Accounts on Twitter by Measuring Message Predictability,” in Working Notes of CLEF 2019 - Conference and Labs of the Evaluation Forum, Lugano, Switzerland, 2019. [bib][paper][code] ### Credibility and misinformation 1. P. Przybyła, A. Shvets, H. Saggion, “Verifying the Robustness of Automatic Credibility Assessment,” Natural Language Processing, 2024. [bib][paper][code] 2. A. Barrón-Cedeño, F. Alam, J. M. Struß, P. Nakov, T. Chakraborty, T. Elsayed, P. Przybyła, T. Caselli, G. Da San Martino, F. Haouari, M. Hasanain, C. Li, J. Piskorski, F. Ruggeri, X. Song, R. Suwaileh, “Overview of the CLEF-2024 CheckThat! Lab: Check-Worthiness, Subjectivity, Persuasion, Roles, Authorities, and Adversarial Robustness,” in Proceedings of the Fifteenth International Conference of the CLEF Association (CLEF 2024), Grenoble, France, 2024.

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should be more rigorous in applying the subsidiarity prin - ciple and exercise more “self-restraint” . The Commission’s legislative activity has been growing excessively, also due to passive scrutiny of the subsidiarity principle by national parliaments, which sets the boundaries of the Commission’s right of initiative. While national parliaments have the power to scrutinise whether EU legislation complies with the subsidiarity principle through reasoned opinions – and potentially trigger the so-called “yellow card procedure” – many do not actively exercise this right. For example, of the 39 national parliaments or chambers in the EU, only nine (from seven Member States) issued reasoned opinions in the context of scrutinising subsidiarity in 2023. An EU-wide inquiry should be launched to analyse the reasons behind national parliaments’ passive exercise of their scrutiny of the subsidiarity principle. Building on its conclusions, initiatives should be taken to reinforce the administrative capacity and role of national parliaments and Member States in their control over EU legislative activity. Moreover, EU institutions should apply a “self-restraint” principle in policymaking, both by better filtering future initiatives and by streamlining the existing acquis, building on the measures described in “Simplifying rules” below. ACCELERATING THE WORK OF THE EU Council votes subject to qualified majority voting (QMV) should be extended to more areas, and if action at the EU level is blocked, a differentiated approach to integration should be pursued . So far, many efforts to deepen European integration between Member States have been hindered by unanimity voting in the Council of the European Union. All possibilities offered by the EU Treaties should therefore be exploited to extend QMV. The so-called “passerelle” clause should be leveraged to generalise voting by qualified majority in all policy areas in the Council. This step would require an upfront agreement, subject to unanimity at the level of the European Council, and would have a positive impact on the pace at which key legislative initiatives are adopted by the EU. If action at the EU level is hindered by existing institutional procedures, the next-best option is for like-minded groups of Member States to resort to enhanced cooperation as foreseen by Articles 20 TEU and 329 TFEU. Enhanced cooperation offers two important safeguards: the consent of the European Parliament (EP) and judicial oversight of the Court of Justice of the EU (CJEU). It is also based on a Commission proposal. As an illustration, if the EU is

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[]

4 9 42 130 414 27 -- -- -- -- -- -- -- 3 -- -- 44 42 28 -- -- -- -- -- 5 -- -- 1 11 63 152 29 -- -- -- -- -- -- -- -- -- -- 33 45 30 -- -- -- -- -- -- -- -- 2 -- 44 56 31 -- -- -- -- -- -- 1 1 -- 1 7 5 32 -- -- -- -- -- 22 43 58 108 44 969 3 165 Total 118 53 0 3 156 132 479 620 3 303 1 721 11 438 19 310Table 2.37. Industrial design applications Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation103 three variables described. In this analysis, the term ‘critical mass’ (CM) denotes either the raw number of companies in a given industry group or the av- erage number of employees per industry group. Critical mass In general terms, Software is the industry group with the highest number of companies in all six countries, as well as being one of the industry groups with the highest number of employees and estimated revenue. Other relevant industry groups throughout all countries are Information Technol- ogy and Internet Services. In Armenia, Software is the industry group with the highest number of companies and employees, and the second with the highest revenue. Informa- tion Technology is also highly relevant within all three categories. While Internet Services has a high number of companies and employees, its reported estimated revenue is relatively low – possibly due to a lack of data. Hardware has the highest esti- mated revenue, while Mobile is the industry group with the third highest number of firms. Other in- dustry groups relevant to more than one variable are Apps, Gaming and Sales & Marketing.Country Number of Companies Per million inhabitantsPer GDP, in current USD bn PPP Armenia 134 42.76 3.19 Azerbaijan 111 11.76 0.74 Georgia 117 28.51 2.01 Moldova 75 21.09 2.08 Ukraine 4 065 92.34 7.26Table 2.38. Crunchbase – key descriptive statistics For each Eastern Partnership country, the table shows: the raw number of companies featured in the Crunchbase database (second column), the number of companies in Crunchbase normalised per million inhabitants (third column, source Eurostat) and the number of companies in Crunchbase normalised per GDP, expressed in current USD billions, in purchasing power parity (fourth column, source World Bank). In Azerbaijan, Software is

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the northern region have long been economically marginalised and marred by instability (UNDP, 2021[4]). Kenya, a parliamentary democracy, holds regular multiparty elections, and as of 2020 scored 48 out of 100 in Freedom House's democracy index. The country boasts a vibrant media and civil society, but continues to grapple with pervasive corruption, brutality by security forces, restrictive laws and intimidation (Freedom House, 2020[5]). ## 1.1. Health and socio-economic context prior to the pandemic Kenya has made progress in the fight against its three main communicable diseases, namely, Human Immunodeficiency Virus (HIV), tuberculosis (TB) and malaria. New HIV infections declined from 1.18 per 1 000 population in 2015 to 0.72 in 2020, while HIV prevalence declined from 4.9% in 2018 to 4.5% in 2020. The TB incidence rate fell by 11% during the same period. Despite the reduction in new TB cases and mortality over the last decade, significant challenges remain in the successful treatment of TB and addressing 'missing' cases. Likewise, the prevalence of malaria, which is endemic in the coastal and lake regions, has declined from 8% in 2016 to 6% in 2020 among children under five (The Global Fund, 2022[6]). However, malaria remains a significant public health concern with 70% of Kenyans at risk and substantial economic costs associated with the disease (Elnour et al., 2023[7]). Kenya's performance in routine immuni sation rates has been positive, however, the extent of coverage varies across vaccines. For example, between 2016 to 2019, the immunisation coverage was 89% for rubella-containing vaccine (RCV1), 93-97% for diphtheria tetanus toxoid and pertussis (DTP1), and 8996% for measles-containing vaccines (MCV1). The coverage rates for some vaccines declined between 2016 and 2017 before rebounding strongly in the subsequent years. This includes: - · the Bacillus Calmette-Guérin vaccine (BCG), declining from 99% in 2016 to 89% in 2017, before recovering to 93% by 2019 - · the DTP3 vaccine, declining from 89% in 2016 to 82% in 2017, before recovering to 91% by 2019 - · the polio vaccine (POL3), declining from 86% in 2016 to 81% in 2017, before recovering to 91% by 2019 - · the Hepatitis B vaccine (HepB3), declining from 89% in 2016 to 82% in 2017, before recovering to 91% by 2019 12  - · the Haemophilus influenzae type B vaccine (HIB3), declining from 90% in 2016 to 82% in 2017, before recovering to 91% by 2019. The coverage for inactivated

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predictions, and/or assessments. Additionally or alternatively, the output variables ycan be set as a vector containing the relevant data (e.g., determinations, inferences, predictions, assessments, and/or the like). In the context of ML, an “ML feature” (or simply “feature”) is an individual measureable property or characteristic of a phenomenon being observed. Features are usually represented using numbers/numerals (e.g., integers), strings, variables, ordinals, real-values, categories, and/or the like. Additionally or alternatively, ML features are individual variables, which may be independent variables, based on observable phenomenon that can be quantified and recorded. ML models use one or more features to make predictions or inferences. In some implementations, new features can be derived from old features. may have a threshold such that a signal is sent only if the aggregate signal crosses that threshold. A may include an activation function, which defines the output of that given an input or set of inputs. Additionally or alternatively, a may include a propagation function that computes the input to a from the outputs of its and their as a weighted sum. A bias term can also be added to the result of the propagation function.

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8 Ministerul Instrucțiunii și Cultelor, Anuarul oficial întocmit de Serviciul state - lor personale și al statisticii la 15 octombrie 1910 [The Ministry of Instruction and Cults, Official Yearbook of the Personnel and Statistics Department, 15 October 1910 ] (Ploești: Institutul de Arte Grafice Progresul Societate Anonimă, 1910), pp. 376, 386– 87. 166 Negotiating in/visibility 9 A. Ciupală, Bătălia lor: Femeile din Rom ânia în Primul R ăzboi Mondial [Their Battle : Women in World War I Romania ] (Iași: Editura Polirom, 2017), pp. 159– 71; M. Trancu Rainer, File de jurnal: M ărturii [Leaves from a Journal: Confessions ] (Bucharest: Paul Editions, 2021), pp. 67– 104. 10 Arhivele Naționale Istorice Centrale [National Archives of Romania, Central Branch, hereafter ANIC], Ministry of Public Health, Labour and Welfare, file 72/ 1923, pp. 227, 238. 11 The Ministry of Cults and Public Instruction has been the designated name since the establishment of the institution in 1859, when Alexandru Ioan Cuza was elected ruler ( domn ) of the Romanian Principalities. Cults or religious affairs were attached to it because they reflected the Church’s involvement in educa - tion, prior to the establishment of the Romanian national state. However, after World War I, Instruction was separated from Cults, which from 1921 until 1930 became the Ministry of Cults and Arts. In 1930, it was merged again with the Ministry of Instruction. In November 1936, the Ministry of Instruction changed its name to the Ministry of Education, while Cults and Arts became an independent department with a different minister. S. Neagoe, Istoria guvernelor Rom âniei de la începuturi – 1859, p ână în zilele noastre – 2012 , ediția a III- a [The History of Romanian Governments from the Beginning – 1859, Until Today – 2012 ] (Bucharest: Machiavelli, 2013), pp. 95– 139. 12 Lege asupra învățământului secundar și superior (Sanc ționat ă prin înaltul decret regal Nr. 1.097 din 23 martie 1898, publicat ă în Monitorul Oficial Nr. 283 din 24 Martie 1898) [Law on Secondary and Higher Education Sanctioned by Royal Decree no. 1097, March 1898, published in the Official Monitor No. 283, 24 March 1898] in Antologia legilor învățământului din Rom ânia [Anthology of Romanian Education Laws ] (Bucharest: Institutul de Științe ale Educației, 2004), p. 72; Lege asupra învățământului primar și normal- primar (Sanc ționat ă prin înaltul decret regal Nr. 2.199 din 29 Aprilie 1896 și publicat ă în Monitorul Oficial nr. 24 din 30 Aprilie 1896) [Law on Primary Education and Normal Education], in Antologia legilor învățământului din Rom ânia [Anthology of Romanian Education Laws ] (Bucharest: Institutul de Științe ale Educației, 2004), p. 67.

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December 2019, and twelve days after the World Health Organization (WHO) declared the virus a Public Health Emergency of International Concern in March 2020. The COVID-19 case trajectory in Kenya took the shape of five distinct waves until the first quarter of 2022 (Figure 1.1). The first wave lasted from June to August 2020, with a peak of 4 720 cases in the week commencing 27 July 2020. The second wave lasted from the end of September 2020 until the end of December, with a peak of 7 504 confirmed cases recorded on November 9, 2020. After a brief lull, a third wave began in mid-February 2021, which peaked in March 2021 with 9 167 confirmed cases and lasted until May 2021. The subsequent wave of cases hit from July to September 2021, before arriving at a period of relative calm that lasted until mid-December 2021. The short-lived but largest fifth wave hit Kenya from mid-December 2021 to January 2022, this time recording a peak of 19 023 cases in the week commencing 20 December 2021. Altogether, a cumulative total number of 344 094 COVID-19 cases has been reported to the World Health Organization (WHO) as of February 2024 (WHO, 2024[14]). Out of these cases, a total of 5 689 fatalities from COVID-19 were reported by the Government of Kenya. Figure 1.1. Daily cases of COVID-19 in Kenya and 7-day average (2020-2023) Daily cases (bars) and 7-day average (line)  Source: Johns Hopkins (2024[15]), Coronavirus Resource Center, https://coronavirus.jhu.edu/region/kenya. ## 1.3. The socio-economic impacts of the COVID-19 pandemic The outbreak of the COVID-19 pa ndemic led to a sharp contraction in Kenya's economy. Annual GDP growth contracted by 0.3% in 2020, during the pandemic, only to rebound by 7.6% in 2021 (Figure 1.2). The agriculture sector, which is the mainstay of Kenya's economy , recorded a similar downturn, with the sector's annual growth declining to -0.4% in 2020 from 4.6% in 2019. This situation was worsened by the dual crisis of a desert locust invasion 3 and severe flooding 4 in 2020, further reducing food security and agricultural output (OCHA, 2020[16]). As expected, other socio-economic indices such as poverty, unemployment, public debt, industrial production and current account balance deteriorated during the pandemic. Despite these economic shocks, the labour market remained relatively stable, with unemployment increasing marginally from 5% (2019) to 5.6% (2020). Figure 1.2. Kenya's annual gross domestic product

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at the following standard number: +32 22999696, — via the following form: european -union.europa.eu/contact -eu/write -us_en . Finding information about the EU Online Information about the European Union in all the official languages of the EU is available on the Europa website ( european -union.europa.eu ). EU publications You can view or order EU publications at op.europa.eu/en/publications . Multiple copies of free publications can be obtained by contacting Europe Direct or your local documentation centre ( european - union.europa.eu/contact -eu/meet -us_en ). EU law and related documents For access to legal information from the EU, including all EU law since 1951 in all the official language versions, go to EUR -Lex (eur-lex.europa.eu ). EU open data The portal data.europa.eu provides access to open datasets from the EU institutions, bodies and agencies. These can be downloaded and reused for free, for both commercial and non -commercial purposes. The portal also provides access to a wealth of datasets from European countries.

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wisdom, compassion and justice’ (Mulford, 2008, p. 13–14). Even the definition of leadership as influence, as endorsed in this report, can raise questions. Leadership generally has favourable connotations but its sources (which may include power) and its means (which may include manipulation) can have negative associations. Even influence can equally be seen as positive or negative. But is that sufficient for leadership to stand apart? Another commentator even asked: ‘if leadership is a type, or aspect, of influence, doesn’t that make ‘leadership’ unnecessary? That is, if it is influence we are really talking about, then why not stay with that word? … In short, when describing and analysing the flow of collective action and the conduct of persons as part of that process, why is it leadership we are talking about rather than influence or power?’ (Gronn, 2003, p. 276–277). It is often difficult to distinguish a good leader from a good manager 2024/5 • GLOBAL EDUCATION MONITORING REPORT 9 CHAPTER 1 • INTRODUCTION 1 One of the most quoted findings in literature on education leadership is that ‘there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader’ (Leithwood et al., 2004). The intention of this report is to see how this insight can be used to help decision makers design policies to ensure that each education institution and office will have leaders who are prepared to competently address and resolve education problems. This shifts the attention away from exceptional individuals to systematic processes. Do we need another hero, or do we need to encourage and nurture diverse groups of people with good leadership potential to pursue such careers? If people currently in leadership positions are vulnerable to being too sure of themselves, their abilities and their views, how can education systems be organized to support the recruitment in these positions of people who are committed and will not act alone but with and for their community? Defining leadership in education in terms of influence and goals opens up the scope of this report. At the school, local, national and global levels, people and organizations need to be mobilized, from a range of positions, to shape goals and work collectively towards their achievement (Table 1.1). School leaders receive the most attention in research and policy. Depending on country, culture, context, governance and practice, terms such as ‘administrator’, ‘director’, ‘principal’ and ‘head teacher’

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tors. For the above reasons, in line with the Smart Spe- cialisation Framework for EU Enlargement and Neighbourhood Region, specified in the Joint Re- search Centre document Supporting an Innovation Agenda for the Western Balkans28, further analyti- cal and participatory work is necessary to analyse, propose and characterise specialisation priorities by: ■enriching the quantitative and semantic anal- ysis by adding additional local data sources and repositories (R&D projects financed by local policy instruments, publications in local repositories, all patents filed in local IPR agen- cies, etc.) to the international sources used in this exercise; ■including contributions by local experts and stakeholders within the EDP. 28 Matusiak, M., Kleibrink, A. (ed.), Supporting an Inno- vation Agenda for the Western Balkans – Tools and Methodologies, Publications Office of the European Un- ion, Luxembourg, 2018, ISBN 978-92-79-81870-7, doi:10.2760/48162, JRC111430. PART 2 38 Part 2 Analysis of economic and innovation potential Part 2. Analysis of economic and innovation potential 1. Introduction Part 2 of this report presents results of the map- ping of the economic and innovation potential of the Eastern Partnership countries: Armenia, Azer- baijan, Georgia, Moldova and Ukraine. Details on definitions and data sources are provided in Part 1. This part of the analysis will provide preliminary answers to the following research questions: ■What are sub-sectoral specialisations of the Eastern Partnership countries in terms of eco- nomic critical mass, emerging sectors and in- novative activities? ■Which of these specialisations are common in the Eastern Partnership region and which spe- cific to each country? 2. Economic potential 2.1. Full economic analysis for three Eastern Partnership countries The economic fabric of an economy can be ana- lysed through the identification of critical mass and specialisation in terms of relevant economic variables, such as employment, turnover and aver- age wages, as well as their growth dynamics. This section provides an analysis using aggregate en- terprise-level data from the Orbis database for the Eastern Partnership countries for the number of employees and turnover, as the data available from the Orbis database for other economic vari- ables is insufficient. Data availability The primary data used have been extracted from the Orbis database. Orbis comprises statistics on the number of employees and turnover in individ- ual enterprises at NACE four-digit industry level. Orbis data, however, contain a lot of missing val- ues. Missing values have been imputed in three steps. Firstly, the average is taken between ob- served

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[]

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| … | | Papua New Guinea | 68 ₊₁ | … | 18 | 21 | 17 | 41 | 38 | 57 | 61 | 65 | 27 | 30 | 13 | 15 | -2.8 | -1.3 | | Samoa | 28 | 38 | 1 | 2 | 1 | 2 | 12 | 13 | 98 | 98 | 96 | 97 | 53 | 59 | 16.7 | 21.3 | | Solomon Is | | | | | | | | | | | | | | | | | | Tokelau | 62 90 ₊₁ | 47 93 | 7 … | 7 … | 3 … | 6 … | 28 … | 27 … | … … | … … | … … | … … | … … | … … | … … | … … | | Tonga | … | 75 | 2 | 2 | 6 | 7 | 33 | 27 | 98 | 99 | 83 | 87 | 83 | 86 | 10.3 | 9.9 | | Tuvalu | 96 ₊₁ | 96 | … | … | … | … | … | … | 98 | 98 | 76 | 80 | 47 | 55 | 14.9 | 20.1 |

