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

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carried out in Steps 3-6 is provided in Annex 9. Carrying out Steps 3-5 enabled S&T domains to be mapped to NACE via publications. 6. For each EaP country, E&I domains identified in Part 2 and expressed in terms of NACE sec- tors were aligned with S&T domains via the concordances obtained in the previous steps. In particular, an S&T domain was considered to be aligned with an E&I domain if a concord- ance was brokered by a combination of at least three patent classes and/or subject fields. If no alignment could be found in this way, a loos- er concordance via two matches was allowed, but only with the top 5 S&T domains in terms of critical mass or specialisation. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation233 7. NACE sectors were manually grouped into sectoral clusters, in a qualitative fashion, in- formed by the results presented in the report Methodology and Findings Report for a Clus- ter Mapping of Related Sectors produced by the European Cluster Observatory. The final result of this process is: ■a list of clusters of economic activities, with names inspired by the report Methodolo- gy and Findings Report for a Cluster Mapping of Related Sectors; ■the E&I domains (identified in Part 2) con- tained in each cluster, expressed as NACE codes; and ■their corresponding S&T domains (identi- fied in Part 3) resulting from the mapping. Table 4.1 illustrates which channel (patents and/or publications) could be exploited to map any given S&T domain to E&I domains, for each EaP country, AM AZ BY GE MD UA Agrifood Biotechnology Chemistry and chemical engineering Electric and electronic technologies Energy Environmental sciences and industries Fundamental physics and mathematics Governance, culture, education and the economy Health and wellbeing ICT and computer science Mechanical engineering and heavy machinery Mapping Nanotechnology and materials Publications only Optics and photonics Patents only Transportation BothTable 4.1. Means that could be exploited to derive concordances between S&T and E&I domains. To achieve such concordances, tables mapping the IPC classes of the patents and the bibliometric categories of publications belonging to each domain to NACE sectors were exploited.while the following two sections describe, in more detail, Steps 1-2 and 3-5, respectively. Clearly, the mapping channels outlined in Table 4.1 could only be exploited if the corresponding NACE sectors emerged in the respective country from the E&I analysis carried out in Part	[ "carried", "out", "in", "Steps", "3", "-", "6", "is", "\n", "provided", "in", "Annex", "9", ".", "Carrying", "out", "Steps", "3", "-", "5", "\n", "enabled", "S&T", "domains", "to", "be", "mapped", "to", "NACE", "\n", "via", "publications", ".", "\n", "6", ".", "For", "each", "EaP", "country", ",", "E&I", "domains", "identified", "\n", "in", "Part", "2", "and", "expressed", "in", "terms", "of", "NACE", "sec-", "\n", "tors", "were", "aligned", "with", "S&T", "domains", "via", "the", "\n", "concordances", "obtained", "in", "the", "previous", "steps", ".", "\n", "In", "particular", ",", "an", "S&T", "domain", "was", "considered", "\n", "to", "be", "aligned", "with", "an", "E&I", "domain", "if", "a", "concord-", "\n", "ance", "was", "brokered", "by", "a", "combination", "of", "at", "least", "\n", "three", "patent", "classes", "and/or", "subject", "fields", ".", "If", "no", "\n", "alignment", "could", "be", "found", "in", "this", "way", ",", "a", "loos-", "\n", "er", "concordance", "via", "two", "matches", "was", "allowed", ",", "\n", "but", "only", "with", "the", "top", "5", "S&T", "domains", "in", "terms", "\n", "of", "critical", "mass", "or", "specialisation", ".", "\n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation233", "\n", "7", ".", "NACE", "sectors", "were", "manually", "grouped", "into", "\n", "sectoral", "clusters", ",", "in", "a", "qualitative", "fashion", ",", "in-", "\n", "formed", "by", "the", "results", "presented", "in", "the", "report", "\n", "Methodology", "and", "Findings", "Report", "for", "a", "Clus-", "\n", "ter", "Mapping", "of", "Related", "Sectors", "produced", "by", "\n", "the", "European", "Cluster", "Observatory", ".", "\n", "The", "final", "result", "of", "this", "process", "is", ":", "\n ", "■", "a", "list", "of", "clusters", "of", "economic", "activities", ",", "\n", "with", "names", "inspired", "by", "the", "report", "Methodolo-", "\n", "gy", "and", "Findings", "Report", "for", "a", "Cluster", "Mapping", "\n", "of", "Related", "Sectors", ";", "\n ", "■", "the", "E&I", "domains", "(", "identified", "in", "Part", "2", ")", "con-", "\n", "tained", "in", "each", "cluster", ",", "expressed", "as", "NACE", "\n", "codes", ";", "and", "\n ", "■", "their", "corresponding", "S&T", "domains", "(", "identi-", "\n", "fied", "in", "Part", "3", ")", "resulting", "from", "the", "mapping", ".", "\n", "Table", "4.1", "illustrates", "which", "channel", "(", "patents", "and/or", "\n", "publications", ")", "could", "be", "exploited", "to", "map", "any", "given", "\n", "S&T", "domain", "to", "E&I", "domains", ",", "for", "each", "EaP", "country", ",", "\n", "AM", "AZ", "BY", "GE", "MD", "UA", "\n", "Agrifood", "\n", "Biotechnology", "\n", "Chemistry", "and", "chemical", "engineering", "\n", "Electric", "and", "electronic", "technologies", "\n", "Energy", "\n", "Environmental", "sciences", "and", "industries", "\n", "Fundamental", "physics", "and", "mathematics", "\n", "Governance", ",", "culture", ",", "education", "and", "the", "economy", "\n", "Health", "and", "wellbeing", "\n", "ICT", "and", "computer", "science", "\n", "Mechanical", "engineering", "and", "heavy", "machinery", "Mapping", "\n", "Nanotechnology", "and", "materials", " ", "Publications", "only", "\n", "Optics", "and", "photonics", " ", "Patents", "only", "\n", "Transportation", " ", "BothTable", "4.1", ".", "Means", "that", "could", "be", "exploited", "to", "derive", "concordances", "between", "S&T", "and", "E&I", "domains", ".", "\n", "To", "achieve", "such", "\n", "concordances", ",", "tables", "\n", "mapping", "the", "IPC", "\n", "classes", "of", "the", "patents", "\n", "and", "the", "bibliometric", "\n", "categories", "of", "\n", "publications", "belonging", "\n", "to", "each", "domain", "to", "\n", "NACE", "sectors", "were", "\n", "exploited.while", "the", "following", "two", "sections", "describe", ",", "in", "more", "\n", "detail", ",", "Steps", "1", "-", "2", "and", "3", "-", "5", ",", "respectively", ".", "Clearly", ",", "the", "\n", "mapping", "channels", "outlined", "in", "Table", "4.1", "could", "only", "\n", "be", "exploited", "if", "the", "corresponding", "NACE", "sectors", "\n", "emerged", "in", "the", "respective", "country", "from", "the", "E&I", "\n", "analysis", "carried", "out", "in", "Part" ]	[]
based on the International Council of Mines and Minerals' Mining Contribution Index. The 25 countries with the highest mineral rents as a percentage of GDP were selected as the initial sample jurisdictions, and 13 more were added through further research. through desk-based research, the laws and regulations of 38 resource-rich jurisdictions were considered, and mining ring-fencing rules were identified in 25 of them (see Figure 1). The survey further identified five mining contracts from three resource-rich countries that include ring-fencing provisions. Once ring-fencing rules were identified, the text of the rules was analyzed to identify policy objectives, legislative design, and policy implications. The methodology involved purely desk-based research supplemented by interviews with government officials where ring-fencing rules were found. A comparison of the ring-fencing rules in these 25 countries facilitated the analysis of most common legislative designs of ring-fencing rules applied by resource-rich countries. 6 Most jurisdictions in our sample introduced ring-fencing rules after 2000. 7 PNG, South Africa, and Tanzania have all applied ring-fencing rules for mining for over 40 years. Lastly, we observed and identified that the ring-fencing rules are also frequently used in the oil and gas sector. The Ernst and Young 2019 Global Oil and Gas Tax Guide , which summarizes the oil and gas corporate tax regimes in 86 countries, was used to scope the prevalence of oil and gas ring-fencing. Through this report and further research, ring-fencing rules for oil and gas were identified in 34 jurisdictions. This is indicative of similar issues and considerations being present in the oil and gas sector, and they can be considered as a source of inspiration from which the mining sector can learn valuable lessons. 