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[]

A comparison of Sanjay, Bhalswa and Ajit Vihar. ## Measures When considering how neighbourhood characteristics impact residents, one of the measures we employ to understand these associations is the Neighbourhood Cohesion Index (NCI). The NCI is used in this research to measure social cohe -sion with a focus on neighbourhood networks and the degree of neighbourliness; that is, the emotional social support within the neighbourhood, which includes visiting neighbours and friendships ( Buckner, 1988 ; Ross and Searle, 2021). Higher mean total scores indicate a greater level of neighbourhood social cohesion ( Ellaway et al., 2001 ; Robinson and Wilkinson, 1995). A neighbourhood with strong social cohesion can empower individuals within communities to support each other through residential bonds, create coordinated actions and networks for a collective good ( Putnam, 1993 ; Sampson et al., 1997 ; Sampson and Raudenbush, 1999 ; Saegert et al., 2001). All items are measured on a 5-point Likert scale with 5 (strongly agree) to 1 (strongly disagree). The total scores for NCI are calculated by taking the average of the 18 items, with items 5 and 15 being reverse scored. The NCI measure can be divided into three subscale dimen -sions: 'sense of community' (SOC), 'neighbourliness' (NEI) and 'attraction to neighbourhood' (ATTR) (Ross and Searle, 2021 ; Fone et al., 2006 ; Fone et al., 2007 ; Krishna and Shrader, 2000). The NCI has been well-validated and used in a range of different country settings with various communities (Fone et al., 2014 ; Robinson and Wilkinson, 1995 ; Fone et al., 2006 ; Fone et al., 2007 ; McCulloch, 2003; Macintyre and Ellaway, 2000). The second measure is the subjective well-being (SWB) scale. Subjective rather than objective well-being is used to explore the individual's internal subjective assessment of their own life as a whole, based on cognitive judgements and affec -tive reactions. Diener, one of the leading scholars in SWB research, defines SWB as how 'a person feels and thinks his or her life is desirable regardless of how others see it' (Diener, 2009, p.1). This definition highlights the thinking and feeling dimen -sions of SWB. To gain an understanding of how an individual's perceived SWB is associated with neighbourhood social cohesion, four subjective measures of wellbeing are used - hedonic well-being (feeling of happiness), eudaemonic well-being (sense of purpose), evaluative well-being (life satisfaction) and freedom of choice (life control) (Diener, 1984 ; Watson, 1988;

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| | | | Hindu | 291 (93.6) | 251 (76.5) | | Muslim | 17 (5.5) | 74 (22.6) | | Christian | 0 (0.0) | 3 (0.9) | | Sikh | 1 (0.3) | 0 (0.0) | | Buddhist | 2 (0.6) | 0 (0.0) | | Household caste | | | | General caste | 54 (17.4) | 78 (23.8) | | Scheduled caste | 216 (69.5) | 185 (56.4) | | Backward caste | 41 (13.2) | 65 (19.8) | | Highest household education completed up to: | | | | College | 24 (7.7) | 20 (6.1) | | Up to 12th grade | 86 (27.7) | 84 (25.6) | | Up to 8th grade | 124 (39.9) | 128 (39.0) | | Little or no education | 77 (24.8) | 96 (29.3) | | Main household occupation | | | | Self-employed business owner | 94 (30.2) | 61 (18.6) | | Regular salary/wage employee | 128 (41.2) | 154 (47.0) | | Casual worker/daily paid labourer | 89 (28.6) | 113 (34.5) | | Mean length of residence (years) (SD) | 29.05 (12.40) | 18.47 (9.44) | | Maximum | 50 | 50 | | Minimum | 1 | 1 | | Mean monthly family income (Rs) (SD) | 16,681 (7,575) | 18,935 (10,567) | | Maximum | 70,000 | 70,000 | | Minimum | 4,000 | 3,000 | | Work | | | | Work outside community | 119 (38.3) | 220 (67.1) | | Work inside community | 192 (61.7) | 108 (32.9) | | State of origin | | | | Delhi | 2 (0.6) | 13 (4.0) | | Bihar | 40 (12.9) | 48 (14.6) | | Haryana | 14 (4.5) | 6 (1.8) | | Madhya Pradesh | 3 (1.0) | 14 (4.3) | | Rajasthan | 23 (7.4) | 30 (9.1) | | Uttar Pradesh | 223 (71.7) | 209 (63.7) | | Uttarakhand | 2 (0.6) | 2 (0.6) | | Other | 4 (1.3) | 6 (1.8) | | Wealth items | | | | Owns a car orjeep | 4 (1.3) | 8 (2.4) | | Scooter or motorcycle | 80 (25.7) | 116 (35.4) | | Auto/mini 3-wheeler | 10 (3.2) | 14 (4.3) | | Bicycle | 60 (19.3) | 89 (27.1) | | Smart phone | 280 (90.0) | 260

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[]

or semiprecious stones, unworked or worked | X | 5.0% | | | | 682 | Copper | X | 4.0% | | | | 684 | Aluminium | X | 5.0% | | | | 7 | Machinery and transport equipment | | | | | | 8 | Miscellaneous manufactured articles | | | | | | 841 | Men's or boys' coats, capes, jackets, suits, blazers, trousers, shorts, shirts, underwear, nightwear and similar articles of textile fabrics, not knitted or crocheted (other than those of subgroup 845.2) | X | 2.2% | X | 2.2% | | 842 | Women's or girls' coats, capes, jackets, suits, trousers, shorts, shirts, dresses and skirts, underwear, nightwear and similar articles of textile fabrics, not knitted or crocheted (other than those of subgroup 845.2) | | | X | 1.4% | | 845 | Articles of apparel, of textile fabrics, whether or not knitted or crocheted, n.e.s. | | | X | 0.6% | | 885 | Watches and clocks | X | 1.1% | | | | 897 | Jewellery, goldsmiths' and silversmiths' wares, and other articles of precious or semiprecious materials, n.e.s. | X | 1.9% | | | | 9 | Commodities and transactions not classified elsewhere in the SITC | | | | | | 971 | Gold, non-monetary (excluding gold ores and concentrates) | X | 6.8% | X | 6.8% | ## Mapping of goods export specialisations - results for Azerbaijan Results of the export mapping for Azerbaijan are shown in Table 2.17 . The 3 goods categories with current strength represent 88% of the total exports for 2012-2019. This very high share is due to the dominance of only one good in Azerbaijan's export: export of Bituminous minerals, crude (SITC 333), accounting for 82% of the total exports. Azerbaijan's exports are therefore extremely specialised, putting the country at risk of negative market developments in this goods category. Part The 8 goods categories with emerging strength represent almost 91% of the total exports as Bituminous minerals, crude (SITC 333) is also included. Increasing specialisations are also observed in Food and live animals (SITC 0) and Manufactured goods classified chiefly by material (SITC 6). Azerbaijan's exports are extremely specialised, with more than 80% of exports in only one category, putting the country at risk of negative market developments in this goods category. ## Table 2.17. Goods

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[]

| Montenegro | | 12 | … | 100 | … | | | … | … | | … | 88 ₋₂ | 7 8 | 71 | 100 | | … | … | MNE | MNE | | Netherlands (Kingdom of | 2 | | … | … | | … | … | | … | … | | ᵢ | 14 | … | | … | | | | | | the) North Macedonia | 32 ₋₁ | 15 ₋₁ … | … | … | … | 102 ₋₁ | 11 ₋₁ | … | | … | 0.84 ₋₁ … | 61 ₋₂ ᵢ 81 ₋₂ | 118 ₋₁ | ₋₁ … | … | … | 0.90 ₋₁ | … … | NLD MKD | NLD MKD | | Norway | … 16 ₋₁ | 10 ₋₁ | … | … | … | 8 ₋₁ | 14 ₋₁ | … | … … | … … | 0.69 ₋₁ | ᵢ 58 ₋₂ ᵢ | 19 ₋₁ 57 ₋₁ | 8 ₋₁ | … … … | … … | … 0.69 ₋₁ | 60 ₋₄ ᵢ | NOR | NOR | | Poland | 115 ₋₁ | 13 ₋₁ | 100 ₋₄ | … | … … | 52 ₋₁ | 8 ₋₁ | … | … | … | 0.60 ₋₁ | 80 ₋₂ | 326 ₋₁ | 8 ₋₁ 10 ₋₁ | … 100 ₋₄ | … | 0.60 ₋₁ | … | POL | POL | | Portugal | 17 ₋₁ | 16 ₋₁ | 100 ₋₃ | 100 ₋₃ | … | 131 ₋₁ 52 | 12 ₋₁ | 100 ₋₄ | 100 ₋₃ | … | 1.21 ₋₁ | ᵢ 78 ₋₂ ᵢ | … … | 100 ₋₃ | … 100 ₋₃ | … | 1.21 ₋₁ | 97 ₋₁ ᵢ | PRT | PRT | | Republic of Moldova | 10 ₊₁ | 12 ₊₁ | 100 | 92 | … | ₋₁ 7 ₊₁ | 11 ₋₁ | 100 ₋₃ 100 | 99 | … | … | … | 20 125 ₋₁ | | 100 | … | … | … 71 ₋₄ ᵢ | MDA ROU | MDA ROU | | Romania | 36 ₋₁ | 14 ₋₁ | … | … | … | 47 ₋₁ | 18

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70 The Right to Food ................................................................................................................. 74 The Rights of Children .......................................................................................................... 75 Physical and Mental Health ............................................................................................ 75 Access to Education ....................................................................................................... 76 The Right to Work and Economic Impacts for Women and Households .................................... 78 IV. Recommendations ........................................................................................................ 80 Acknowledgments .............................................................................................................. 87 i Glossary Acute malnutrition: A state of undernutrition experienced over a short period of time that is characterized by wasting (a low weight to height ratio). Blind pit : Throughout this report, the term “blind pit” refers to a hole in the ground that is used as a latrine. It is a translation of the Spanish phrase “pozo ciego,” which many interviewees used to describe where they go to the bathroom. Child morbidity : The experience of illness, disease, or other medical condition by children under the age of 18. Chronic malnutrition : A state of undernutrition experienced over a prolonged period that is characterized by stunting (a low height to age ratio). Mechanical well : A hole dug or drilled in the ground to access groundwater that extracts the water using a mechanical pump. Sanitation services : Throughout this report, “sanitation services” is used to refer to methods used to manage and dispose of human excreta, including toilets, latrines, drainage systems, and waste treatment infrastructure. Surface waters : Water bodies accessible above ground, such as streams, rivers, and lakes. Unprotected well: In this report, an “unprotected well” refers to a perforation in the ground to access groundwater or another natural source of water that is unsupported and unprotected by manmade materials or intervention, such as an internal casing or a cover to prevent contamination. Wastewater : Residual water created by household, industrial, agricultural, or other uses, and includes sewage containing human excreta. ii Wastewater treatment plant : Facility that receives and treats wastewater to remove contaminants —typically according to standards imposed by local regulations —before discharging the water back into the natural environment. iii HUMAN RIGHTS WATCH | JULY 2025 Map

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Amadei et al., 2021), the importance of the plastic value chain is clear . Looking ahead, the OECD (2022) predicts that the EU's plastic consumption will double by 2060, underscoring the material's continued growth and significance. The pervasive use of plastic, however, has significant environmental implications, particularly with regards to plastic pollution, littering, and greenhouse gas emissions (European Environment Agency – EEA, 2024 a). The global environment is increasingly polluted with microplastics, which are plastic debris smaller than 5mm, as well as macroplastics, which are larger pieces. Microplastics are commonly released during the use stage of plastic products, generated through the breakdown of littered items, or lost during other life cycle stages such as waste management . Once released into the environment, microplastics tend to persist and can be transferred through food chains, potentially leadin g to human ingestion (EEA, 2024 a; Amadei et al., 2022). The annual release of microplastics in the EU is estimated to be between 0.7-1.8 Mt (EC, 2023 a). Furthermore, as the production of plastic products continues to grow, so do the associated greenhouse gas emissions (OECD, 2022). The plastic value chain significantly contributes to these emission as a consequence of fossil fuels used in the production and manufacturing life cycle stages , which accounted for approximately 200 million metric tons of CO 2 equivalent emission s in the EU in 2 020 (EEA, 2024 a; Tenhunen -Lunkka et al., 2023). This highlights the need to address the environmental impacts of the plastic value chain, particularly considering the expected growth in plastic production and consumption. The concept of a circular economy is a key strategy for mitigating the environmental impacts of the plastic value chain, both within the EU and globally (EC, 2020; EEA, 2024 b). At its core, a circular economy involves a system where materials are continuously cycled back into production through processes such as reuse, refurbishment, and recycling, thereby decoupling economic growth from the consumption of non-renewable resources ( EMAF , 2024). Despite its significant potential benefits and importance, the adoption of circular economy principles in the EU plastic value chain is progressing at a too slow pace for achieving EU targets . For example, the EU plastic recycling rate (calculated as a ratio between recyclates produced and waste generated) is estimated ranging between 14% and 25% depending on the sector/polymer under scrutiny (Amadei et al., 2022; Antonopoulos et al., 2021; Lase, 2023),

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el ámbito político y empresarial. La literatura popular sobre administración y gestión da muchos ejemplos de la importancia de tener en cuenta las competencias, los rasgos de personalidad, los comportamientos, los estilos, las motivaciones y los valores de los líderes, a quienes se tiende a considerar como individuos excepcionales. De hecho, en uno de esos ejemplos, existe una lista compuesta de cinco elementos en la que se describe «lo que hacen los líderes eficaces». Según los autores, dichos líderes establecen estándares de excelencia y un ejemplo a seguir para los demás («modelar el camino»); imaginan un ideal de lo que una organización puede llegar a ser («inspirar una visión compartida»); buscan formas innovadoras de mejorar una organización («desafiar el proceso»); fomentan la colaboración, se esfuerzan por crear un ambiente de confianza y hacen que cada persona se sienta capaz («habilitar a los demás para que actúen»); y reconocen las contribuciones que hacen los individuos («alentar el corazón») (Kouzes y Posner, 2017). En otra publicación muy popular dirigida al mundo empresarial, el liderazgo se define como «un proceso de influencia social que maximiza los esfuerzos de los demás hacia la consecución de una I N En el ámbito educativo, una definición reciente refleja estos dos conceptos: «el liderazgo consiste en la defensa de una forma de organización específica» (Eacott, 2022): la «defensa» representa un proceso de influencia, mientras que la «forma de organización» alude a la existencia de un objetivo. Ahora bien, teniendo en cuenta que el liderazgo en la educación implica el establecimiento de objetivos específicos, la adopción de un proceso de influencia para movilizar a las personas hacia el alcance de dichos objetivos y la existencia tanto de oportunidades como de limitaciones a la hora de alcanzarlos, surgen tres preguntas. La primera de ellas es qué objetivos intentan alcanzar exactamente los líderes educativos. Este informe llama a todas las partes interesadas involucradas en la educación a liderar para el aprendizaje (#Lead for Learning). Definir los objetivos del aprendizaje es un proceso político en el que participan todos las partes interesadas en la educación. Existe la percepción -a la que este informe incluso contribuye a veces inadvertidamente, dado su mandato de informar sobre indicadores educativos comparables- de que los objetivos de aprendizaje pueden reducirse a un conjunto de resultados mensurables en materias como la lectura, las matemáticas o las ciencias. Sin embargo, la educación tiene un conjunto mucho más amplio

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education School leaders manage human and financial resources but can shape schools’ objectives (from inclusion to well-being), steer teaching and learning, develop staff, and foster collaborations.Yoana Quintero is a rural school principal in Mexico in a challenging area plagued with a lack of public services, marginalized populations, gang violence and drug trafficking. Facilities are poor. Water, electricity and telephone services are scarce. Drawing on her knowledge of the community, she has forged partnerships with local institutions, including the health centre, police station and community services, to address school needs. She motivates and empowers her teaching staff, fostering a culture of care and support that extends beyond the classroom to create a favourable and supportive environment for teaching and learning. Sok Weng is a principal at the Bunrany Hun Sen Romeas Primary School in Cambodia. He has been working in education for 40 years. During COVID-19, he worked hard to prevent any children at his school from dropping out. He coordinated home learning packages to help students stay in school and keep up with their learning. Teacher leaders are crucial for fostering collaboration within schools, balancing their teaching with oversight of specific areas, such as curricula, school welfare and professional development.Sharhabeel Marashdeh is an assistant school principal at the Al-Dhiraa Secondary School for Boys in Jordan. He has a bachelor's in mathematics and an advanced professional diploma from the Queen Rania Teacher Academy. He works closely with the principal and school staff to improve instructional practices and help students overcome the challenges associated with their rural, economically disadvantaged community. Education officials at the central and local levels, often referred to as middle or system leaders, take actions to implement government policy and support schools to achieve their goals.Uma Mahadevan Dasgupta is Additional Chief Secretary at the Ministry of Panchayati Raj, in the Indian state of Karnataka. With the help of panchayats (village councils in India), she has worked to improve literacy by opening rural libraries for children. She helped build a movement around the Oduva Belaku (The Light of Reading) initiative, with the support of many individuals, non-governmental organizations and businesses. Over 1 million books have been collected and 4,000 libraries have been given with computers and internet connections. Political leaders, such as ministers of education or parliamentarians, can shape the direction of an education system.Tozen Leokana took office as the Minister of Education of the Solomon Islands in May 2024.