6 Some country-specific case studies have been included in this practice note to provide practical examples of the economic effects of implementing ring-fencing rules. These studies provide a strong empirical basis for other resource-rich countries to consider similar options when deciding whether to implement ring-fencing rules. 7 The use of mining tax incentives peaked during the 1990s. The experience granting tax incentives was mixed during the 2000s, when jurisdictions decided to accelerate extractive revenues using different tax measures, including ring-fencing rules. ## 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 ## 2.2.1 Ring-Fencing Worldwide: Geographical spread Based on the survey, ring-fencing rules for	[ "based", "on", "the", "International", "Council", "of", "Mines", "and", "Minerals", "'", "Mining", "Contribution", "Index", ".", "The", "25", "countries", "with", "the", "highest", "mineral", "rents", "as", "a", "percentage", "of", "GDP", "were", "selected", "as", "the", "initial", "sample", "jurisdictions", ",", "and", "13", "more", "were", "added", "through", "further", "research", ".", "through", "desk", "-", "based", "research", ",", "the", "laws", "and", "regulations", "of", "38", "resource", "-", "rich", "jurisdictions", "were", "considered", ",", "and", "mining", "ring", "-", "fencing", "rules", "were", "identified", "in", "25", "of", "them", "(", "see", "Figure", "1", ")", ".", "The", "survey", "further", "identified", "five", "mining", "contracts", "from", "three", "resource", "-", "rich", "countries", "that", "include", "ring", "-", "fencing", "provisions", ".", "Once", "ring", "-", "fencing", "rules", "were", "identified", ",", "the", "text", "of", "the", "rules", "was", "analyzed", "to", "identify", "policy", "objectives", ",", "legislative", "design", ",", "and", "policy", "implications", ".", "The", "methodology", "involved", "purely", "desk", "-", "based", "research", "supplemented", "by", "interviews", "with", "government", "officials", "where", "ring", "-", "fencing", "rules", "were", "found", ".", "\n\n", "A", "comparison", "of", "the", "ring", "-", "fencing", "rules", "in", "these", "25", "countries", "facilitated", "the", "analysis", "of", "most", "common", "legislative", "designs", "of", "ring", "-", "fencing", "rules", "applied", "by", "resource", "-", "rich", "countries", ".", "6", " ", "Most", "jurisdictions", "in", "our", "sample", "introduced", "ring", "-", "fencing", "rules", "after", "2000", ".", "7", " ", "PNG", ",", "South", "Africa", ",", "and", "Tanzania", "have", "all", "applied", "ring", "-", "fencing", "rules", "for", "mining", "for", "over", "40", "years", ".", "\n\n", "Lastly", ",", "we", "observed", "and", "identified", "that", "the", "ring", "-", "fencing", "rules", "are", "also", "frequently", "used", "in", "the", "oil", "and", "gas", "sector", ".", "The", "Ernst", "and", "Young", "2019", "Global", "Oil", "and", "Gas", "Tax", "Guide", ",", "which", "summarizes", "the", "oil", "and", "gas", "corporate", "tax", "regimes", "in", "86", "countries", ",", "was", "used", "to", "scope", "the", "prevalence", "of", "oil", "and", "gas", "ring", "-", "fencing", ".", "Through", "this", "report", "and", "further", "research", ",", "ring", "-", "fencing", "rules", "for", "oil", "and", "gas", "were", "identified", "in", "34", "jurisdictions", ".", "This", "is", "indicative", "of", "similar", "issues", "and", "considerations", "being", "present", "in", "the", "oil", "and", "gas", "sector", ",", "and", "they", "can", "be", "considered", "as", "a", "source", "of", "inspiration", "from", "which", "the", "mining", "sector", "can", "learn", "valuable", "lessons", ".", "\n\n", "6", " ", "Some", "country", "-", "specific", "case", "studies", "have", "been", "included", "in", "this", "practice", "note", "to", "provide", "practical", "examples", "of", "the", "economic", "effects", "of", "implementing", "ring", "-", "fencing", "rules", ".", "These", "studies", "provide", "a", "strong", "empirical", "basis", "for", "other", "resource", "-", "rich", "countries", "to", "consider", "similar", "options", "when", "deciding", "whether", "to", "implement", "ring", "-", "fencing", "rules", ".", "7", " ", "The", "use", "of", "mining", "tax", "incentives", "peaked", "during", "the", "1990s", ".", "The", "experience", "granting", "tax", "incentives", "was", "mixed", "during", "the", "2000s", ",", "when", "jurisdictions", "decided", "to", "accelerate", "extractive", "revenues", "using", "different", "tax", "measures", ",", "including", "ring", "-", "fencing", "rules", ".", "\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", "#", "#", "2.2.1", "Ring", "-", "Fencing", "Worldwide", ":", "Geographical", "spread", "\n\n", "Based", "on", "the", "survey", ",", "ring", "-", "fencing", "rules", "for" ]	[]