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[]

This marked the beginning of a massive process of substitution, which followed two main directions: male doctors started applying for the positions of colleagues who did not hold a School Hygiene qualification but who had been working in schools, sometimes for a very long time. At the same time, female doctors started petitioning the Ministry to appoint them to positions in girls' schools occupied by male doctors (with or without the School Hygiene certificate). This was possible because the law was applied retroactively: no medical personnel, regardless of the number of years they had served as school doctors, were exempt from the obligation to attend a School Hygiene course. Those who had obtained their diploma earlier were allowed to choose the institutions where they wanted to work, as the number of such positions was limited. Medical journals of the time attest to these developments. When doctor G. Banu launched the Journal of Social Hygiene in 1931, he explained in the inaugural issue that medicine was undergoing a major transformation from curative to preventive healthcare. Prevention and social hygiene were essential to the new era of medical interventionism and hygiene classes were designed to train and prepare doctors for such tasks. 35 But how did one become a school doctor and, most importantly, how did women enter secondary schools as both physicians and hygiene teachers? Based on the available documents, schools hired female doctors either because they knew them or had already been working with them, or because they were appointed by the Ministry of Public Instruction, at their own request. Still, in the second case, the appointment was made upon the approval of the School Committee, as the new teaching staff member had to be accepted by the principal and their colleagues. The real problem for women was that the Ministry of Public Instruction would not pay the salary for the school doctors unless they had tenure; until then they had to be paid by the School Committees, from their own incomes. Since schools were already struggling to cope with the numerous tasks the Ministry had placed upon them, it was more convenient to keep collaborating with male doctors who already held a position in the public health administration to avoid depending entirely on their school income. This situation occurred mostly in smaller, underfunded schools. The entire legal and social context generated a massive correspondence between female doctors, who knew

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India and sub-Saharan Africa, being called upon extensively as an expert in collecting and analysing data from large samples using advanced statistical techniques. Being recognised as a global leader in development policy using statistical inferences, he has been called upon to work with the British government on several committees and initiatives to investigate, support and develop educational improvement and social equity policies. Humble’s book, Quantitative Analysis of Questionnaires: Techniques to Explore Structures and Relationships , was published by Routledge (2020). Steve was awarded an MBE, a grade within the British order of chivalry – Member of the Most Excellent Order of the British Empire – for Services to Education in the Queen’s 2016 New Year’s Honours List, conferred upon him at Buckingham Palace by Prince William, the Prince of Wales. Routledge Studies in Cities and Development The series features innovative and original research on cities in the Global South, aiming to explore urban settings through the lens of international development. The series particularly promotes comparative and interdisciplinary research targeted at a global readership. In terms of theory and method, rather than basing itself on any one orthodoxy, the series draws on a broad toolkit taken from across social sciences and built environment studies, emphasizing comparison, the analysis of the structure and processes, and the application of qualitative and quantitative methods. The series welcomes submissions from established and junior authors on cutting-edge and high-level research on key topics that feature in global news and public debate. Sustainable Urban Tourism in Sub-Saharan Africa Risk and Resilience Edited by Llewellyn Leonard, Regis Musavengane and Pius Siakwah Reframing the Urban Challenge in Africa Knowledge Co-production from the South Edited by Ntombini Marrengane and Sylvia Croese Spatial Justice, Contested Governance and Livelihood Challenges in Bangladesh The Production of Counterspace Lutfun Nahar Lata Urban Life in Delhi Slums Stories of Community Solutions and Resilience Pauline Dixon and Steve Humble For more information about this series, please visit: www .routledge .com /Routledge -Studies -in -Cities -and -Development /book -series /RSCID Urban Life in Delhi Slums Stories of Community Solutions and Resilience Pauline Dixon and Steve Humble

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of the composition of the refrigerant mixture R407C influences the system performance. T he presence of a liquid receiver can cause a more impo rtant modification of the refrigerant composition a nd an increased COP reduction [10]. Figs. 4 to 6 show tha t this effect is not significant for the HPS. 4 Conclusions This article presents the design of an air-source h eat pump for simultaneous heating and cooling (HPS) that offers improved performance compared to standard re versible heat pumps. Apart from producing simultane ously 7 hot and cold water, the configuration enables to sw itch from the air evaporator to a water evaporator during winter sequences. This machine proposes an answer t o reduce the performance loss of air-to-water heat pumps under low ambient temperatures by the use of operat ing sequences alternating between an air evaporator and a water evaporator. Moreover, while standard air-sour ce reversible heat pumps are penalized by defrostin g (break in the heat production, decrease in COP), the HPS c arries out defrosting using a two-phase thermosipho n with increased heat pump performance. Thanks to the spec ial management of produced energies, simulations sh owed an annual performance increase of 16.6% when compar ing the HPS to a standard reversible heat pump [9]. The HPS performance was verified in the three opera ting modes: heating only, cooling only and simultan eous heating and cooling, by comparison with the selecti on software of the compressor manufacturer. In part 2 of this article [1], the phenomenology of the HPS operation is studied on a dynamic point of view. The concepts of high pressure control, transitions betw een modes and the two-phase thermosiphon defrosting technique are analysed and validated experimentally . References [1] P. Byrne, J. Miriel, Y. Lénat, Experimental stud y of an air-source heat pump for simultaneous heati ng and cooling – Part 2: Dynamic behaviour and two-phase thermosipho n defrosting technique, Article under submission fo r publication in Applied Energy [2] P. Stabat, IEA ECBCS Annex 48 Subtask 1: Analysis of heating and cooling demands and equipment perfor mances, Annex 48 project report (2008). [3] K.J. Chua, S.K.. Chou, W.M. Yang, Advances in hea t pumps systems: A review, Applied Energy 87 (2010) , 3611- 3624. [4] X. Liu, T. Hong, A Comparison of energy efficien cy between variable refrigerant flow systems and gr ound source heat pumps, Energy and Buildings 42 (2010), 584-589.

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sciences océaniques. Ces capacités se traduisent par un ensemble de huit thèmes globaux, interdisciplinaires et stratégiques applicables aux stratégies et politiques nationales et internationales relatives aux sciences océaniques : 1. La croissance bleue (économie océanique) 2. La santé et le bien-être des populations 3. Les fonctions et processus des écosystèmes marins 4. La croûte océanique et les géorisques marins 5. L ’océan et le climat 6. La santé des océans 7. L ’observation des océans et les données marines 8. La technologie océanique. Au total, 45 pays, qui sont à l’origine de 82 % des ouvrages sur les sciences océaniques publiés au cours de la période 2010-2018, ont fourni des données et des informations directement en vue de l’élaboration de la deuxième édition du Rapport mondial sur les sciences océaniques (2020), ce qui a permis de réaliser des analyses à l’échelle mondiale, régionale et nationale. S’appuyant sur le succès de la première édition du Rapport, parue en 2017, et sur le large intérêt qu’elle a suscité, l’édition 2020 aborde quatre sujets supplémentaires : I. La contribution des sciences océaniques au développement durable Figure 1 (résumé). Carte mondiale montrant les États membres ayant répondu au questionnaire du Rapport Mondial sur les sciences océaniques 2020 (bleu foncé) ; les pays pour lesquels les données du Rapport 2017 sont utilisées dans les évaluations du Rapport 2020 sont indiqués en bleu clair. Sources : Questionnaires des éditions 2017 et 2020 du Rapport.II. Les applications scientifiques donnant lieu à des brevets III. Une analyse approfondie des ressources humaines des sciences océaniques du point de vue de l’égalité des genres IV. Le développement des capacités dans le domaine des sciences océaniques. La communauté internationale a approuvé le Programme de développement durable à l’horizon 2030 des Nations Unies, un plan d’action visant la paix et la prospérité des populations et de la planète, pour aujourd’hui et demain, énoncé par les Objectifs de développement durable (ODD). Ces 17 objectifs reflètent les aspirations sociétales, économiques et environnementales communes à tous les pays et tracent la voie vers un avenir sans pauvreté ni faim, un avenir qui s’adapte aux effets du changement climatique et à la demande humaine croissante de ressources naturelles. Les progrès accomplis dans cette voie sont indiqués grâce à des cibles et des indicateurs en lien avec les ODD. Grâce aux données qu’il contient, le Rapport mondial sur les sciences océaniques constitue le moyen officiel pour mesurer

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[]

transport; 49.3 Other passenger land transport; 49.4 Freight transport by road and removal services; 50 Water transport; 50.1 Sea and coastal passenger water transport; 50.2 Sea and coastal freight water transport; 50.3 Inland passenger water transport; 50.4 Inland freight water transport; 51.1 Passenger air transport; 51.2 Freight air transport and space transport; 52 Warehousing and support activities for transportation; 52.1 Warehousing and storage; 52.2 Support activities for transportation; 53 Postal and courier activities; 53.1 Postal activities under universal service obligation; 53.2 Other postal and courier activities; 61 Telecommunications; 61.1 Wired telecommunications activities; 61.2 Wireless telecommunications activities; 61.3 Satellite telecommunications activities; 61.9 Other telecommunications activities NABS05 Energy35 Electricity, gas, steam and air conditioning supply; 35.1 Electric power generation, transmission and distribution; 35.2 Manufacture of gas; distribution of gaseous fuels through mains; 35.3 Steam and air conditioning supply; 49.5 Transport via pipeline 340 Annexes NABS NACE NABS06Industrial production and technology10.1 Processing and preserving of meat and production of meat products; 10.2 Processing and preserving of fish, crustaceans and molluscs; 10.3 Processing and preserving of fruit and vegetables; 10.4 Manufacture of vegetable and animal oils and fats; 10.5 Manufacture of dairy products; 10.6 Manufacture of grain mill products, starches and starch products; 10.7 Manufacture of bakery and farinaceous products; 10.8 Manufacture of other food products; 10.9 Manufacture of prepared animal feeds; 13.1 Preparation and spinning of textile fibres; 13.2 Weaving of textiles; 13.3 Finishing of textiles; 13.9 Manufacture of other textiles; 14.1 Manufacture of wearing apparel, except fur apparel; 14.2 Manufacture of articles of fur; 14.3 Manufacture of knitted and crocheted apparel; 15.1 Tanning and dressing of leather; manufacture of luggage, handbags, saddlery and harness; dressing and dyeing of fur; 15.2 Manufacture of footwear; 16.1 Sawmilling and planing of wood; 16.2 Manufacture of products of wood, cork, straw and plaiting materials; 17.1 Manufacture of pulp, paper and paperboard; 17.2 Manufacture of articles of paper and paperboard; 18.1 Printing and service activities related to printing; 18.2 Reproduction of recorded media; 19.1 Manufacture of coke oven products; 19.2 Manufacture of refined petroleum products; 20.1 Manufacture of basic chemicals, fertilisers and nitrogen compounds, plastics and synthetic rubber in primary forms; 20.3 Manufacture of paints, varnishes and similar coatings, printing ink and mastics; 20.4 Manufacture of soap and detergents, cleaning and polishing preparations, perfumes and toilet preparations; 20.5 Manufacture of other chemical products; 20.6 Manufacture of man-made fibres; 21.1 Manufacture of basic pharmaceutical products; 21.2 Manufacture of

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[]

indeed, the first) to be awarded a PhD and DSc in genetics. Both women were high achievers, Eileen as a three- time National Research Council Fellow and Janaki as the first Indian woman to obtain a doctorate in botany and the first to secure a teaching position in an all- male institution of higher education. Both were also very committed to being acknowledged not only in traditional roles afforded to women - as educators - but also as researchers or 'recognized scientists'. As Nair points out, Eileen believed she 'could do more good for science in Research than in pure teaching', a position Janaki heartily endorsed. The analysis reveals the importance of female solidarity as a strategy of survival for women in science: Eileen left the US for India because she was unable to secure a job amid the worsening circumstances of the Great Depression, while colonial scientists like Janaki developed a 'creative counterculture' by forging transnational connexions with other women scientists outside South Asia to sustain scientific endeavours and advance their careers. Although different in temperament and family background, they used their friendship to support their careers and goals. This case study also illustrates women scientists' different perceptions of marriage and family life: Janaki, like some of the Japanese scientists discussed in Ogawa's foreword, regarded marriage as an impediment to a career in science, while for Eileen the two were not necessarily incompatible. Quite the contrary, she believed that finding a spouse could contribute to a woman's financial independence and her mental and social well- being, ultimately benefiting her career. Macková's chapter discusses Czech physician Vlasta Kálalová Di- Lotti's efforts to establish a medical and scientific career for herself in the Middle East, revealing the alliances women forged with (powerful) men, in this case the first Czechoslovak president, Tomáš Garrigue Masaryk, in their quest to acquire visibility as scientists. Kálalová Di- Lotti, a graduate of the Faculty of Medicine in Prague, belonged to the second generation of universityeducated women, who were generally expected to become physicians in their hometowns upon graduation. Like Erlanson and Janaki Ammal, she harboured the ambition of being recognized as a researcher, not only as a medical practitioner. Keen to pursue research on the transmission and prevention of tropical diseases like leishmaniasis, Kálalová Di- Lotti first moved to Istanbul and later to Baghdad, with the intention of establishing an institute of research on tropical diseases

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[]

₋₁ | 100 ₋₄ | 100 ₋₄ | 100 ₋₄ | 100 ₋₄ | … - ₋₁ | … | … | … … | 3 | ₋₁ ᵢ ₋₁ ᵢ | 1 | MSR | | | | 24 | | - ₋₁ | 32 ₋₁ | 3 ₋₁ | ₋₁ | | … | … | 3 ₋₁ ᵢ | 6 ₋₁ | | 1 | NIC | 0.4 | | | | … | 47 | 73 | 41 | 17 42 | … | 49 ₋₁ | 6 ₋₁ | 2 3 ₋₁ | | 4 5 ₋₁ ᵢ 17 ₋₁ | 1 | PAN | 1 | | | … | | … | 99 ₋₄ | 24 ₋₄ | 32 ₋₄ | … | 61 ₋₁ | | … | … | ᵢ ᵢ | 15 | | | | | 94 ₋₄ 66 ₋₄ 100 | … | 50 | | | | | | 1 ₋₂ | … | … | 1 4 … | … | PRY PER | | | | | 100 ₋₂ | 100 ₋₂ | 83 | 53 | 71 100 | 89 | 54 ₋₁ | 3 | … | … | | 0.4 | | | | | | | | 100 ₋₂ | 100 ₋₂ | ₋₂ | … | … | … … | … | 0.1 ₋₁ | 42 ₋₁ 1 ₋₁ ᵢ 1 ₋₁ ᵢ | | KNA | | | | ₋₂ 100 | 100 | 100 | 100 | 100 | … 100 | … | | 4 ₋₁ | 33 ₋₁ ᵢ | … | | 0.1 | LCA | 0.3 | | | … … | … | … | … | | 100 … | | … | … … | … | … | 1 ₋₁ ᵢ | … | VCT SXM | | | | … | … | … | … | … … | | … … | | … … | 76 ₋₁ ᵢ | - ₋₂ | ᵢ 0.2 0.1 ₋₁ ᵢ | 0.1 | | | | | … | | … | … | … | … … | … | … | … | 32 ₋₁ ᵢ | | | … 0.5 | SUR TTO | | | | … | | … | | … |

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[]

82 ₋₄ | 1 ₋₄ | ᵢ … | … | … … 4 | … | … | … | … | … | SLB | SLB | | Tokelau | - | 11 | 33 | 100 | - ₋₂ | - | 9 | 44 | 100 | - ₋₂ | … | … | - | 95 | 100 | - ₋₂ | … | … | TKL | TKL | | Tonga | 0.2 | 12 | 81 | 83 | … | 1 | 20 | 93 | 98 | 3 ₋₁ | … | … | … | … … | … | … | … | … … | TON | TON | | Tuvalu | 0.1 | 10 | 92 | | | 0.1 | 15 | 65 | 35 | | | | 0.1 | 58 | 34 | 48 | … | | TUV | TUV | | Vanuatu | 1 | 12 | 100 ₋₁ | 83 ₋₁ | 9 ₋₃ | | 25 | 100 ₋₁ | | 9 | … | … | | 10 43 | 100 | | | | VUT | VUT | | | | | | 100 | … | 2 | | | 100 | 7 ₋₁ | … | … | 1 | 100 | ₋₂ | … | … | … | | | | Latin America and the | Caribbean | | | | | | | | | | | | | | | | | | | | | Anguilla | - ₋₁ | 9 ₋₁ | … | … | … | 0.1 ₋₁ | 19 ₋₁ | … | … | … | … | … | 0.1 ₋₁ 7 | ₋₁ … | … | … | … | … … | AIA | AIA | | Antigua and Barbuda | … | … | … | … | … | 1 ₋₄ | 12 ₋₄ | 48 ₋₄ | … | … | … | … | 1 ₋₄ | … 50 ₋₄ | … | … | … | | ATG | ATG | | Argentina | 91 ₋₂ | … | … | … | … | 292 ₋₁ | 16 ₋₁ | … | … | … | 0.96 ₋₂ ᵢ | 79 ₋₄ ᵢ | … |

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[]

the turn of the nineteenth century, the history and politics of collecting for sci - ence, sociology of knowledge, the public museum and women in science in colonial and post- colonial India. Her publications include Science and the Changing Environment in India: A Guide to Sources in the India Office Records, 1780– 1920 (co- authored with Richard Axelby, British Library, 2010) and Raja Serfoji II: Science, Medicine and Enlightenment in Tanjore, 1786– 1832 (Routledge, 2012) as well as several papers in peer- reviewed international journals and edited volumes. Nair’s recently published biogra - phy of Indian cytogeneticist Edavaleth Kakkat Janaki Ammal (1897– 1984) xiv Negotiating in/visibility is the first archive- based study of the life and science of an Asian woman sci - entist. Nair is an independent scholar and divides her time between London and Kerala. Irina Nastas ă- Matei is a historian and political scientist working on trans - national networks of education and science exchange, especially in the con - text of authoritarian regimes. Her publications include Educa ție, politic ă și propagand ă. Studen ții rom âni în Germania nazistă [Education, Politics and Propaganda: Romanian Students in Nazi Germany ] (Școala Ardeleană/ Eikon , 2016) and, as co- author, Cultur ă şi propagand ă. Institutul Rom ân din Berlin (1940– 1945) [Culture and Propaganda: The Romanian Institute in Berlin (1940– 1945) ] (Editura Mega, 2018, also available in German). Her most recent projects investigate public health communication, espe - cially surrounding the production and administration of vaccines and their instrumentalization as tools of public diplomacy and soft power by the Romanian communist regime, as well as Romania’s academic and scientific exchanges with other socialist countries during the Cold War. Irina is Senior Lecturer in the Department of Political Sciences, University of Bucharest. Mariko Ogawa is Professor Emerita of History and Philosophy of Science at Mie University and Executive Director of the Tokai Foundation for Gender Studies in Nagoya. She is the author of numerous publications, includ - ing Feminizumu to kagaku/ gijutsu [Feminism and Science/ Technology ] (Iwanami Shoten, 2001), Yomigaeru Darwin [Darwin Redux ] (Iwanami Shoten, 2003) and Byōgenkin to kokka [Germs and the State ] (Nagoya University Press, 2016). Co- translations include five of Londa Schiebinger’s major works and the European Commission’s Women in Industrial Research: A Wake Up Call for European Industry (European Communities, 2003). Mariko has received the Sawayanagi Masataro Memorial Tohoku