dropped the most (Vortisch, 2024). Continued on next page... (by 1.5 times) ( Figure 16.4a ). Only the Least Developed Countries increased their number of international students at a significantly faster pace than the rest of the world (by 3.7 times). <!-- image --> Between 2000 and 2021, only the Least Developed Countries increased their number of international students at a significantly faster pace than the rest of the world <!-- image --> At the same time, the number of students from some of these countries attending tertiary education at home also increased. As a result, the outbound mobility ratio, which expresses the number of students from a given country studying abroad as a percentage of total tertiary enrolment in that country, did not necessarily increase between 2000 and 2021. In Northern Africa, it remained the same at about 2.6%, tracking the global trend. The outbound mobility rate fell sharply in sub-Saharan Africa, from 7.3% in 2000 to 4.7% in 2021. It also fell overall but has bounced back since ## BOX 16.1 CONTINUED: ## FIGURE 16.3: ## In Germany, the number of students from low- and lower-middle-income countries has increased almost fivefold in the past ## 20 years - a. Number of international students, by country income level, Germany, 2000-23 <!-- image --> GEM StatLink: https:/ /bit.ly/GEM2024\_fig16\_3 Source: Germany Ministry of Education and Research (2023). - b. Growth in the population of international students and ODA allocation by type, 2010-22 (2010=100) <!-- image --> Source: Germany Ministry of Education and Research (2023) and OECD Creditor Reporting System database. ## FIGURE 16.4: ## The number of international students has been steadily rising since 2000 a. Number of outbound international students, by region, 2000-21 b. Outbound mobility ratio, by region, 2000-21 <!-- image --> <!-- image --> GEM StatLink: https:/ /bit.ly/GEM2024\_fig16\_4 Source: UIS database. reaching a low point in the Least Developed Countries (since 2012) and in the small island developing states (since 2008) ( Figure 16.4b ). These average trends mask different national trajectories. Between 2013 and 2021, the outbound mobility ratio dropped in Chad and Niger by about 10 percentage points but significantly increased in the Lao People's Democratic Republic (by 6 points) and Nepal (by 12 points) ( Figure 16.5 ). 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effort to support local processes. This study has also analysed the potential con- cordances or synergies between the above E&I and S&T specialisation domains by means of ex- isting concordance tables adapted and validat- ed for the current effort – as described in Part 4. From these, several combined EIST domains emerged, whereby scientific and technological ac- tivities were found to directly connect with some of the economic clusters selected for each country. Thus, beyond the S&T domains identified via spe- cialisation, critical mass and excellence indicators, there is an additional set of S&T domains which are relevant for priority-setting because they can clearly contribute to knowledge-based develop- ment pathways in the E&I specialisation domains. The most common areas of combined E&I and S&T specialisation throughout the EaP countries are Agrifood and Electric and electronic technolo- gies, while the top identified scientific domains in the EaP region in publications are Nanotechnology and materials, Fundamental physics and mathe- matics, Health and wellbeing. The top technolog- ical domains in numbers of patents in the EaP region are Mechanical engineering and heavy ma- chinery, Health and wellbeing, Electric and elec- tronic technologies. Domains where a direct concordance was found would benefit the most from demand-side pol- icies connecting companies with the knowledge sector, such as subsidised contract research or in- novation vouchers, from investment in technolog- ical platforms and from networking instruments such as clusters. 4 Executive summary Main results – The economic, innovation, scientific and technological (EIST) specialisation domains of Eastern Partnership countries The mapping phase indicated in the S3 Framework is built on a set of recommended economic, in- novation and scientometric indicators, which are obtained from official national statistics and other sources. This report follows this structure, using international data sources to provide a general overview of the EaP region and inform nation- al-level processes, both during the design phase and later updates. To support the national-level mapping exercises, the organisation of the entrepreneurial discovery process and, eventually, Smart Specialisation pri- ority-setting, this project aims to answer the fol- lowing research questions: 1. What are the sub-sectoral specialisations of the EaP countries in terms of economic critical mass, emerging sectors and innovative activi- ties of companies? 2. Which of these specialisations are common in the EaP region and which specific to each country? 3. What are the areas of specialisation and ex- cellence in EaP STI systems that can be	[ "effort", "\n", "to", "support", "local", "processes", ".", "\n", "This", "study", "has", "also", "analysed", "the", "potential", "con-", "\n", "cordances", "or", "synergies", "between", "the", "above", "E&I", "\n", "and", "S&T", "specialisation", "domains", "by", "means", "of", "ex-", "\n", "isting", "concordance", "tables", "adapted", "and", "validat-", "\n", "ed", "for", "the", "current", "effort", "–", "as", "described", "in", "Part", "\n", "4", ".", "From", "these", ",", "several", "combined", "EIST", "domains", "\n", "emerged", ",", "whereby", "scientific", "and", "technological", "ac-", "\n", "tivities", "were", "found", "to", "directly", "connect", "with", "some", "\n", "of", "the", "economic", "clusters", "selected", "for", "each", "country", ".", "\n", "Thus", ",", "beyond", "the", "S&T", "domains", "identified", "via", "spe-", "\n", "cialisation", ",", "critical", "mass", "and", "excellence", "indicators", ",", "\n", "there", "is", "an", "additional", "set", "of", "S&T", "domains", "which", "\n", "are", "relevant", "for", "priority", "-", "setting", "because", "they", "can", "\n", "clearly", "contribute", "to", "knowledge", "-", "based", "develop-", "\n", "ment", "pathways", "in", "the", "E&I", "specialisation", "domains", ".", "\n", "The", "most", "common", "areas", "of", "combined", "E&I", "and", "\n", "S&T", "specialisation", "throughout", "the", "EaP", "countries", "\n", "are", "Agrifood", "and", "Electric", "and", "electronic", "technolo-", "\n", "gies", ",", "while", "the", "top", "identified", "scientific", "domains", "in", "\n", "the", "EaP", "region", "in", "publications", "are", "Nanotechnology", "\n", "and", "materials", ",", "Fundamental", "physics", "and", "mathe-", "\n", "matics", ",", "Health", "and", "wellbeing", ".", "The", "top", "technolog-", "\n", "ical", "domains", "in", "numbers", "of", "patents", "in", "the", "EaP", "\n", "region", "are", "Mechanical", "engineering", "and", "heavy", "ma-", "\n", "chinery", ",", "Health", "and", "wellbeing", ",", "Electric", "and", "elec-", "\n", "tronic", "technologies", ".", "\n", "Domains", "where", "a", "direct", "concordance", "was", "found", "\n", "would", "benefit", "the", "most", "from", "demand", "-", "side", "pol-", "\n", "icies", "connecting", "companies", "with", "the", "knowledge", "\n", "sector", ",", "such", "as", "subsidised", "contract", "research", "or", "in-", "\n", "novation", "vouchers", ",", "from", "investment", "in", "technolog-", "\n", "ical", "platforms", "and", "from", "networking", "instruments", "\n", "such", "as", "clusters", ".", "\n", "4", "\n", "Executive", "summary", "\n", "Main", "results", "–", "The", "\n", "economic", ",", "innovation", ",", "\n", "scientific", "and", "\n", "technological", "(", "EIST", ")", "\n", "specialisation", "domains", "\n", "of", "Eastern", "Partnership", "\n", "countries", "\n", "The", "mapping", "phase", "indicated", "in", "the", "S3", "Framework", "\n", "is", "built", "on", "a", "set", "of", "recommended", "economic", ",", "in-", "\n