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[]

| … | … | COD DJI | | … | … | … | … | … | … | GNQ | | … | | | | … | | | | … | … | … | … | | … 81 ₋₃ ᵢ | ERI | | 99 ₋₁ … | 91 ₋₁ ᵢ … | 35 ₋₃ ᵢ … | 50 ₋₃ ᵢ … | … | 9 ₋₃ ᵢ … | SWZ ETH | | 91 | 86 ₋₁ | 39 ₋₁ | 51 ₋₁ | 39 ₋₁ ᵢ | 215 ₋₁ ᵢ | GAB | | ₋₁ ᵢ | ᵢ | ᵢ | ᵢ | | | | | 75 ₋₁ | | | | 137 ₋₁ ᵢ | 627 ₋₁ ᵢ | | | ᵢ | 59 ₋₁ ᵢ | 39 ₋₁ ᵢ | 59 ₋₁ ᵢ | 389 ₋₃ | 3,907 ₋₃ ᵢ | GMB GHA | | 86 ₋₁ | 80 ₋₃ ᵢ | 50 ₋₃ ᵢ | 61 ₋₃ ᵢ | ᵢ | 4,211 ₋₂ | | | 60 ₋₂ ᵢ | 45 ₋₂ ᵢ | 63 ₋₂ ᵢ | 65 ₋₂ ᵢ | 1,092 ₋₂ ᵢ | ᵢ | | | | 54 ₋₁ | 60 ₋₁ ᵢ | 66 ₋₁ ᵢ | 131 ₋₁ ᵢ | 573 ₋₁ ᵢ | GNB | | 96 ₋₁ | ᵢ 83 ₋₁ | 47 ₋₁ ᵢ | 59 ₋₁ | 1,228 ₋₁ ᵢ | 5,668 ₋₁ ᵢ | KEN | | | | 22 ₋₁ | ᵢ 29 ₋₁ | | | LSO | | | … | ᵢ | ᵢ | | … | | | 77 ₋₄ | | … | … | | | | | 81 ₋₁ ᵢ | | | | | 4,005 ₋₁ | | | 77 ₋₁ ᵢ | 77 ₋₁ ᵢ | 50 ₋₁ | 53 ₋₁ | 1,139 ₋₁ ᵢ | 3,674 ₋₁ | MDG | | 46 ₋₃ | 68 ₋₁ ᵢ | ᵢ | ᵢ | | | MWI | | | 31 ₋₃ | 57 | 57 ₋₁ ᵢ 56 ₋₃ | 2,142 ₋₃ | 7,498 ₋₃ | MLI | | 76 ₋₂ ᵢ | 67 ₋₂ ᵢ | 54 ₋₂ ᵢ | 59 ₋₂ ᵢ | 213 ₋₂ ᵢ | 875 ₋₂ ᵢ | MRT MUS | | 99 ₋₂ ᵢ | 92 ₋₂ ᵢ | 30

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[]

(79.3) | | Feature phone | 61 (19.6) | 190 (57.9) | | House has electricity | 298 (95.8) | 324 (98.8) | | Computer | 8 (2.6) | 11 (3.4) | | Fridge with freezer | 155 (49.8) | 251 (76.5) | | Washing machine | 89 (28.6) | 127 (38.7) | | TV | 237 (76.2) | 269 (82.0) | Note: Other states are - Chhattisgarh, Himachal, Jharkhand, Nepal, Punjab, Tamil Nadu and West Bengal. % shown in parenthesis. standard deviations for the data. Statistical tests were then carried out to ascertain if any significant differences existed between the two communities' demographic variables. Independent t tests were used for continuous outcomes and ChiSquare tests for dichotomous outcomes. Structural Equation Modelling (SEM) was used to establish the construct validity of the NCI and the SWB measures. The Cronbach's alpha was used to measure the internal consistency of the NCI. For the SWB, internal reliability was considered through correlations between the NCI and its sub scores. To understand the differences between residents in Sanjay colony, Okhla Phase II and Bhalswa, individual items on both the NCI and SWB measures were analysed using the estimated average marginal components effect (AMCEs). The ACME is the average causal effect of changing the commu -nity variable from Bhalswa (=0) to Sanjay colony (=1) for a given resident while averaging over the other factors ( Hainmueller et al., 2014 ; Humble et al., 2023 ; Williams, 2012). The NCI (α = 0.89) and SWB (α = 0.80) in this present study show good com -posite reliability. Very good convergent validity of the NCI is seen through cor -relations with its sub scores of SOC (r=0.947, p<0.01), NEI (r=0.896, p<0.01) and ATTR (r=0.779, p<0.01). For the SWB, internal reliability was considered through correlations between the NCI for Sanjay colony (r=0.145, p<0.05) and Bhalswa (r=0.264, p<0.001). Group-level construct validity was established with values of CFI > 0.94 and RMSEA < 0.05 for both Sanjay Colony and Bhalswa. Reliability of the measures was also demonstrated by loadings onto each of the factors. Sense of community (0.54 to 0.74), neighbouring (0.30 to 0.77), attraction to neighbour -hood (0.30 to 0.79) and well-being (0.33 to 0.82). Factor loadings greater than or equal to 0.3 are said to be salient and relate meaningfully to primary factors ( Kline, 2016 ; Brown, 2006 ; Humble, 2020). ## Neighbourhood Cohesion Index (NCI) Eight

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## Support the Guardian - Europe edition - UK edition - US edition - Australia edition - International edition - News - Opinion - Sport - Culture - Lifestyle - document.addEventListener('DOMContentLoaded', function(){ var columnInput = document.getElementById('News-button'); if (!columnInput) return; // Sticky nav replaces the nav so element no longer exists for users in test. columnInput.addEventListener('keydown', function(e){ // keyCode: 13 => Enter key | keyCode: 32 => Space key if (e.keyCode === 13 || e.keyCode === 32) { e.preventDefault() document.getElementById('News-checkbox-input').click(); } }) }) News - View all News - World news - UK news - Climate crisis - Ukraine - Environment - Science - Global development - Football - Tech - Business - Obituaries - document.addEventListener('DOMContentLoaded', function(){ var columnInput = document.getElementById('Opinion-button'); if (!columnInput) return; // Sticky nav replaces the nav so element no longer exists for users in test. columnInput.addEventListener('keydown', function(e){ // keyCode: 13 => Enter key | keyCode: 32 => Space key if (e.keyCode === 13 || e.keyCode === 32) { e.preventDefault() document.getElementById('Opinion-checkbox-input').click(); } }) }) Opinion - View all Opinion - The Guardian view - Columnists - Cartoons - Opinion videos - Letters - document.addEventListener('DOMContentLoaded', function(){ var columnInput = document.getElementById('Sport-button'); if (!columnInput) return; // Sticky nav replaces the nav so element no longer exists for users in test. columnInput.addEventListener('keydown', function(e){ // keyCode: 13 => Enter key | keyCode: 32 => Space key if (e.keyCode === 13 || e.keyCode === 32) { e.preventDefault() document.getElementById('Sport-checkbox-input').click(); } }) }) Sport - View all Sport - Football - Cricket - Rugby union - Tennis - Cycling - F1 - Golf - US sports - document.addEventListener('DOMContentLoaded', function(){ var columnInput = document.getElementById('Culture-button'); if (!columnInput) return; // Sticky nav replaces the nav so element no longer exists for users in test. columnInput.addEventListener('keydown', function(e){ // keyCode: 13 => Enter key | keyCode: 32 => Space key if (e.keyCode === 13 || e.keyCode === 32) { e.preventDefault() document.getElementById('Culture-checkbox-input').click(); } }) }) Culture - View all Culture - Books - Music - TV & radio - Art & design - Film - Games - Classical - Stage - document.addEventListener('DOMContentLoaded', function(){ var columnInput = document.getElementById('Lifestyle-button'); if (!columnInput) return; // Sticky nav replaces the nav so element no longer exists for users in test. columnInput.addEventListener('keydown', function(e){ // keyCode: 13 => Enter key | keyCode: 32 => Space key if (e.keyCode === 13 || e.keyCode === 32) { e.preventDefault() document.getElementById('Lifestyle-checkbox-input').click(); } }) }) Lifestyle - View all Lifestyle - Fashion - Food

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[]

early or late entry and/or grade repetition. Gross intake rate. Total number of new entrants to a given grade of primary education, regardless of age, expressed as a percentage of the population at the official school entrance age for that grade. Gross national income. The value of all final goods and services produced in a country in one year (GDP) plus income that residents have received from abroad, minus income claimed by non- residents. ## Information and communication technology skills. Individuals are considered to have such skills if they have undertaken certain computer-related activities in the last three months: copying or moving a file or folder; using copy and paste tools to duplicate or move information within a document; sending emails with attached files; using basic arithmetic formulas in a spreadsheet; connecting and installing new devices; finding, downloading, installing and configuring software; creating electronic presentations with presentation software; transferring files between a computer and other devices; and writing a computer program using a specialized programming language. Literacy. According to UNESCO's 1958 definition, the term refers to the ability of an individual to read and write with understanding a simple short statement related to his/her everyday life. The concept of literacy has since evolved to embrace several skill domains, each conceived on a scale of different mastery levels and serving different purposes. Literacy rate. Number of literate people in a particular age group, expressed as a percentage of the total population in that age group. - Adult. Aged 15 and above. - Youth. Aged 15 to 24. Minimum proficiency level. Benchmark of basic knowledge in mathematics and reading, measured through learning assessments. Until such time as common standards are validated by the international community or countries, the definitions of minimum proficiency published by agencies specialized in cross-national learning assessments are being used. Net attendance rate. Number of students in the official age group for a given level of education who attend school at that level, expressed as a percentage of the population in that age group. Net enrolment rate. Enrolment of the official age group for a given level of education, expressed as a percentage of the population in that age group. There are two additional variations of this indicator: - Adjusted net enrolment rate. Enrolment of the official age group for a given level of education either at that level or the levels above , expressed as

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[]

but with different groups of can - didates. Then combine all these calculations to find the average effect of where the broker works on the probability that one is chosen, by taking the weighted average of all of these differences over all possible combinations of the attributes. This average is defined as the distribution of attributes, apart from the candidate’s own work preferences (inside or outside the community) across repeated samples (Hainmueller et al., 2014 ). A feature of the AMCE is that it is defined as a function of the distribution of the treatment components Pr .t/g11/g12 This is in contrast to a normal survey experi - ment in which causal effects are inherently conditional on setting. An AMCE con - joint incorporates covariates as part of the experimental control. This means that the effects are conditional on their distribution and so supports greater external validity. It has been suggested that conjoint analysis captures the decision-making process of respondents more effectivity than a traditional survey, as vignettes tend to mirror real-world decision-making ( Alves and Rossi, 1978 ; Rossi and Nock, 1982 ; Alexander and Becker, 1978 ). Conjoint analysis can also potentially reduce respondent bias compared to traditional survey approaches. This is due to the fact that a vignette experiment presents respondents with a range of attributes (traits) in each given profile, therefore, a respondent could be able to find multiple justifica - tions of why they made their selection. As a result this could conceal a respondent’s choices, if they may have normally revealed prejudices or socially undesirable 184 Appendix views around sensitive topics, such as race, gender based violence and stigma HIV (Sniderman and Carmines, 1997 ; Alexander and Becker, 1978 ; Mutz, 2011 ; Rossi and Nock, 1982 ;Wallander, 2009 ). Authors’ note Figure A.1 from StataCorp. 2023. Stata Statistical Software: Release 18. College Station, TX: StataCorp LLC. References Alexander, C. S. , and Becker, H. J. (1978). The Use of Vignettes in Survey Research, Public Opinion Quarterly , 42(1), 93–104. Alves, W. M. , and Rossi, P. H. (1978). Who Should Get What? Fairness Judgments of the Distribution of Earnings. American Journal of Sociology , 84(3), 541–564. Arifin, B. , Swallow, B. M., Suyanto, S., and Coe, R. D. (2009). A Conjoint Analysis of Farmer Preferences for Community Forestry Contracts in the Sumber Jaya Watershed, Indonesia, Ecological Economics , 68(7), 2040–2050. Anderson, D. A. , Borgers, W. J., Ettema, D., and Timmermans, H. J. P. (1992). Estimating Availability Effects in Travel Choice Modelling: A Stated Choice Approach, Transportation Research Record , 1357 , 51–65.

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of Cheikh Khalifa IbnZaid International University Hospital. No patient consent was required as the study did include only unidentified information, in accordance with the national law. ## Results From February to April 2020, 145 COVID-19 patients were admitted to Cheikh Khalifa Inter national University Hospital. Based on the severity of disease, 101 patients were classified in the nonsevere group, and 44 patients were in the severe group. Among the severe cases, 14 patients died. The characteristics of our population are summarized in Table I . The median age (range) was 50 (32-63) years, and 75 (51.72%) were men. Of the 145 patients, the most common comorbidities were Table I Characteristics of the study population. | | Median (IQR) or N (%) | |--------------------------|-------------------------| | Demographics | | | Age, years | 50 (32-63) | | Male | 75 (51.72) | | Comorbidities | | | Hypertension | 36 (24.83) | | Diabetes | 18 (12.41) | | Cardiovascular disease | 16 (11.03) | | Respiratory disease | 14 (9.66) | | Other disease | 31 (21.38) | | Clinical symptoms | | | Fever | 62 (42.76) | | General symptom | 56 (38.62) | | Respiratory symptom | 82 (56.55) | | ENT symptom | 42 (28.97) | | Digestive symptom | 34 (23.45) | | Blood routine | | | Leucocyte (×10 9 per L) | 6.31 (4.88-7.35) | | Neutrophil (×10 9 per L) | 3.87 (2.67-5.23) | | Lymphocyte (×10 9 per L) | 1.57 (1.02-2.14) | | Monocyte (×10 9 per L) | 0.46 (0.36-0.64) | | Eosinophil (×10 9 per L) | 0.03 (0.01-0.06) | | Haemoglobin (g/L) | 139 (129-149) | | Platelet (×10 9 per L) | 226 (187-280) | | CRP (mg/L) | 7.7 (2-60.4) | | Outcome | | | Disease severity | 44 (30.34) | | Death | 14 (9.66) | ENT, ear, nose and throat; CRP , C-reactive protein. Table II Characteristics of the study population according to their disease severity. | | Non-severe COVID-19 N = 101 | Severe COVID-19 N = 44 | P-value | |-------------------------------|-------------------------------|--------------------------|-----------| | Demographics | | | | | Age, years, Median (IQR) | 40 (26-57) | 63 (53.5-72) | 0.000 | | Male, N (%) | 40 (39.6) | 35 (79.55) | 0.000 | | Comorbidities | | | | | Hypertension, N (%) | 17 (16.83) | 19 (43.18) |

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out-of-school rates has significantly decreased in recent years ...................................... 208 Figure 12.2 Central and Southern Asia has made faster progress in achieving gender parity secondary completion compared to sub-Saharan Africa ......................................................................................................................................................... 210 Figure 12.3 Disadvantaged populations have been catching up with their peers in completing each education level ................. 211 Figure 12.4 Gender differences in reading, which disadvantage boys, are more pronounced in middle-income countries than in higher-income countries ...................................................................................................................................... 212 Figure 12.5 In recent years, there has been a slight decline in the proportion of early-grade students receiving instruction in their home language ..................................................................................................................................................... 213 Figure 12.6 Socioeconomic background has a higher influence in schools with high concentrations of low-achieving students .......................................................................................................................................................................... 215 Figure 13.1 Literacy rates have increased in two generations ......................................................................................................................... 221 Figure 13.2 Gender disparities disappear at high literacy rate levels ............................................................................................................. 222 Figure 13.3 In Peru, wide disparities remain despite overall high levels of literacy .................................................................................. 223 Figure 14.1 Syllabi are more likely to include green content in lower secondary than in primary education ................................... 231 2024/5 • GLOBAL EDUCATION MONITORING REPORT xvii Figure 14.2 A large majority of students achieve the minimum proficiency level in earth science ...................................................... 233 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

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or the like), data ingestion (e.g., Extract Transform and Load (ETL)), storage, and analysis functions. - ETL Extract Transform and Load - telemetry system at least in some examples refers to a set of physical and/or virtual components that interconnect to provide telemetry services and/or to provide for the collection, communication, and analysis of data. - accuracy at least in some examples refers to the closeness of one or more measurements to a specific value. - artificial intelligence at least in some examples refers to any intelligence demonstrated by machines, in contrast to the natural intelligence displayed by humans and other animals. Additionally or alternatively, the term “artificial intelligence” or “AI” at least in some examples refers to the study of “intelligent agents” and/or any device that perceives its environment and takes actions that maximize its chance of successfully achieving a goal. - artificial neural network refers to an ML technique comprising a collection of connected artificial neurons or nodes that (loosely) model neurons in a biological brain that can transmit signals to other arterial neurons or nodes, where connections (or edges) between the artificial neurons or nodes are (loosely) modeled on synapses of a biological brain. - the artificial neurons and edges typically have a weight that adjusts as learning proceeds. The weight increases or decreases the strength of the signal at a connection. - Neurons may have a threshold such that a signal is sent only if the aggregate signal crosses that threshold. - the artificial neurons can be aggregated or grouped into one or more layers where different layers may perform different transformations on their inputs. - NNs are usually used for supervised learning, but can be used for unsupervised learning as well. - Examples of NNs include deep NN (DNN), feed forward NN (FFN), deep FNN (DFF), convolutional NN (CNN), deep CNN (DCN), deconvolutional NN (DNN), a deep belief NN, a perception NN, recurrent NN (RNN) (e.g., including Long Short Term Memory (LSTM) algorithm, gated recurrent unit (GRU), echo state network (ESN), and the like), spiking NN (SNN), deep stacking network (DSN), Markov chain, perception NN, generative adversarial network (GAN), transformers, stochastic NNs (e.g., Bayesian Network (BN), Bayesian belief network (BBN), a Bayesian NN (BNN), Deep BNN (DBNN), Dynamic BN ( - the term “attention” in the context of machine learning and/or neural networks at least in some examples refers to a technique that mimics cognitive

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for other humanitarian reasons” after graduation, when in reality just 0.5% did so. The results “illustrate the challenge of shifting these misperceptions and getting this more positive message across. It’s extremely difficult to first get public attention, and then cut through the noise of individual negative stories that are much more likely to stick in our minds,” Duffy said. However many graduates also struggle to grasp the intricacies of the UK’s student loan system. Half of graduates aged 35 and under falsely believed that those who fall behind on their repayments can have their belongings repossessed by the Student Loans Company, compared with just 27% of the general public. UK higher education facts University of Oxford’s annual revenue in 2022-23 was more than £2.9bn, far above Greggs bakery chain’s revenue of £1.8bn. University of Manchester had annual revenues close to the combined incomes of Manchester City and Manchester United football clubs: £1.35bn compared with £718m and £649m respectively. UK higher education employed 550,000 people in 2022-23, more than the Tesco (330,000) and Sainsbury’s (148,000) supermarket chains added together. Higher education generated £24bn in export earnings for the UK in 2022-23, far above aircraft manufacturing with £12bn, legal services with £9.5bn and telecoms with £8.8bn. Of the public 68% have a positive attitude towards universities, while 13% have a negative view. Among respondents, 67% agree that “UK universities are amongst the best in the world” while only 8% disagree. Source: King’s College London policy institute Explore more on these topics Higher education Students Universities Greggs University of Oxford King's College London University funding news Share Reuse this content Most viewed CDC erupts in chaos after ousted chief Susan Monarez refuses to resign Ostapenko and Townsend confront each other after US Open match: ‘She said I had no education’ Glorious Grimsby humiliate Manchester United with shootout victory The Burning Man Orgy Dome: welcome to the latest festival disaster How hard will Trump’s 50% tariff hit India, and what is Delhi doing about it? Related content Related content Grimsby deepen ridicule for Ruben Amorim as he ploughs on with flawed, final stand 44m ago Amorim insists ‘something has to change’ after Manchester United stunned by Grimsby 9h ago Grimsby beat Manchester United, Club Brugge thrash Rangers, and more: Champions League and Carabao Cup – as it happened 10h ago Glorious Grimsby humiliate Manchester United with shootout victory 10h ago 12 12 comments Chelsea