", "novation", "and", "scientometric", "indicators", ",", "which", "are", "\n", "obtained", "from", "official", "national", "statistics", "and", "other", "\n", "sources", ".", "This", "report", "follows", "this", "structure", ",", "using", "\n", "international", "data", "sources", "to", "provide", "a", "general", "\n", "overview", "of", "the", "EaP", "region", "and", "inform", "nation-", "\n", "al", "-", "level", "processes", ",", "both", "during", "the", "design", "phase", "\n", "and", "later", "updates", ".", "\n", "To", "support", "the", "national", "-", "level", "mapping", "exercises", ",", "\n", "the", "organisation", "of", "the", "entrepreneurial", "discovery", "\n", "process", "and", ",", "eventually", ",", "Smart", "Specialisation", "pri-", "\n", "ority", "-", "setting", ",", "this", "project", "aims", "to", "answer", "the", "fol-", "\n", "lowing", "research", "questions", ":", "\n", "1", ".", "What", "are", "the", "sub", "-", "sectoral", "specialisations", "of", "\n", "the", "EaP", "countries", "in", "terms", "of", "economic", "critical", "\n", "mass", ",", "emerging", "sectors", "and", "innovative", "activi-", "\n", "ties", "of", "companies", "?", "\n", "2", ".", "Which", "of", "these", "specialisations", "are", "common", "\n", "in", "the", "EaP", "region", "and", "which", "specific", "to", "each", "\n", "country", "?", "\n", "3", ".", "What", "are", "the", "areas", "of", "specialisation", "and", "ex-", "\n", "cellence", "in", "EaP", "STI", "systems", "that", "can", "be" ]	[ { "end": 275, "label": "CITATION_REF", "start": 274 } ]
Industries with current strength include Grain mill products, starches and starch products (106); Beverages (110); Printing and service activities related to printing (181); and Pharmaceuticals, medicinal chemicals, etc. (210). Industries with emerging strength include Prepared animal feeds (108); Beverages (110); Manufacture of textiles (13); and Manufacture of fabricated metal products, except machinery and equipment (25). ## Table 2.11. Economic mapping results for Manufacturing for Georgia n.e.c. = not elsewhere classified \| \| \| Employ- ment \| Turnover \| Employ- ment & turnover \| Employ- ment \| Turnover \| Employ- ment & turnover \| \|-----\|---------------------------------------------------------------------------------------------------------------------------------\|----------------\|------------\|---------------------------\|----------------\|------------\|---------------------------\| \| \| \| Current \| Current \| Current \| Emerging \| Emerging \| Emerging \| \| \| \| 5 \| 8 \| 4 \| 11 \| 5 \| 4 \| \| 103 \| Processing/preserving of fruit, vegetables \| \| X \| \| \| \| \| \| 105 \| Dairy products \| \| \| \| \| X \| \| \| 106 \| Grain mill products, starches and starch products \| X \| X \| X \| \| \| \| \| 108 \| Prepared animal feeds \| \| \| \| X \| X \| X \| \| 110 \| Beverages \| X \| X \| X \| X \| X \| X \| \| 13 \| Manufacture of textiles \| \| \| \| X \| X \| X \| \| 16 \| Manufacture of wood and of products of wood and cork, except furniture; manufacture of articles of straw and plaiting materials \| \| X \| \| \| \| \| \| 160 \| Wood products, cork, straw, plaiting materials \| \| \| \| X \| \| \| \| 181 \| Printing and service activities related to printing \| X \| X \| X \| X \| \| \| \| 20 \| Manufacture of chemicals and chemical products \| \| \| \| X \| \| \| \| 210 \| Pharmaceuticals, medicinal chemicals, etc. \| X \| X \| X \| \| \| \| \| 22 \| Manufacture of rubber and plastic products \| \| \| \| X \| \| \| \| 23 \| Manufacture of other non-metallic mineral products \| \| X \| \| \| \| \| \| 24 \| Manufacture of basic metals \| X \| \| \| \| \| \| \| 25 \| Manufacture of fabricated metal products, except machinery and equipment \| \| \| \| X \| X \| X \| \| 27 \| Manufacture of	[ "Industries", " ", "with", "current", " ", "strength", "include", " ", "Grain", "mill", "products", ",", "starches", "and", "starch", "products", "(", "106", ")", ";", "Beverages", " ", 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inclusivas. Prevenir el acoso y garantizar la seguridad del alumnado son objetivos clave para las y los líderes de los centros escolares. En Estados Unidos, los directores adaptaron el currículum académico para dar prioridad al bienestar social y emocional durante la pandemia