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had been decreasing while baseflow had been increasing. It was determined that these changes were not likely due to climatic changes, reservoir construction, or landuse changes, but instead probably to the adoption of various soil conservation practices, such as gully control and different tillage methods. These observations were largely confirmedby Juckem et al. ( 2008 ) who noted, that in the same Driftless Area baseflow increases, which were accompanied by decreased stormflow volumes, were somehow larger thanwhat could be expected by concurrent changes in precipita- tion; thus it was concluded that the positive changes in baseflow were not the result only of climatic changes butwere likely amplified by land management practices. As can also be seen in Tables 1and2, the basins in the Missouri and Arkansas-White-Red regions have generallyweaker trends than the other regions with positive ground- water storage trends, such as the Ohio and Upper Mississippi regions; in fact, some basins in these regions listed in the tables even display negative trends. One, among possibly other reasons for the relatively smaller positive trends, may be the fact that a few percent of the areas of these regions areoccupied by the High Plains (or Ogallala) aquifer. This aquifer has a total area of roughly 450,000 km 2, and between 1950 and 2005 it has provided some 311 km3in irrigation water (e.g. McGuire 2007 ); this amounts to a groundwater outflow rate on the order of 12.3 mm a−1over the entire area of this aquifer. Nevertheless, although this drawdown has0510152025 1930 1940 1950 1960 1970 1980 1990 2000 2010Fig. 4 Evolution of the annual lowest groundwater storage Sin millimeters above the zero-flow level over the past 3/4 century in the Altamaha River basin upstream of Doctortown, Georgia (with K= 45 days), in the South Atlantic-Gulf Region. The straight line represents the regression over the period of record 1932 –2007, and indicates a significantly ( p=0.003) negative trend dS/dt =0.0489 mm a−1.T h e upstream drainage area at this gaging station is A=35,209 km2Annual drought flow and groundwater storage trends 101 had severe local repercussions, as the present results indicate, the climatic implications of the Ogallala aquifer drawdown have been less pronounced. The present results and also the analyses of evaporation by Golubev et al. ( 2001 , Table 2) and Hobbins et al. ( 2004 , Fig. 2b) indicate that, beside the southeast, there may also bea small area with a

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total, 2019 Source: SIA, 2021.  To reduce its vulnerabilities, the EU needs to develop a genuine 'foreign economic policy' based on securing critical resources [see the chapter on critical raw materials]. In the short term, the EU needs to implement the Critical Raw Materials Act (CRMA) rapidly and fully. The report recommends complementing this Act with a comprehensive strategy covering all stages of the critical mineral supply chain, from extraction to processing to recycling. To strengthen Europe's position at the procurement stage, it is proposed to create a dedicated EU Critical Raw Material Platform. The platform would leverage Europe's market power by aggregating demand for the joint purchasing of critical materials (following the model used in South Korea and Japan) and coordinating the negotiation of joint purchases with producer countries. It would also help lower 'insurance costs' for Member States by managing future strategic stockpiles at the EU level, going beyond the soft request for national stockpiles included in the CRMA. In parallel, it is recommended that the EU further develops its 'resource diplomacy' for CRMs. Proposals include upgrading the Global Gateway - which promotes investment in third countries - to focus on the EU's strategic needs and developing joint strategies with other buyers from strategically aligned countries, for example through a G7+ Critical Raw Materials Club (including Japan, South Korea and Australia). The EU should also carefully explore the potential of environmentally-sustainable deep sea mining: estimates suggest that the sea bed holds large multiples of the known land-based reserves for example for copper, titanium, manganese, cobalt, nickel and rare earth elements vii . The EU must also harness the potential of domestic resources through mining, recycling and innovation in alternative materials . Unlike fossil fuels, the EU has deposits of some critical raw materials, such as lithium in Portugal. Accelerating the opening of domestic mines could enable the EU to meet its entire demand for some critical minerals. The CRMA already calls on Member States to implement shorter permitting timeframes for 'Strategic Projects': 27 months for extraction permits and 15 months for processing, compared with processes that take three to five times as long today. However, the report recommends additional actions to accelerate the pace of permitting, for example increasing administrative capacity by mandating pre-defined staff.liga resources to be allocated to Strategic Projects. At the same time, materials found in retired EVs, windmills and other goods

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- Recipes - Love & sex - Health & fitness - Home & garden - Women - Men - Family - Travel - Money - Search input google-search Search - Support us - Print subscriptions - Search jobs - Holidays - Digital Archive - Guardian Licensing - Live events - About Us - The Guardian app - Video - Podcasts - Pictures - Newsletters - Today's paper - Inside the Guardian - Guardian Weekly - Crosswords - Wordiply - Corrections - Tips - Search input google-search Search - Search input - google-search - Search jobs - Holidays - Digital Archive - Guardian Licensing - Live events - About Us - Education - Schools - Teachers - Universities - Students ‘Our voices are finally being heard,’ says Khulud, who has a place at University College London to study for a master’s degree in dental health. Photograph: Supplied  # UK to evacuate nine Gaza students with university scholarships Move follows months of pressure from MPs, academics and campaigners, with dozens of other students still stranded Sally Weale Education correspondent Wed 20 Aug 2025 23.30 CEST Nine students in Gaza with full scholarships to study at British universities have been told the UK government is working to facilitate their evacuation. The students – who have all been awarded Chevening scholarships, funded by the Foreign Office in recognition of their potential as future leaders – welcomed the development on Wednesday, but dozens more Palestinians in Gaza with university places are still awaiting news. The breakthrough follows months of advocacy and campaigning by more than 100 MPs, university leaders and other civil society organisations. More than 80 Palestinian students in total have offers at UK universities, including 40 who have secured full scholarships. Dr Nora Parr, a researcher at the University of Birmingham who has been coordinating efforts to support the students, said: “We received news of the government plans with mixed emotions. On the one hand, relief that indeed there is a shared sense of the importance and urgency of the students’ situation – and on the other our hearts sank. What about the rest? We must believe that this is only a start.” Khulud, 28, who has a place at University College London to study for a master’s degree in dental health, said: “Receiving the news about the evacuation today was overwhelming.” The students have been unable to travel and

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[]

of employment, our estimates, based on all available data and complementary research, account for approximately 1,800 persons employed in the sector in 2023. 69 Part 4 • National mappingsREADING HABITS AND PROMOTION OF PUBLIC READING According to the national authority’s survey response, as of 2023 there were 45 public libraries operating in Botswana, located in different regions, namely Urban, Rural Urban, and Rural Remote. In addition to its role of providing core library and bibliographic services, the BNLS coordinates outreach services such as mobile libraries to remote areas throughout the country. These include educational libraries, specialised libraries, public libraries and the National Reference Library. These are all physical libraries. Data from the national authority’s survey response indicate that there are four festivals and book fairs in the country. These are the Gaborone Book Festival, the Botswana Literature Award, the Continental Book Fair Botswana, and the World Book and Copyright Day. The Gaborone Book Festival was established in 2017. 11 This annual event promotes leisure reading. Established on 5 November 2020, the Botswana Literature Award is another annual event that advances the book sector through writers’ workshops, writing competitions, book talk shows, book publishing and book distribution. 12 BNLS runs the fourth literary event annually: the World Book and Copyright Day. According to the national authority, the event features book promotions and awards for local authors. IMPORTS/EXPORTS According to documentary research,13 for the year 2023, Botswana’s trade activity in the book sector, encompassing printed books, brochures, leaflets, and similar printed materials, was characterized primarily by imports, with a total value of US$4,819,100. The top countries supplying these imports were South Africa, followed by the United Kingdom. The export value was US$65,060.TRAINING According to the national authority’s survey response, there are training opportunities on writing and publishing skills at the Bessie Head Heritage Trust (BHHT) and Petlo Literary Arts. The survey also indicates that promotion of the sector is maintained through capacity-building workshops offered by the BNLS, the Ministry for Arts and Culture, and the National Arts Council of Botswana. Training workshops on creative writing skills target the youth. These are held predominantly in Gaborone, but as of 2022, more workshops have been held in other urban centres and remote areas. As of 2023, there was no creative writing programme at the University of Botswana (UB). However, the University offers courses in playwriting and scriptwriting workshops at the Department of Visual and

[ "of", "employment", ",", "our", "estimates", ",", "\n", "based", "on", "all", "available", "data", "and", "complementary", "research", ",", "account", "for", "approximately", "1,800", "persons", "employed", "in", "the", "sector", "in", "2023", ".", "\n", "69", "\n", "Part", "4", "•", "National", "mappingsREADING", "HABITS", "AND", "\n", "PROMOTION", "OF", "PUBLIC", "READING", "\n", "According", "to", "the", "national", "authority", "’s", "\n", "survey", "response", ",", "as", "of", "2023", "there", "were", "45", "public", "libraries", "operating", "in", "Botswana", ",", "located", "in", "different", "regions", ",", "namely", "Urban", ",", "Rural", "Urban", ",", "and", "Rural", "Remote", ".", "In", "addition", "to", "its", "role", "of", "providing", "core", "library", "and", "bibliographic", "services", ",", "the", "BNLS", "coordinates", "outreach", "services", "such", "as", "mobile", "libraries", "to", "remote", "areas", "throughout", "the", "country", ".", "These", "include", "educational", "libraries", ",", "specialised", "libraries", ",", "public", "libraries", "and", "the", "National", "Reference", "Library", ".", "These", "are", "all", "physical", "libraries", ".", "\n", "Data", "from", "the", "national", "authority", "’s", "survey", "response", "indicate", "that", "there", "are", "four", "festivals", "and", "book", "fairs", "in", "the", "country", ".", "These", "are", "the", "Gaborone", "Book", "Festival", ",", "the", "Botswana", "Literature", "Award", ",", "the", "Continental", "Book", "Fair", "Botswana", ",", "and", "the", "World", "Book", "and", "Copyright", "Day", ".", "The", "Gaborone", "Book", "Festival", "was", "established", "in", "2017", ".", "\n", "11", "\n", "This", "annual", "event", "promotes", "leisure", "reading", ".", "Established", "on", "5", "November", "2020", ",", "the", "Botswana", "Literature", "Award", "is", "another", "annual", "event", "that", "advances", "the", "book", "sector", "through", "writers", "’", "workshops", ",", "writing", "competitions", ",", "book", "talk", "shows", ",", "book", "publishing", "and", "book", "distribution", ".", "\n", "12", "BNLS", "runs", "the", "fourth", "\n", "literary", "event", "annually", ":", "the", "World", "Book", "and", "Copyright", "Day", ".", "According", "to", "the", "national", "authority", ",", "the", "event", "features", "book", "promotions", "and", "awards", "for", "local", " ", "authors", ".", "\n", "IMPORTS", "/", "EXPORTS", "\n", "According", "to", "documentary", "research,13", "\n", "for", "the", "year", "2023", ",", "Botswana", "’s", "trade", "activity", "in", "the", "book", "sector", ",", "encompassing", "printed", "books", ",", "brochures", ",", "leaflets", ",", "and", "similar", "printed", "materials", ",", "was", "characterized", "primarily", "by", "imports", ",", "with", "a", "total", "value", "of", "US$", "4,819,100", ".", "The", "top", "countries", "supplying", "these", "imports", "were", "South", "Africa", ",", "followed", "by", "the", "United", "Kingdom", ".", "The", "export", "value", "was", "US$", "65,060.TRAINING", "\n", "According", "to", "the", "national", "authority", "’s", "\n", "survey", "response", ",", "there", "are", "training", "opportunities", "on", "writing", "and", "publishing", "skills", "at", "the", "Bessie", "Head", "Heritage", "Trust", "(", "BHHT", ")", "and", "Petlo", "Literary", "Arts", ".", "The", "survey", "also", "indicates", "that", "promotion", "of", "the", "sector", "is", "maintained", "through", "capacity", "-", "building", "workshops", "offered", "by", "the", "BNLS", ",", "the", "Ministry", "for", "Arts", "and", "Culture", ",", "and", "the", "National", "Arts", "Council", "of", "Botswana", ".", "Training", "workshops", "on", "creative", "writing", "skills", "target", "the", "youth", ".", "These", "are", "held", "predominantly", "in", "Gaborone", ",", "but", "as", "of", "2022", ",", "more", "workshops", "have", "been", "held", "in", "other", "urban", "centres", "and", "remote", "areas", ".", "\n", "As", "of", "2023", ",", "there", "was", "no", "creative", "writing", "\n", "programme", "at", "the", "University", "of", "Botswana", "(", "UB", ")", ".", "However", ",", "the", "University", "offers", "courses", "in", "playwriting", "and", "scriptwriting", "workshops", "at", "the", "Department", "of", "Visual", "and" ]

[]

spe- cialisation index sij (defined at the beginning of this section) calculated for Ukraine is larger than 1 and more than 25% larger than the average sectoral specialisation index for the rest of the EaP region. This leads us to identify Consumer Goods, Bi- otechnology, Manufacturing, Advertising, Events, Clothing and Apparel, Sales and Marketing, Energy, Content and Publishing, Design, as the industry groups that fulfil the aforementioned condition in terms of the number of companies. Sustainability must be added to this list of 10, which is 11th in the ranking, for its relevance in this innovation landscape. With regard to specialisation in terms of the num- ber of employees, the list in the second column of the table turns out to be modified only by the ad- vancement of Consumer Goods and Professional Services to a top-10 ranking in place of Sustain- ability and Content and Publishing. Ukraine # firms SI Firms # employees SI Employees # est. revenue SI Revenue Consumer Goods 1.13 Biotechnology 1.21 Biotechnology 1.22 Manufacturing 1.11 Clothing and Apparel 1.20 Video 1.22 Biotechnology 1.11 Health Care 1.19 Consumer Goods 1.21 Sustainability 1.11Navigation and Mapping1.19 Design 1.21 Energy 1.10 Sustainability 1.19Media and Entertainment1.20 Advertising 1.10 Education 1.18 Food and Beverage 1.20 Sales and Marketing 1.08 Video 1.17 Clothing and Apparel 1.20 Clothing and Apparel 1.08 Manufacturing 1.17Navigation and Mapping1.19 Content and Publishing 1.07 Consumer Electronics 1.16 Data and Analytics 1.19 Design 1.07 Content and Publishing 1.16 Sales and Marketing 1.19Table 2.48. Specialised industry groups – Ukraine For Ukraine, the table shows the relative specialisation in terms of number of companies, number of employees and estimated revenue featured in the Crunchbase database by Industry Group. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation111 Relevant start-ups and venture capi- tal-backed companies Industry Groups supporting the definition of potential in- novation domains Based on the evidence shown in the previous sec- tions for critical mass and specialisation per In- dustry Group, here we shall identify a series of start-ups and venture-backed companies Industry Groups that may be helpful in the definition of in- novation potential domains for the Smart Special- isation Strategies across the Eastern Partnership. We hereby identify a series of prominent Industry Groups per Eastern Partnership country by adopt- ing the following rationale: each Industry Group identified in this section shall be featured in the top 10 Industry Groups per critical mass of

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start-ups through loans, guarantees, equity investments and technical assistance tailored to the pandemic (Choose Africa, 2023[64]). Additionally, the AFD supported the Kenya Red Cross Society's cash transfer program me which supported 10 000 people in a three-month period. It also financed the Fresh Life Initiative to improve access to sanitation and hygiene for 35 000 inhabitants of Nairobi's informal settlements to help mitigate the spread of COVID-19 (AFD, 2020[65]). Moreover, the AFD, in collaboration with the EIB and European Union, also financed a EUR 60 million project in October 2020 to improve access to water and sanitation in Kisumu (EIB, 2020[66]). ## United States: Bolstering health, agriculture and education during the pandemic In July 2020, the United States Agency for International Development (USAID) announced support to Kenya's response and recovery efforts worth USD 50 million, of which USD 15 million was dedicated to strengthening health and water systems and ensuring effective communication and community engagement during the COVID-19 pandemic. This component included large-scale training for health workers across counties; support to the Ministry of Health in COVID-19 risk communication in 23 high-risk counties; and repurposing of PPE from the Ebola outbreak response.

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1201 and/or 1208 is/are embodied as, or otherwise includes, one or more AI or ML chips that can run many different kinds of AI/ML instruction sets once loaded with the appropriate weightings, training data, AI/ML models, and/or the like. - the processor circuitry 1201 and/or accelerator circuitry 1208 is/are emboddied as, or otherwise includes, one or more custom-designed silicon cores specifically designed to operate corresponding subsystems of the control system 302 , AI/ML system(s) 312 , sensor systems 321 , MHUs 322 , 522 , control loop 400 , sorters 1102 , 1105 , 1106 , conveyors 525 , 1104 , and/or any other device or system discussed herein. - These cores may be designed as synthesizable cores comprising hardware description language logic (e.g., register transfer logic, verilog, Very High Speed Integrated Circuit hardware description language (VHDL), and the like); netlist cores comprising gate-level description of electronic components and connections and/or process-specific very-large-scale integration (VLSI) layout; and/or analog or digital logic in transistor-layout format. - hardware description language logic e.g., register transfer logic, verilog, Very High Speed Integrated Circuit hardware description language (VHDL), and the like - netlist cores comprising gate-level description of electronic components and connections and/or process-specific very-large-scale integration (VLSI) layout - VLSI very-large-scale integration - one or more of the subsystems of the control system 302 , AI/ML system(s) 312 , sensor systems 321 , MHUs 322 , 522 , control loop 400 , sorters 1102 , 1105 , 1106 , conveyors 525 , 1104 , and/or any other device or system discussed herein may be operated, at least in part, on custom-designed silicon core(s). - These “hardware-ized” subsystems may be integrated into a larger chipset but may be more efficient than using general purpose processor cores. - the TEE 1209 operates as a protected area accessible to the processor circuitry 1201 and/or other components to enable secure access to data and secure execution of instructions. - the TEE 1209 may be a physical hardware device that is separate from other components of the system 1200 such as a secure-embedded controller, a dedicated SoC, a trusted platform module (TPM), a tamper-resistant chipset or microcontroller with embedded processing devices and memory devices, and/or the like. - TPM trusted platform module - the TEE 1209 is implemented as secure enclaves (or “enclaves”), which are isolated regions of code and/or data within the processor and/or memory/storage circuitry of the compute

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2024/5 • GLOBAL EDUCATION MONITORING REPORTxiiiShort summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Forewords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii List of figures, tables and boxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviContents Leadership in

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of age ba- bies pay attention to whether a person’s eyes are open or not in terms of whether to follow their gaze, and the degree to which infants in fact follow gaze at 10–11 months while vocalizing themselves pre- dicts vocabulary comprehension 7–8 months later (Brooks and Meltzoff, 2005).8 In summary, the process of acquiring a linguis- tic system, like human communication generally, relies on joint attention and intersubjectivity: the ability to be aware of what another human is attend- ing to and guess what they are intending to commu- nicate. Human children do not learn meaning from form alone and we should not expect machines to do so either. 7 Distributional semantics Distributional semanticists have long been aware that grounding distributional representations in the real world is challenging. The lexical similarity relations learned by distributional models trained on text don’t in themselves connect any of those words to the world (Herbelot, 2013; Baroni et al., 2014; Erk, 2016; Emerson, 2020), and the distribu- tions of words may not match the distribution of things in the world (consider four-legged dogs ). One approach to providing grounding is to train distributional models on corpora augmented with perceptual data, such as photos (Hossain et al., 2019) or other modalities (Kiela and Clark, 2015; Kiela et al., 2015). Another is to look to interaction data, e.g. a dialogue corpus with success annota- tions, including low-level success signals such as 8These three studies do not name the language that the children were learning. It appears to have been English. 5191emotional stress (McDuff and Kapoor, 2019) or eye gaze (Koller et al., 2012), which contains a signal about the felicitous uses of forms. The idea that as the learner gets access to more and more information in addition to the text itself, it can learn more and more facets of meaning is worked out in detail by Bisk et al. (2020). We agree that this is an exciting avenue of research. From this literature we can see that the slogan “meaning is use” (often attributed to Wittgenstein, 1953), refers not to “use” as “distribution in a text corpus” but rather that language is used in the real world to convey communicative intents to real people. Speakers distill their past experience of language use into what we call “meaning” here, and produce new attempts at using language based on this; this attempt is successful if

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océaniques Figure 7 (résumé). Évolution annuelle mondiale du nombre de publications océanographiques examinées par des pairs (en noir) et du nombre de revues contenant des articles traitant des sciences océaniques (en bleu) entre 2000 et 2017. Source : auteur du chapitre 5, sur la base de l’analyse bibliométrique des données Scopus (Elsevier) pour 2000-2017 réalisée par Science-Metrix/Relx Canada./uni25CF Afrique subsaharienne /uni25CF Afrique du Nord et Asie de l'Ouest /uni25CF Asie centrale et Asie du Sud /uni25CF Asie de l'Est et du Sud-Est /uni25CF Amérique latine et Caraïbes /uni25CF Océanie /uni25CF Europe et Amérique du Nord5%2000-20052012-2017 7%1%2% 4% 6% 3%3% 16% 26%5% 5%50% 67% Figure 8 (résumé). Évolution de la part des différentes régions ODD dans la production mondiale de publications pour les périodes 2000- 2005 et 2012-2017. Source : Auteur du chapitre 5, sur la base de l’analyse bibliométrique des données Scopus (Elsevier) pour 2000- 2017 réalisée par Science-Metrix/Relx Canada. Les sciences océaniques compétitives s’inscrivent dans le cadre de partenariats internationaux Au cours de la période 2012-2017, 61 % des articles publiés par des océanologues dans le monde ont été rédigés avec au moins un coauteur d’un pays étranger, contre environ 56 % pour la période 2006-2011 et 52 % pour 2000-2005. La collaboration accrue entre scientifiques de différents pays est une tendance durable, à considérer comme une évolution très utile et positive. 0 5 10 15 20 25 30<0,1 0,1–0,19 0,2–0,29 0,3–0,39 0,4–0,49 0,5–0,59 0,6–0,69 0,7–0,79 0,8–0,89 >0,9 /uni25CF 2000-2005 /uni25CF 2012-2017 Figure 9 (résumé). Évolution du taux de copublication internationale dans les 100 plus gros pays pourvoyeurs de publications pour les périodes 2000-2005 et 2012-2017. Source : auteur du chapitre 5, sur la base de l’analyse bibliométrique des données Scopus (Elsevier) pour 2000-2017 réalisée par Science-Metrix/Relx Canada. COI RAPPORT MONDIAL SUR LES SCIENCES OCÉANIQUES 2020 / 11RÉSUMÉ EXÉCUTIF ChIffRES ET DONNÉES fACTUELLES La collaboration internationale améliore la qualité du travail La corrélation positive entre le facteur d’impact relatif moyen des publications et le taux de copublication internationale est confirmée. y = 0,6732x + 0,603 r = 0,5541 N = 100 0,000,200,400,600,801,001,201,60 1,40 0,00 0,20 0,40 0,60 0,80 1,00Facteur d’impact relatif moyen (ARIF) 2012-2017 Taux de copublication internationale 2012-2017 Figure 10 (résumé). Comparaison du taux de copublication internationale et du facteur d’impact relatif moyen (ARIF) de la communauté océanographique et des praticiens des océans. Source : auteur du chapitre 5, sur la base de l’analyse bibliométrique des données Scopus

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[]

the listener correctly deduces the speaker’s communicative in- tent. Thus, standing meanings evolve over time as speakers can different experiences (e.g. McConnell- Ginet, 1984), and a reﬂection of such change can be observed in their changing textual distribution (e.g. Herbelot et al., 2012; Hamilton et al., 2016). 8 On climbing the right hills What about systems which are trained on a task that is not language modeling — say, semantic pars- ing, or reading comprehension tests — and that use word embeddings from BERT or some other large LM as one component? Numerous papers over the past couple of years have shown that using such pretrained embeddings can boost the accuracy of the downstream system drastically, even for tasks that are clearly related to meaning. Our arguments do not apply to such scenarios: reading comprehension datasets include informa- tion which goes beyond just form, in that they spec- ify semantic relations between pieces of text, and thus a sufﬁciently sophisticated neural model might learn some aspects of meaning when trained on such datasets. It also is conceivable that whatever information a pretrained LM captures might help the downstream task in learning meaning, without being meaning itself.

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| Learning | | | | | | | | Digital | | | Teachers | | | | Finance | | | | | | | | | | | | | | | | | |-------------------------|--------------|-------------------|---------|---------------------------------|--------------|------------------|------|--------------------------------------------|-------------------|------------|------------------------|---------------------|-----------|-----------------|-------------------|------------------------------------------|-------------------------|--------------------------------------------------------|---------------------|------------|---------------------|---------|---------|-------------|----|--------------------------|-------|-------------|-----------------|------|--------| | to | | | | E Minimum proficiency level (%) | | | | F | | | G Trained teachers (%) | | | | | H | | | Country code | | I | | | (%) | | | | expenditure | | | | | with for (%) | | | | End of lower secondary | | | | Upper secondary schools access pedagogical | Internet purposes | | Primary | Lower secondary | | Upper secondary | | Government expenditure on education as a | | education as a percentage of total government spending | | | | | | | | | | | | | | | | Reading 2023 | Mathematics 2015 | 2023 | 2015 | Reading 2023 | Mathematics 2015 | 2023 | 2015 | 2023 | 2015 | 2023 | 2015 | 2023 | 2015 | 2023 | 2015 | Government on 2023 2015 | 2023 | | | | | | | | | | | | | | | 2015 | | | | | | | | | | | | 4.c.1 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 4.a.1 | | | | | | | | | 1.a.2 | | | | | | | | | | | | | | | | | | | | 4.1.1 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | … | … | … | … | … | … … | … … | … | 26 ₊₁ | … | … | 93 ₋₂ | 54 | 94 ₋₂ | 47 | 89 ₋₂ | | | 6.4 ₊₁ | AGO | 8.9 | | | | | | | | | | | 2.3 ₋₁ | | 23 ₋₁ 68 ₋₂ 21 ₋₁ 3 ₊₁ | … … … | 11 ₋₁ 37 ₋₂ 22 ₋₁ | … …

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[]

consider externalities. One particularly damaging externality in the EU context is its adverse impact on the Single Market when the largest countries with the most fiscal space can provide much more generous support than others [see Figure 8] . Second, there is a lack of coordination among financing instruments. While the EU collectively spends a large amount on its industrial goals, financing instruments are split along national lines and between Member States and the EU. This fragmentation hampers scale, preventing the creation of large capital pools in particular for investments in breakthrough innovation. It also hampers innovation by creating unnecessary complexity and bureaucracy for the private sector. Third, there is a lack of coordination across policies. Industrial policies today – as seen in the US and China – comprise multi-policy strategies, combining fiscal policies to incentivise domestic production, trade policies to penalise anti-competitive behaviour abroad and foreign economic policies to secure supply chains. In the EU context, linking policies in this way requires a high degree of coordination between national and EU policies. However, owing to its complex governance structure and slow and disaggregated policymaking process, the EU is less able to produce such a response. FIGURE 8 Total State aid expenditure by Member State 2022, as % of GDP (top) and EUR billion (bottom) Breakdown between COVID-19, State aid in response to the Russian invasion of Ukraine, and other State aid measures Source: European Commission, 2024. 16THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 1Towards a European response GOALS To manage these transformations, the report proposes a new industrial strategy for Europe . The three main areas for action outlined in the report correspond to the three main transformations with which Europe must contend. First, Europe needs to redress its slowing productivity growth by closing the innovation gap . This objective will entail accelerating significantly technological and scientific innovation, improving the pipeline from innovation to commercialisation, removing barriers that prevent innovative companies from growing and attracting finance, and undertaking concerted efforts to close skills gaps. Second, to lower energy prices and capture the industrial opportunities of decarbonisation, Europe needs a joint plan for decarbonisation and competitiveness . This plan will have to ensure that Europe’s ambitious demand for decarbonisation can be matched by leadership on the technol - ogies that will supply it. It will have to span industries that produce energy, those that enable decarbonisation, such

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or toilet preparations (excluding soaps) X 0.3% 592Starches, inulin and wheat gluten; albuminoidal substances; gluesX 0.1% X 0.1% 598 Miscellaneous chemical products, n.e.s. X 0.2% 6 Manufactured goods classified chiefly by material 611 Leather X 0.2% 634Veneers, plywood, particle board, and other wood, worked, n.e.s.X 0.6% X 0.6% 635 Wood manufactures, n.e.s. X 0.4% 641 Paper and paperboard X 0.9% 642Paper and paperboard, cut to size or shape, and articles of paper or paperboardX 0.5% X 0.5% Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation77 SITC Goods nameCurrent strength% share of exportsEmerging strength% share of exports 51 69.6% 52 47.0% 658 Made-up articles, wholly or chiefly of textile materials, n.e.s. X 0.2% 662Clay construction materials and refractory construction materialsX 0.3% 663 Mineral manufactures, n.e.s. X 0.1% 665 Glassware X 0.2% 671Pig-iron, spiegeleisen, sponge iron, iron or steel granules and powders and ferro-alloys X 3.6% 672Ingots and other primary forms, of iron or steel; semi- finished products of iron or steelX 7.0% 673Flat-rolled products of iron or non-alloy steel, not clad, plated or coatedX 5.3% 674Flat-rolled products of iron or non-alloy steel, clad, plated or coatedX 0.3% X 0.3% 675 Flat-rolled products of alloy steel X 0.3% X 0.3% 676Iron and steel bars, rods, angles, shapes and sections (including sheet piling)X 4.5% 678 Wire of iron or steel X 0.1% 679Tubes, pipes and hollow profiles, and tube or pipe fittings, of iron or steelX 1.8% 682 Copper X 0.3% 684 Aluminium X 0.2% 689Miscellaneous non-ferrous base metals employed in metallurgy, and cermets X 0.1% 697 Household equipment of base metal, n.e.s. X 0.2% 699 Manufactures of base metal, n.e.s. X 0.6% X 0.6% 7 Machinery and transport equipment 714Engines and motors, non-electric (other than those of groups 712, 713 and 718); parts, n.e.s., of these engines and motorsX 1.2% 716 Rotating electric plant and parts thereof, n.e.s. X 0.3% 718 Power-generating machinery and parts thereof, n.e.s. X 0.2% 721Agricultural machinery (excluding tractors) and parts thereof X 0.2% 723Civil engineering and contractors' plant and equipment; parts thereof X 0.2% 728Other machinery and equipment specialized for particular industries; parts thereof, n.e.s.X 0.3% 737Metalworking machinery (other than machine tools) and parts thereof, n.e.s.X 0.2% X 0.2% 742Pumps for liquids, whether or not fitted with a measuring device; liquid elevators; parts for such pumps and liquid elevatorsX 0.3% 744 Mechanical handling equipment and parts thereof, n.e.s. X 0.2% 746 Ball-

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not make them more visible in historiography and public memory. By focusing on the feminization of the medical profession in the interior, rather than the eastern parts of China, as previous scholarship has done, Corbi's chapter is also an attempt to render women medical practitioners in Sichuan more visible. The chapter shows that women's invisibility in historiography and public memory stemmed from their conceptualization as citizens in need of education and improvement, rather than educators in their own right, who 'fully participated in the propagation of 'science' in China'. In a discussion that mirrors other contexts like India, Japan and Romania, Corbi points out that, 'Science for women generally derived from the gendered role they were assigned to, as mothers or homemakers, focusing on health, hygiene, and domestic science.' One of the implications for the history of medicine has been that women have become visible mostly as nurses or midwives in need of training, 56 rather than physicians who played an important role in training others, such as midwives. In line with the more general focus of the volume, Corbi's contribution also documents women's transnational mobility in science, through its engagement with American missionary work in China, which enabled growing numbers of Chinese women to train and practise as physicians. In particular, the chapter provides fresh insights into the West China Union University, one of the main institutions where Chinese women physicians were trained. This institution of education was organized by a branch of the Women's Missionary Society, which had been active in Sichuan since the end of the nineteenth century. The negotiation between Traditional Chinese Medicine (TCM) and 'modern' medicine is also captured in Edgerton- Tarpley's chapter, which discusses women as practitioners and subjects of medical care during the Great Leap Famine of the Mao era. The period witnessed a dramatic increase in 'women's illnesses', especially uterine prolapse and amenorrhea, an outcome of deteriorating socio- economic conditions, including malnutrition and overwork. As Edgerton- Tarpley discusses, women doctors became particularly visible in a political context that emphasized women's productive and reproductive roles and made acknowledgement of famine conditions taboo. The tragic circumstances of the famine made Chinese women doctors important and visible as a group on account of the medical, social and political functions they fulfilled, but they continued to remain invisible at an individual level. This situation is perhaps best illustrated by the fact that most of the women

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at the level of polymers for a given plastic product in a given plastic sector Polymer -specific model Material flow analysis model where the granularity detail of data is at the level of polymers Recyclates Secondary plastic (i.e., recycled plastic) being an output of a recycling process Recycling rate (end -of-life) The calculated ratio between the recyclates produced and total waste being generated (after exports/imports) 47 Abbreviations Definitions Reuse/Reused Refers to (i) products ‘being reused’ in the use life cycle stage (not yet discarded) or (ii) the procedures of ‘preparation for reuse’ and ‘reuse’ applying to discarded plastic products at the end -of-life products.

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[]

'Do you think it is important to actively work on documenting the history of women scientists? Why or why not?' Nineteen people responded with a yes, and three people did not answer the question. Many respondents felt this series had inspired them and made them not feel as alone in the scientific fields as a woman. Others mentioned how important it is to document and share these stories of women scientists so that young girls would be inspired to enter science. Research has shown that having women role models can increase the likelihood of women choosing to enter STEMM fields. 36 Susana Gonzalez- Perez, Ruth Mateos de Cabo and Milagros Sainz demonstrated that 'the optimal way to encourage young girls to pursue emerging high- growth roles, particularly those requiring STEMM math skills, is to expose them to the professional 3 1 3 and personal experiences of actual female role models'. 37 Women students' exposure to diverse women role models helps increase students' expectations of value and success with a STEMM career and reduces gender stereotypes typically associated with STEMM fields. 38 The Women in Science Lecture Series allows for women undergraduate students to be exposed to these types of role models and the recorded videos allow middle and high school students to also learn about successful women in STEMM. Another way we sought to understand engagement was through access statistics for the recordings online. After uploading and publishing each lecture in our digital preservation repository, everyone who registered received a link to the recording in our digital collections portal. The lecture series' records received 116 views as of October 2021. For each lecture we did have several registrants ask if we would be recording the lecture since they were unable to make it live. It is encouraging that people are returning and watching these lectures - it illustrates that these recordings have continued value and interest. Since writing this paper, we completed a fourth year of the Women in Science Lecture Series. In spring 2024, we sought to update our understanding of how the lecture series is impacting our audience and emailed another survey. This survey received 48 responses from the 900 people it was sent to. The survey showed similar positive results of participants attending to learn more about women scientists and their stories. Most participants were interested in supporting the work of women scientists and were not active

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de objetivos de aprendizaje entre los que se incluyen no solo la transmisión de conocimientos y la adquisición de aquellas competencias en las que se basan las cualificaciones, sino también la capacitación de los estudiantes para pensar y actuar de manera responsable, y su socialización en prácticas y tradiciones compartidas (Biesta, 2017). Definir el propósito debe ser, por lo tanto, el punto de partida de cualquier debate sobre el liderazgo en la educación. La segunda pregunta que surge es cómo intentan los responsables educativos alcanzar estos objetivos. Lo que ha generado el interés por la administración y la gestión en el ámbito educativo como campo de estudio es tanto el crecimiento de 2 0 2 4 / 5 las escuelas y otras instituciones educativas hasta convertirse en grandes organizaciones como la evolución de las simples burocracias educativas, las cuales han pasado a convertirse en sistemas complejos en los países industrializados. En estos análisis, el papel de los líderes educativos quedó subsumido, ya que, inicialmente, los investigadores analizaron los logros de los líderes como si estos fueran simplemente la obra de grandes individuos. Posteriormente, se fue adoptando progresivamente un enfoque científico más sistemático, que empezó a considerar el liderazgo como un elemento potencialmente distinto de la gestión o administración educativa. Los investigadores estaban convencidos de que podrían identificar las prácticas individuales y las disposiciones organizativas relacionadas con el liderazgo, lo cual dio lugar a la crítica de que estos dos factores no pueden considerarse por separado, ya que son los individuos quienes conforman las organizaciones. Más recientemente, se ha reconocido que el ejercicio del liderazgo está determinado por las relaciones sociales dentro de estas instituciones y sistemas educativos (Bates, 2010; Bush, 2020). Las personas que trabajan en la educación dependen unas de otras, por lo que las funciones de liderazgo deben ser compartidas para poder alcanzar los objetivos educativos. La última pregunta que se plantea es qué es lo que puede interponerse en el camino de los líderes educativos. Las personas que desempeñan funciones de liderazgo educativo deben tener la capacidad de ejercer las funciones que se esperan de ellas. Sin embargo, también es importante tener en cuenta el contexto . Las reglas y normas sociales, económicas, políticas y culturales, ya sean formales o informales, amplían o limitan la iniciativa y el margen de acción de los líderes educativos. Su libertad para tomar decisiones es el resultado de las normas de