de la COVID-19. En Malta, los directores trabajaron con las comunidades para desarrollar una cultura escolar inclusiva para las personas migrantes con apoyo lingüístico. ## Un liderazgo eficaz exige prácticas de contratación justas, confianza y oportunidades de crecimiento. - La captación y retención de talentos requiere procesos de contratación abiertos y competitivos. Limitar la discrecionalidad política en el nombramiento de las y los directores de escuela mejora los resultados escolares. Sin embargo, a nivel mundial, solo un 63 % de los países cuenta con procesos de contratación de directores de centros de enseñanza primaria y secundaria abiertos y competitivos. - Los mejores profesores no son necesariamente los mejores directores. Sin embargo, aunque el 76 % de los países exige que las y los directores sean docentes plenamente cualificados, solo 3 de cada 10 exigen también experiencia previa en el ámbito de la administración. - La autonomía puede liberar el potencial de las y los líderes. Los sistemas educativos con mejores resultados tienden a conceder una mayor autonomía a los directores de los centros escolares sobre las decisiones relativas a los recursos humanos y financieros. Sin embargo, en los países más prósperos, menos de la mitad de las y los directores son responsables del contenido de los cursos o de establecer los niveles salariales del profesorado. Además, casi un 40 % de los países no reconoce por ley la autonomía de los establecimientos de educación superior. - Los líderes profesionales necesitan preparación y formación. Los estándares de liderazgo escolar pueden ayudar a orientar los programas de formación indicando las competencias requeridas, las cuales la mayoría de países ya tienen aprobadas y establecidas. Sin embargo, casi la mitad de las y los directores de los países más ricos no reciben ninguna formación antes de su nombramiento y solo el 31 % de los países cuentan con normas establecidas para los procesos de iniciación de los nuevos directores. Las competencias prácticas, como el uso de datos, la gestión financiera y la alfabetización digital, también son esenciales; sin embargo, una cuarta parte de las y los directores de los países más ricos carecen de una formación adecuada en	[ "inclusivas", ".", "Prevenir", "el", "acoso", "y", "garantizar", "la", "seguridad", "del", "alumnado", "son", "objetivos", "clave", "para", "las", "y", "los", "líderes", "de", "los", "centros", "escolares", ".", "En", "Estados", "Unidos", ",", "los", "directores", "adaptaron", "el", "currículum", "académico", "para", "dar", "prioridad", "al", "bienestar", "social", "y", "emocional", "durante", "la", "pandemia", "de", "la", "COVID-19", ".", "En", "Malta", ",", "los", "directores", "trabajaron", "con", "las", "comunidades", "para", "desarrollar", "una", "cultura", "escolar", "inclusiva", "para", "las", "personas", "migrantes", "con", "apoyo", "lingüístico", ".", "\n\n", "#", "#", "Un", "liderazgo", "eficaz", "exige", "prácticas", "de", "contratación", "justas", ",", "confianza", "y", "oportunidades", "de", "crecimiento", ".", "\n\n", "-", "", "La", "captación", "y", "retención", "de", "talentos", "requiere", "procesos", "de", "contratación", "abiertos", "y", "competitivos", ".", "Limitar", "la", "discrecionalidad", "política", "en", "el", "nombramiento", "de", "las", "y", "los", "directores", "de", "escuela", "mejora", "los", "resultados", "escolares", ".", "Sin", "embargo", ",", "a", "nivel", "mundial", ",", "solo", "un", "63", "%", "de", "los", "países", "cuenta", "con", "procesos", "de", "contratación", "de", "directores", "de", "centros", "de", "enseñanza", "primaria", "y", "secundaria", "abiertos", "y", "competitivos", ".", "\n", "-", "", "Los", "mejores", "profesores", "no", "son", "necesariamente", "los", "mejores", "directores", ".", "Sin", "embargo", ",", "aunque", "el", "76", "%", "de", "los", "países", "exige", "que", "las", "y", "los", "directores", "sean", "docentes", "plenamente", "cualificados", ",", "solo", "3", "de", "cada", "10", "exigen", "también", "experiencia", "previa", "en", "el", "ámbito", "de", "la", "administración", ".", "\n", "-", "", "La", "autonomía", "puede", "liberar", "el", "potencial", "de", "las", "y", "los", "líderes", ".", "Los", "sistemas", "educativos", "con", "mejores", "resultados", "tienden", "a", "conceder