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like), a voltage source, a current source, a switching circuit, an amplifier circuit (a circuit capable of increasing signal amplitude, the amount of current, or the like, an operational amplifier, a differential amplifier circuit, a source follower circuit, a buffer circuit, or the like), a signal generator circuit, a memory circuit, a control circuit, or the like) can be connected between X and Y. - a logic circuit an inverter, a NAND - X and Y are regarded as being functionally connected when a signal output from X is transmitted to Y. - the case where X and Y are functionally connected includes the case where X and Y are directly connected and the case where X and Y are electrically connected. - a transistor is an element having at least three terminals of a gate, a drain, and a source. - the transistor includes a channel formation region between the drain (a drain terminal, a drain region, or a drain electrode) and the source (a source terminal, a source region, or a source electrode), and current can flow between the source and the drain through the channel formation region. - a channel formation region refers to a region through which current mainly flows. - source and drain can sometimes be used interchangeably in this specification and the like. - a channel length refers to, for example, the distance between a source (a source region or a source electrode) and a drain (a drain region or a drain electrode) in a region where a semiconductor (or a portion where current flows in a semiconductor when a transistor is on) and a gate electrode overlap with each other, or a region where a channel is formed in a plan view of the transistor. - channel lengths in all regions are not necessarily the same. - the channel length of one transistor is not fixed to one value in some cases. Therefore, in this specification, the channel length 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 refers to, for example, the length of a portion where a source and a drain face each other in a region where a semiconductor (or a portion where current flows in a semiconductor when a transistor is on) and a gate electrode overlap with each other, or

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[]

last 12 months, by sex, 2018 and 2022 a. Girls b. Boys 2018 2022 30 40 50 60 70 80 Denmark Rep. Moldova Uruguay Chile Estonia France Türkiye Albania Spain Iceland 30 40 50 60 70 80 Denmark Rep. Moldova Uruguay Chile Estonia France Türkiye Albania Spain Iceland % % Note: The 10 countries in the figure are those where bullying prevalence increased the most between 2018 and 2022. GEM StatLink: https:/ /bit.ly/GEM2024_fig15_3 Source: 2018 and 2022 rounds of the Programme for International Student Assessment. 242 CHAPTER 15 • EDUCATION FACILITIES AND LEARNING ENVIRONMENTS 15 BULLYING Students’ welfare in school also requires freedom from abusive, hurtful and intimidating behaviours. SDG thematic indicator 4.a.2 measures the percentage of students who experienced bullying in the past 12 months. The latest addition to the UIS database comes from the 2022 round of the Programme for International Student Assessment (PISA) (OECD, 2023), which measures several types of bullying behaviour among 15-year-olds. The most common behaviour is verbal and relational where students reported ‘Other students made fun of me’ and ‘Other students spread nasty rumours about me’. In most participating countries, the prevalence of bullying is higher for students that are from a disadvantaged socioeconomic background, immigrant and male. However, bullying has been increasing faster for girls than for boys. In 34 of the 66 countries with available data, bullying increased by at least 2 percentage points for girls between 2018 and 2022. The same was true for boys in only 22 countries. In the 10 countries where bullying increased the most between 2018 and 2022, the increase for girls was considerably higher than for boys ( Figure 15.3). In Türkiye, the share of 15-year-old girls who experienced bullying increased by 18 percentage points, compared to an increase of 7 percentage points for boys. The faster increase in the prevalence of bullying for girls aligns with their higher vulnerability to cyberbullying (UNESCO, 2024a). Girls often spend more time on social media than boys. A cross-country study of 31 high-income and 11 low- and middle-income countries found that the relationship between intense social media use and being a victim of cyberbullying was more common for girls than for boys, at least partly due to the greater The faster increase in the prevalence of bullying for girls aligns with their higher vulnerability to cyberbullying BOX 15.2: Education is severely under attack in the State of Palestine Israel’s

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(Ärlestig et al., 2016). Opportunities to exercise leadership also vary within countries, especially among education institutions. Each preschool, school, technical and vocational institute, college, university, and adult education centre is situated in a different context and their leaders are faced with different expectations by the community they serve. Small and big, public and private, urban and rural, well-resourced and under-resourced education institutions face different conditions. Institutions operating in emergency contexts or in ethnically and linguistically diverse communities require leaders to be deeply knowledgeable and responsive to their environment. These three questions help frame a discussion on the roles of education leaders. For the first question – the purpose of education – education leaders may be torn between the small picture and the big picture – and constantly face the risk of missing the wood for the trees. It is possible that focusing on the improvement of measurable learning outcomes, which is the outcome examined by most research studies, may come at the expense of improvements in a range of other desirable education outcomes, such as establishing an inclusive environment or preparing learners to adapt to the future challenges of citizenship and climate change. Standardized performance measures risk leading to standardized approaches to management and leadership, which may not suit individual BOX 1.1: Autonomy and accountability reforms in some countries have shaped perceptions of education leadership roles globally One of the challenges of a global report on leadership is that, while most people would agree that leadership matters for education, much of the evidence comes from a relatively small number of high-income, mainly English-speaking countries that for historical and cultural reasons have experimented with particular governance approaches. Their reforms set them apart from the rest of the world yet have a strong influence on global debates on education leadership. School autonomy in planning, budgeting and allocating educational resources, including personnel, depends on the centralization of the education system. Countries that have advanced research on the impact of school leadership are also those that have promoted decentralization and were particularly interested in understanding the effect of these management changes on education outcomes. In these contexts, institutional autonomy, granted through policies, regulations and procedures, needs to be accompanied by professional autonomy where principals and teachers have the capacity to make good decisions. Conversely, the scope of leadership may be compromised in countries where schools are subject to bureaucratic control for every decision or

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| 293 | | Figura 18.16 | Los hogares de los países de ingresos medios-bajos gastan al menos el doble de su presupuesto en educación que los hogares de los países de altos ingresos...........................................................................................................................................................296 | | | Figura 18.17 | El gasto en educación de los hogares tiende a ser estable...................................................................................................................................... | 297 | ## CUADROS | Cuadro 1.1 | Existen diversas funciones de liderazgo en la educación ...................................................................................................................................... | 11 | |---------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------| | Cuadro 1.2 | Cuatro dimensiones del liderazgo escolar describen las prácticas principales de los directores de centros escolares................. | 13 | | Cuadro 5.1 | Cargos, funciones y prácticas de los líderes a nivel de sistema ........................................................................................................................ | 100 | | Cuadro 6.1 | Permanencia media en el cargo de los ministros de Educación, desglosada por países y características individuales, 2010-23.................................................................................................................................................................................................................................. | 122 | | Cuadro 6.2 | Ministros de Educación, Sanidad y Hacienda según su trayectoria profesional previa, 1990-2021 ................................................. | 124 | | RECUADROS | RECUADROS | RECUADROS | | Recuadro 1.1 | Las reformas de la autonomía y la rendición de cuentas en algunos países han configurado la percepción de las funciones de liderazgo educativo a escala mundial..........................................................................................................................................................................8 | | | Recuadro 1.2 | Cuatro ediciones regionales acompañan el ciclo sobre liderazgo del Informe de seguimiento de la educación en el mundo 2024/5........................................................................................................................................................................................................................................ | 17 | | Recuadro 2.1 | En las normativas nacionales, se utilizan diversos términos para designar a las y los directores escolares.....................................26 | | | Recuadro 2.2 | Los directores y directoras de los centros escolares se centraron en reducir el estrés relacionado con la COVID-19....................34 | | | Recuadro 2.3 | Los docentes indios y sudafricanos reconocen a las y los directores de los centros escolares como apoyos clave........................36 | | | Recuadro 3.1 | El grado de descentralización influye en los procesos de contratación y selección .....................................................................................48 | | | Recuadro 3.2 | Los países africanos están reforzando sus sistemas de selección de directores de centros escolares, pero sigue habiendo desafíos......................................................................................................................................................................................................................................50 | | | Recuadro 3.3 | Algunos países regulan la selección de directores de escuelas privadas ......................................................................................................... | 51 | | Recuadro 3.4 | En Brasil, el nombramiento político es un método formal de selección de directores de centros escolares......................................52 | | | Recuadro 3.5 | Los procesos de iniciación al puesto con formadores y mentores son esenciales para las y los directores noveles | .....................59

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[]

NICE Classification for trademarks ..................................... 324 Annex 6. Locarno Classification for industrial designs ................... 327 Annex 7. IPC to NACE v2 correspondence table ................................. 328 Annex 8. NACE v2 to S&T domains correspondence tables via IPC, for each EaP country .......................................................................................... 332 Annex 9. NABS 2007 to NACE v2 correspondence table ................. 339 Annex 10. NACE v2 to S&T domains correspondence tables via NABS and ASJC Scopus subject fields, for each EaP country ................... 342 Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation1 ABSTRACT The Eastern Partnership is a specific Eastern di- mension to the European Neighbourhood Pol- icy (ENP). Through the ENP, the EU works with its southern and eastern neighbours to achieve the closest possible political association and the greatest possible degree of economic integration. The Eastern Partnership aims to reinforce the po- litical association and economic integration of six Eastern European and South Caucasus partner countries: Armenia, Azerbaijan, Belarus1, Georgia, the Republic of Moldova and Ukraine. Most EU Eastern Neighbours have committed to develop place-based Smart Specialisation Strategies for research and innovation with the objective of en- hancing their competitiveness and drive structural change of the economies. The purpose of this study is to contribute to evi- dence-informed research and innovation policy, in particular the development of Smart Specialisa- tion Strategies. The study presents a solid basis for these processes in the Eastern Partnership re- gion by offering an extensive quantitative analysis of national-level potential in the economy, inno- vation, science and technology. A limited number of economic and innovation (E&I) specialisation domains matched with relevant scientific and technological (S&T) specialisation domains are identified for each Eastern Partnership country. The study proposes a new method to identify con- cordances between the EI and ST specialisation do- mains so that they can be used to inform ongoing Smart Specialisation processes in the Eastern Part- nership countries with available international data. Interested countries need to compliment this anal- ysis with the relevant national data sources and other useful information resulting from the quali- 1 At the time of preparation of this study, Belarus was a member of the EU Eastern Partnership. Following its sus- pension and later sanctions, results for Belarus are on purpose not presented and discussed in this study, how- ever some data are left in the tables and charts for refer- ence to the regional context.tative expert inputs and stakeholder engagement.

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such parameters relevant to the operation of the MRF. The is configured to control the infeed/ including, for example, commanding it/them to start or stop, accepting solid waste streams from one or several possible sources, controlling the speed or rate of infeed (e.g., accelerate, decelerate, conveyor speeds, and so forth), combine infeed from several sources, and/or any other control aspect to help optimize the operation of the MRF. In the example of , one or more facility may be in communication with , to enable to effectively manage the various systems of an MRF. At least some of the can be facility associated with one or more other components of MRF system (e.g., robotic sorters, optical sorters, air systems, conveyors, and/or the like). These can enable the to monitor the status of the various MRF components to ensure proper operation, determination/alerting when service is needed and/or when a malfunction or other anomaly is detected, and/or the like. The also enable the to monitor the status/condition of various material streams. Examples of include bailer sensors/sensor systems that can report the number, weight, and/or type of bales or material (e.g., recyclable or otherwise) produced; moisture sensing instrumentation to determine if materials are wet and need to be discarded or rerouted for additional processing; inclinometers on screens, sorters, feeders and conveyors; induction sensing arrays, which may help detect metal contaminants or types of metal for appropriate recycling; laser-based measurement devices that report volumetric characteristics of the material stream; smart current sensors/meters for detection of overloads or frequency drives that report running amperage of system equipment; positive and/or negative pressure transducers to compute system vacuum and pressure required to remove objects in positive and negative sorting applications; flow switches and/or meters to report total air consumed by optical and robotic sorters; fire and/or smoke detectors; gas detectors. Other sensors may be employed in a given embodiment, depending upon the specific needs of the implementation. In some implementations, facility monitor for screen health, such as screen and . Screen health can be impacted by issues such as clogging or jamming of IFOs or the screen discs (e.g., depending upon a given configuration of a screen; other screen configurations may employ vibratory methods that do not require discs), by debris, by jams, and/or by wear of the discs or vibratory components, to name a few possible issues. Environmental sensor and/or may be used by to detect

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[]

be Paris (France). The number of arbitrators shall be one.

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[]

Shields, S. A. 'To pet, coddle, and 'do for': Caretaking and the concept of maternal instinct'. In M. Lewin (ed.), In the Shadow of the Past: Psychology Portrays the Sexes , pp. 256- 73. New York: Columbia University Press, 1984. Shrivastava, J. S. Vaidya Priya . Lucknow: Naval Kishore Press, 1924. Shteir, A. and B. Lightman, eds. Figuring It Out: Science, Gender and Visual Culture . Hanover, NH: University Press of New England, 2006. Silverman, C. Understanding Autism: Parents, Doctors, and the History of a Disorder . Princeton, NJ: Princeton University Press, 2012. Sime, R. L. Lise Meitner: A Life in Physics . Berkeley: University of California Press, 1996. Simpson, R. How the PhD Came to Britain: A Century of Struggle for Postgraduate Education . Guilford: Society for Research into Higher Education, 1983. - Sinha, M. Mother India: Selections from the Controversial 1927 Text, Edited and with an Introduction by Mrinalini Sinha . Ann Arbor: Michigan University Press, 2000. - Sinha, N. and P. Kumar, eds. Lesser Lives: Stories of Domestic Servants in India . New Delhi: Pan Macmillan, 2021. - Sinopoli, C. M. The Himalayan Journey of Walter Norman Koelz: The University of Michigan Himalayan Expedition, 1932- 1934 . Anthropological Papers , No. 98. Ann Arbor, MI: Museum of Anthropology, 2013. Sivaramakrishnan, K. Old Potions, New Bottles: Recasting Indigenous Medicine in Colonial Punjab , 1850- 1945 . New Delhi: Orient Longman, 2006. - Solovey, M. Social Science for What? Battles over Public Funding for the 'Other Sciences' at the National Science Foundation . Cambridge, MA: The MIT Press, 2020. - Stamhuis, I. H. and A. B. Vogt. 'Discipline building in Germany: Women and genetics at the Berlin Institute for Heredity Research.' British Journal for the History of Science , 50: 2 (June 2017), 267- 95. - Stanek, Ł. Architecture in Global Socialism: Eastern Europe, West Africa and the Middle East in the Cold War. Princeton, NJ: Princeton University Press, 2020. Stanley, A. Mothers and Daughters of Invention: Notes for a Revised History of Technology . New Brunswick, NJ: Rutgers University Press, 1995. - Steel, D. 'Carl Sagan: Practitioner, popularizer and proponent of science.' Contemporary Physics , 42: 4 (2001), 247- 49. - Subramanian, C. V. 'Edavaleth Kakkat Janaki Ammal.' Resonance , 12: 6 (2007), 4- 9. - Sun, Q. 'Reluctant 'Maocare': The shaping and practice of the rural healthcare system in the Wenzhou region, 1949- 1978.' PhD diss., the University of Hong Kong, 2017.

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be hae hc /g14/g14/g11/g12 , giving the equation rd behae hcBD/g32/g14 /g14/g14 . The remaining three path equations are as follows: rb haBC/g32/g14 rc aehbe hdAD/g32/g14 /g14/g14 re acbd ahd bhcCD/g32/g14 /g14/g14 /g14 Appendix 179 This system of six equations can then be solved to find the six path coefficients. This model is just identified and so will give one direct algebraic solution ( Kenny, 1979 ; Kline, 2016 ; Loehlin and Beaujen, 2017 ). An alternative way of representing a path diagram is by a set of structural equa - tions. Similarly to how we would write a single multivariate linear regression equa - tion, in structural equation modelling we can represent the model using a system of equations, as follows: Ca AbBfU /g32/g14 /g14 Dc AdBeCg V /g32/g14 /g14/g14 These equations can be used to calculate the disturbance terms U and V. Note that these equations are derived by expressing each dependent variable as a weighted Figure A.1 Path diagram 180 Appendix additive function of its source variables. When the variables are standardised, the weights correspond to the path coefficients, which are equivalent to standardised partial regression coefficients. This example can be solved using algebraic methods, but as the complexity of the model increases, this is generally not possible. As a result of this, in practice, software programs such as Stata are used to solve the system of structural equations using iterative estimation procedures such as maximum likelihood. Regarding sample size with structural equation modelling When conducting path analysis or structural equation modelling, determining an appropriate sample size is crucial for obtaining reliable and valid results. A com - mon rule of thumb suggests that a sample size of over 200 is generally sufficient, although in some cases, a minimum of 100 participants may be considered accepta - ble. Bartlett et al. (2001) is a useful starting point for readers seeking more detailed information on the various techniques used to determine appropriate sample sizes for surveys. The paper provides calculations of minimum sample sizes for different population types. For a population of 10,000, it recommends a minimum sample size of 119 for continuous data and 370 for categorical data at a 5% level of sig - nificance. When the level of significance is tightened to 1%, the required minimum sample sizes increase to 209 for continuous data and 623 for categorical data. It is also recommended basing the

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visible as a group on account of the medical, social and political functions they fulfilled, but they continued to remain invisible at an individual level. This situation is perhaps best illustrated by the fact that most of the women Edgerton- Tarpley discusses remain anonymous in the archives of science. Invisible but not absent, ‘women health workers and researchers’ nevertheless ‘played a key role in fostering Maoist “grassroots science” dur - ing China’s famine- era campaign to treat “women’s illnesses” ( funǚ bing ).’ In a remarkable display of agency under exceptionally difficult circum - stances, they not only tried to alleviate women’s suffering, but also devised TCM therapies and published important texts on them, challenging official policies around women and medicine on the ground. Intimate knowledge and in/ visible domesticities: Science, medicine and the home As a growing body of literature discusses, the private lives of women (and men) are as important to understanding their contributions to science as their professional, more public, scientific personas.57 This also means that women did not become involved in the making, pedagogy and communi - cation of science only in heavily institutionalized and professionalized set - tings like universities, laboratories or professional associations, but also in the confines of their homes. Their contributions to science were frequently 23 23 Introduction intertwined with specific concerns of domesticity and motherhood that shaped their lives in many other ways. Focusing on the stereotype of the scientist and the institutionalized, professionalized sites of ‘modern’ science favours the ‘accumulators’ of scientific prestige and credits, rendering invis - ible the myriad contributions of women who rarely fit the profile of the model scientist. By including domestic spaces and domesticity in the equa - tion, we can offer new insights into processes of knowledge- making and bring to life portraits of women involved in both small scientific innovations and large scientific breakouts. Indeed, all chapters in this volume engage with women’s personal lives at their intersection with science, underscoring a point made earlier in the introduction, that the five thematical sections into which the volume is divided should be treated as overlapping and interconnected. They also show how diverse women’s experiences of domesticity and science were. For example, Keeble’s chapter discusses Reinet Maasdorp’s relationship with her husband John Fremlin and the ways in which marriage circum - scribed her career options, even though Fremlin was supportive of her sci - entific

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[]

As several scholars have discussed, the laboratory was one of the most exclusionary sites of professional science for women in the twentieth century, where social and institutional hierarchies were most likely to be enforced and replicated. 52 Although the number of women working in laboratories around the world increased gradually during the twentieth century, many remained invisible inside and outside them, as the contributions in the first section also illuminate. The authors reveal how women from the white colonial elite were able to access higher education in the metropole in ways that were closed to many colonized women, but often faced insurmountable challenges in securing degrees and building a career in science in metropolitan scientific establishments. They also show how female scientists were more likely to acquire visibility in the academia and beyond as masculinised 'rebels', rather than theorists and innovators in their own. Kathryn Keeble's chapter engages with scientific mobility in the context of the British Empire, examining specifically the case of Johannesburg- born scientist and teacher Reinet Maasdorp, who travelled to Britain in 1935 to pursue postgraduate studies in physics, upon securing a Beit Railway Trust Rhodesian Fellowship and a grant from Cape Town University. Maasdorp joined Ernest Rutherford's Cavendish Laboratory at Cambridge, the only woman of fifty postgraduate students to do so, and worked alongside her male peers, sometimes performing the most important parts of experiments. Notwithstanding Rutherford's support for women's rights and their full membership of the university, Maasdorp endured systematic gender- based discrimination in Cambridge and found it difficult to continue her work 1 5 despite having published two co- authored papers in the Proceedings of the Royal Society . She ultimately failed to secure a degree and an academic career in science. As Keeble points out, Maasdorp's professional trajectory as a secondary- school science teacher was typical of many female Oxbridge graduates of her generation, who were discriminated against in institutions of higher education until the anti- discrimination and equal pay legislation of the 1970s. The fact that Maasdorp became involved in political activism together with her husband John Fremlin reinforces the point that women's scientific careers are best examined through the lenses of inter- related domains of activity. Maasdorp understood all too well that scientific and political invisibility went hand in hand: there was little hope of changing one without trying to change the other (in this connection, see also Pető's chapter in

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[ { "end": 243, "label": "CITATION_REF", "start": 241 } ]

thank our interns (Anja Flottmeier and Katherine Moore), consultants (Baptiste Gorteau, Elsa Weill, Hang Yu and Haowen Zheng), the students of Université Paris 1 Panthéon-Sorbonne who contributed three country profiles (Adrien Auvray, Dahye Han and Huiwen Me), and all the national experts that reviewed the country profiles. ## The Global Education Monitoring Report team Director: Manos Antoninis Samaher Al Hadheri, Daniel April, Marcela Barrios Rivera, Madeleine Barry, Yekaterina Baskakova, Yasmine Bekkouche, Catarina Cerqueira, Rafaela Maria Da Silva Santos, Anna Cristina D'Addio, Dmitri Davydov, Francesca Endrizzi, Pablo Fraser, Lara Gil Benito, Pierre Gouëdard, Chandni Jain, Priyadarshani Joshi, Maria-Rafaela Kaldi, Josephine Kiyenje, Jodi Klue, Camila Lima De Moraes, Kate Linkins, Kassiani Lythrangomitis, Anissa Mechtar, Claudine Mukizwa, Yuki Murakami, Judith Randrianatoavina, Kate Redman, Maria Rojnov, Amina Sabour, Divya Sharma, Laura Stipanovic, Aziah-Katiana Tan and Dorothy Wang. N The Global Education Monitoring Report is an independent annual publication. The GEM Report is funded by a group of governments, multilateral agencies and private foundations and facilitated and supported by UNESCO.  BILL& MELINDA GATES foundation   MINISTÈRE DE L'EUROPE ET DES AFFAIRES ÉTRANGÈRES      ## For more information, please contact: Global Education Monitoring Report team, UNESCO, 7, place de Fontenoy 75352 Paris 07 SP, France Email: gemreport@unesco.org Tel.: +331 45 68 07 41 unesco.org/gem-report Any errors or omissions found subsequent to printing will be corrected in the online version at unesco.org/gem-report     ## Global Education Monitoring Report series 2023 Technology in education: A tool on whose terms? 2021/2 Non-state actors in education: Who chooses? Who loses? 2020 Inclusion and education: All means all 2019 Migration, displacement and education: Building bridges, not walls 2017/8 Accountability in education: Meeting our commitments 2016 Education for people and planet: Creating sustainable futures for all ## EFA Global Monitoring Report series 2015 Education for All 2000-2015: Achievements and challenges 2013/4 Teaching and learning: Achieving quality for all 2012 Youth and skills: Putting education to work 2011 The hidden crisis: Armed conflict and education Reaching the marginalized 2010 2009 Overcoming inequality: Why governance matters Education for All by 2015: Will we make it? Strong foundations: Early childhood care and education 2008 2007 2006 Literacy for life 2005 Education for All: The quality imperative 2003/4 Gender and Education for All:

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like gender, class, caste, race, sexuality, marital status, ruralurban divides and so on playing out differently in different geographical and historical settings. Although invisibility was more often than not a mark of structural inequality, discrimination and lack of recognition, in some cases it ironically offered opportunities for women to pursue science and a strategy to circumvent some of the obstacles they faced within the scientific establishment. Indeed, moving away from an archive that focuses only on professional science towards a multisited exploration of women's engagement with science is an important strategy for recovering their experiences as producers of knowledge, educators, medical practitioners and science communicators in the twentieth century. The volume not only shows that women were present in STEMM, but also seeks to document how they exercised agency by negotiating their circumstances and in/ visibility in these fields. The chapters are not only an exercise in rendering women more visible but also discuss practical solutions to challenging gender inequalities in STEMM, showing that change must be concerted and it must happen at an institutional, political and intellectual level. Changing the field of knowledge, for example, requires mainstreaming women's contributions to STEMM into the archives, histories and teaching of science, as well as its public engagement agendas. Instead of being dismissed as insignificant and unrepresentative, women's participation in STEMM should be regarded as essential to understanding process of knowledge- making in these fields. Such an approach should also seek to expand the geography of research and destabilize some of the power asymmetries that have long circumscribed scholarship on gender and women in STEMM, for example, by moving away from the conventional focus on the 'Western' world and archives dominated by the English language. One point on which all the papers in this volume seem to agree is that much difficult work still lies ahead of us. The trick, especially in the face of challenging political circumstances, is to find ways to deliver some of this 2 9 work and not collapse under the magnitude of the task. Perhaps laughter is a useful antidote to some of the adversities we are facing (if not, indeed, the absurdity of the situations we often find ourselves in). In this particular case, it can also act as a powerful reminder of the importance of leaning on each other, of forging networks of solidarity and collaboration and of the passion that drove many women to

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[]

| | 5,5 ₋₂ | 12,8 ₋₂ | … | 3296 ₋₂ | 3624 ₋₂ | 4165 ₋₂ | … - ₋₁ | ₋₂ 11 ₋₁ | 39 ₋₁ | BRA VGB | | 2,5 ₋₁ | 10,9 ₊₁ | … | … | … | … | 19 10 ₋₁ | 21 ₋₂ 13 ₋₁ 13 ₋₁ | … | CYM | | 1,5 ₋₁ 5,0 ₋₂ | 15,0 ₋₄ | … | 7570 ₋₁ | 10 136 ₋₁ | … | … 18 ₋₂ | 18 ₋₂ | 20 ₋₂ | CHL | | … | 14,9 ₋₂ … | 5957 ₋₂ … | 5168 ₋₂ | 5217 ₋₂ | 21 | ₋₂ … | … | … | COL | | 6,2 ₋₂ | | | … | … | 5691 ₋₂ … | 22 | 22 ₋₂ | 56 ₋₂ | CRI | | 9,4 ₋₂ | 31,2 ₋₂ 17,0 ₋₁ | ₋₂ … | 5112 ₋₂ | 5163 ₋₂ | 13 156 ₋₂ | … 9 ₋₂ | … … | … | CUB | | … | | 2037 | … | … | | … | | | | | | | | | | … | ₋₂ … … | | | CUW | | | 12,4 ₋₁ | … 458 ₋₃ | … | … | … | … 3 ₋₃ | 25 | … - ₋₃ … | | | 4,7 3,9 ₋₁ | 7,1 ₊₁ | | 2450 ₋₃ | 3788 ₋₃ | - ₋₃ | | 16 ₋₃ | ₋₃ | DMA | | | 21,9 ₊₁ | 2346 | 4448 | 3165 | … | 10 | 19 | | DOM ECU | | 3,9 | 9,7 | 3843 ₋₁ 1188 | 1410 ₋₁ | 848 ₋₁ | 2697 ₋₁ | 27 ₋₁ 10 | 14 ₋₁ 6 ₋₁ 14 | 19 ₋₁ 11 | SLV | | 3,2 | 12,0 ₋₂ | | 1767 | 1568 | 1222 | 11 | 12 | | | | 3,9 ₋₁ | 14,5 ₊₁ | 998 | 1389 | 1851 | | 6 | 16 9 | 6 | GRD | | 3,2 … | 18,9 ₋₁ | 1501 … | 1682 | 828 | 883 1633 | 12 | 13 | 13 … | GTM | | 1,3 ₋₁ 4,0 | … 10,3 ₊₁ | … | …

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[]

30 in parent-teacher meetings and activities, as well as volunteering at school. Parents can take part by becoming members of Parent Teacher Organizations (PTOs) or the Parent Teacher Association (PTA) (Brown, 1989). Children feel more at ease and like they belong when they witness their parents participating in their school. Home-based parental involvement focuses on activities parents can do at home and in their community. At home, parents can read to their children, supervise homework, cook together, and discuss school events, their day at school, and expectations for their academic achievement. They can also participate in afterschool activities or community events together. Immigrant parents may need to be more familiar with how US schools operate and what schools expect from them. Therefore, they may require extra assistance to feel comfortable interacting in school activities (Gelatt et al., 2014). Hoover-Dempsey and Sandler (1995) note that when parents know their involvement is expected and valued by the teacher, school, and even their children, they are motivated to participate in helping their children succeed in school. Teachers’ Perceptions of School and Family Partnerships As representatives of the American school culture, teachers may experience communication gaps that impede their relationships with immigrant parents and students (Parsons & Shim, 2019). This discourages ELL parents from being actively engaged in their children’s education, resulting in ELL parents not knowing how to help their children (Parsons & Shim, 2019). Parents’ involvement in their children’s education is influenced by the teacher’s beliefs and attitude towards them (Brown, 1989). Gelatt et al. (2014) explain that to build comfort with immigrant families, 31 educators must communicate with them in their preferred languages, and this begins with outreach materials translated into the parents’ native languages. K-12 administrators must deconstruct social stereotypes, promote respect for diversity, and cultivate self-reflexivity regarding complicity in social justice so Ell families will not fear being labeled as deficient (Parsons & Shim, 2019). Teachers need to be trained on how to teach ELL students, and students need to be trained to respect diversity. According to Parsons and Shim (2019): A three-week study on K-12 administrative positions, including superintendent, curriculum coordinator, special education director, assessment coordinator, and the principals of schools, revealed that administration is a barrier to parent involvement amongst ELL families. =K-12 administrators and staff must foster communication between ELL families and the school. This can only be done through professional development, extracurricular activities, community outreach,

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# First ever look at the Sun’s south pole 11 June 2025 The European Space Agency-led spacecraft Solar Orbiter, which carries instruments designed and built at UCL, has captured the first ever images of the Sun’s south pole.  All previous images of the Sun were taken from directly above the Sun’s equator. This is because Earth, the other planets, and spacecraft orbit the Sun within a flat disc called the ecliptic plane. Following a slingshot flyby of the planet Venus in February this year, Solar Orbiter has tilted out of this plane, revealing the Sun from a whole new angle. This new viewing angle will help change our understanding of the Sun’s magnetic field, the solar cycle (an 11-year cycle of solar activity) and the workings of space weather. The image in yellow is from Solar Orbiter’s Extreme Ultraviolet Imager (EUI), an instrument which UCL researchers and engineers helped design, build and support. The image was taken on 23 March 2025, when Solar Orbiter was viewing the Sun from an angle of 17° below the solar equator, enough to directly see the Sun’s south pole. Over the coming years, the spacecraft will tilt its orbit even further up to 33°, so the best views – of both the north and south poles – are yet to come. Dr Hamish Reid (Mullard Space Science Laboratory at UCL), the UK Co-Principal Investigator for the EUI, said: “This is humanity’s first look at either of the poles of the Sun. All our previous images of the Sun have been taken face-on with the Sun’s equator. “Spacecraft normally orbit the Sun on the flat disc called the ecliptic plane, just like most of the planets in our solar system. This is the most energy efficient way to launch and maintain orbits. “These first images of the solar poles are just the start. Over the next few years, there is scope for discovery science. We are not sure what we will find, and it is likely we will see things that we didn’t know about before.” Solar Orbiter zooms into the Sun’s south pole This content is hosted on UCL MediaCentral. Please accept non-essential cookies to view all embedded content or access the content directly. Accept non-essential cookies Professor Lucie Green (Mullard Space Science Laboratory at UCL), who has worked on the mission since 2005 and is Co-Investigator on the EUI, said:

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[]

and alongside competing English institutes.64 Vlasta Kálalová Di- Lotti’s intention to establish and run a successful medi - cal institute was therefore successful from the perspective of the Office of President Masaryk, who financially supported the project. Though it is 117 117 Vlasta Kálalová Di-Lotti in Iraq nearly impossible to imagine her hospital competing with the Royal British Hospital in Baghdad, as a single woman she managed to build a financially self- sufficient hospital that attracted clients from different social strata and was also popular in the highest circles. However, this was not enough to fur - ther her ambitious plans. Since financial problems were affecting the then- established British Health Service, which had the apparatus of the mandate system behind it, Kálalová Di- Lotti had little hope of being able to establish a Czechoslovak research institute in Baghdad in a situation where there was not even a fully equipped Czechoslovak embassy in Iraq. Her sudden departure for Czechoslovakia, which made it impossible to choose a succes - sor, marked the end of her ambitious plans. After returning to Czechoslovakia, Vlasta Kálalová Di- Lotti was treated in her hometown of Bernartice for several years. Dengue fever together with the exhausting work in Baghdad took its toll. It was not until 1936 that she moved with her family to Prague and, despite persistent health prob - lems, began working for the Czechoslovak Red Cross. The family remained in Prague until the German occupation but lived through World War II in Bernartice. On 8 May 1945, SS troops were withdrawing through Bernartice into the American war zone and during a firefight, Vlasta’s entire family was killed. She herself was shot in the shoulder and bore the consequences for the rest of her life. After a year, she returned to her post in Prague and in 1946 accepted an invitation from her old friend from the Czechoslovak Red Cross, Mary Harrison, to join her in the United States.65 She stayed in the USA for several months and actively participated in the International Women’s Congress. There she met Norwegian writer Ingeborg Refling Hagen,66 with whom she visited Norway on her way back to Czechoslovakia, where she held lectures for physicians in the Norwegian language. After returning from the US, she worked for some time at Professor Diviš’s surgical clinic67 at the Prague General Hospital, but she never returned to the scientific research she had

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Friendliness and supportiveness among neighbours could have remained independent of any sense of self-esteem or fulfilment within the neighbourhood. Our results showed, however, that the longer the resident had lived in Bhalswa, the greater the negative effect on their subjective well-being. Residents with poor subjective well-being may be those unable to leave owing to lower incomes and employment possibilities. A possible explanation for this finding may be the last -ing negative impact on sense of belonging and well-being arising from the experience of forced relocation. Our findings are, to some extent, in line with the existing literature that reports associations between greater neighbourhood social cohesion and better subjective well-being (Bjornstrom et al., 2013 ; Cramm et al., 2013 ; Robinette et al., 2013 ; Elliott et al., 2014 ; Cramm and Nieboer, 2015 ; Delhey and Dragolov, 2016). They show that a greater sense of community cohesion is associated with trust (Kawachi and Berkman, 2014). As in other literature, residents with the highest incomes expressed greater subjective well-being ( Campbell and Lee, 1992 ; Savage et al., 2005 ; Mendes et al., 2021). Interestingly, income was only associated positively with trust and neighbourhood cohesion in Bhalswa. With regards to neighbourhood cohesion, residents in Bhalswa, the resettlement colony, were less likely to have a sense of belonging to their neighbourhood. Williams et al. ( 2022) agree, stating that resettlement housing projects in India produce ghetto effects, which inhibit feelings of belonging and processes of placemaking. As in Mahadevia et al. ( 2016), we found that residents in the resettlement colony of Bhalswa were less likely to feel a sense of community and the desire to improve their neighbourhood owing to greater heterogeneity of the residents. In contrast to the existing literature, we found that education was not correlated with trust, subjective well-being or neighbourhood cohesion. Blanchflower and Oswald (2004) in their study on well-being over time showed that education played a role independently of income, and Patel et al. ( 2021) found that higher education sig -nificantly decreased the odds of low subjective well-being in older adults in India. Our analysis so far in this chapter aims to contribute to debates concerning neighbourhood cohesion and subjective well-being for residents living in different neighbourhood types in megacities. Gathering better local data allows for a clearer understanding of the differences between residents of two types of colonies, one devoid of security of tenure

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Skip to main content Skip to navigation Close dialogue 1 / 1 Next image Previous image Toggle caption Skip to navigation Support the Guardian Fund independent journalism with €12 per month Support us Support us Print subscriptions Search jobs Sign in Eur Europe edition UK edition US edition Australia edition International edition The Guardian - Back to home The Guardian News Opinion Sport Culture Lifestyle Show more Hide expanded menu News View all News World news UK news Climate crisis Ukraine Environment Science Global development Football Tech Business Obituaries Opinion View all Opinion The Guardian view Columnists Cartoons Opinion videos Letters Sport View all Sport Football Cricket Rugby union Tennis Cycling F1 Golf US sports Culture View all Culture Books Music TV & radio Art & design Film Games Classical Stage Lifestyle View all Lifestyle Fashion Food Recipes Love & sex Health & fitness Home & garden Women Men Family Travel Money Search input google-search Search Support us Print subscriptions Search jobs Holidays Digital Archive Guardian Licensing Live events About Us The Guardian app Video Podcasts Pictures Newsletters Today's paper Inside the Guardian Guardian Weekly Crosswords Wordiply Corrections Tips Search input google-search Search Search jobs Holidays Digital Archive Guardian Licensing Live events About Us Education Schools Teachers Universities Students Soha is one of the students hoping to take up her place at a UK university. View image in fullscreen Soha is one of the students hoping to take up her place at a UK university. Gaza UK vows to help 30 more students leave Gaza to take up university places Evacuation problematic and dependent on Israel’s approval amid claims more scholarship students still in dark Sally Weale Education correspondent Tue 26 Aug 2025 17.06 CEST Last modified on Wed 27 Aug 2025 06.13 CEST Share Ministers have approved plans to help a further 30 students leave Gaza to take up places at UK universities next month but their evacuation remains uncertain and dependent on Israel’s approval. It takes the total to 39, after a government commitment last week to work to secure the evacuation from Gaza of nine Chevening scholars with places at some of the UK’s leading universities. Chevening scholarships are largely government funded and are offered to “exceptional individuals” to study for a one-year master’s degree at a UK university. All 40 students identified by the government have fully funded scholarships. A Home Office source said it was

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[]