", "una", "mayor", "autonomía", "a", "los", "directores", "de", "los", "centros", "escolares", "sobre", "las", "decisiones", "relativas", "a", "los", "recursos", "humanos", "y", "financieros", ".", "Sin", "embargo", ",", "en", "los", "países", "más", "prósperos", ",", "menos", "de", "la", "mitad", "de", "las", "y", "los", "directores", "son", "responsables", "del", "contenido", "de", "los", "cursos", "o", "de", "establecer", "los", "niveles", "salariales", "del", "profesorado", ".", "Además", ",", "casi", "un", "40", "%", "de", "los", "países", "no", "reconoce", "por", "ley", "la", "autonomía", "de", "los", "establecimientos", "de", "educación", "superior", ".", "\n", "-", "", "Los", "líderes", "profesionales", "necesitan", "preparación", "y", "formación", ".", "Los", "estándares", "de", "liderazgo", "escolar", "pueden", "ayudar", "a", "orientar", "los", "programas", "de", "formación", "indicando", "las", "competencias", "requeridas", ",", "las", "cuales", "la", "mayoría", "de", "países", "ya", "tienen", "aprobadas", "y", "establecidas", ".", "Sin", "embargo", ",", "casi", "la", "mitad", "de", "las", "y", "los", "directores", "de", "los", "países", "más", "ricos", "no", "reciben", "ninguna", "formación", "antes", "de", "su", "nombramiento", "y", "solo", "el", "31", "%", "de", "los", "países", "cuentan", "con", "normas", "establecidas", "para", "los", "procesos", "de", "iniciación", "de", "los", "nuevos", "directores", ".", "Las", "competencias", "prácticas", ",", "como", "el", "uso", "de", "datos", ",", "la", "gestión", "financiera", "y", "la", "alfabetización", "digital", ",", "también", "son", "esenciales", ";", "sin", "embargo", ",", "una", "cuarta", "parte", "de", "las", "y", "los", "directores", "de", "los", "países", "más", "ricos", "carecen", "de", "una", "formación", "adecuada", "en" ]	[]
outline of this system seeks the perspectives of classroom teachers (as opposed to guidance counselors or other out-of-classroom staff) who are responsible for ELL students in their rooms. A total of six participants committed to this study. Data Collection A link to the Informed Consent (Appendix B) was embedded in the Invitation 39 to Participate, posted on social media. Interested participants simply clicked on the link to open the Informed Consent, which they signed electronically. The Invitation to Participate clearly stated that the survey would take approximately 20 minutes to complete. Participants could choose a time and location that was comfortable and convenient for them to complete the survey. The Informed Consent further stated that survey results would be forwarded to the principal investigator via Google Forms and the data would be de-identified to ensure anonymity. These de-identified data forms will be kept for three years upon completion of this study on the researcher’s password-protected computer. Upon receipt of the completed survey, the researcher contacted the participants via the email they provided to set up one-on-one Zoom interviews, which lasted approximately 60 minutes each. Participants could pick a time and setting that was comfortable and convenient for them to facilitate their privacy. An interview protocol was followed, as stated above (Appendix D). Pseudonyms were assigned to all participants. With permission from the participants, all Zoom interviews were recorded, and the Zoom feature "closed caption" was enabled so that a written transcript was generated. This transcript helped ensure the accuracy of participants’ recorded responses. The researcher submitted the transcripts to each participant for verification and clarification. After the transcripts were verified, the researcher deleted the Zoom recordings. The written transcripts will be maintained for three years after the completion of the study on the researcher’s password-protected computer. Data Analysis Mixed methods data analysis involves examining both quantitative and 40 qualitative data to uncover perspectives surrounding a phenomenon (Johnson & Christensen, 2020). In this case study, the quantitative data was collected via a structured survey, and the qualitative data was collected via a semistructured Zoom interview. The methods used to analyze both quantitative and qualitative data are discussed in the following sections. Each method offered distinct perspectives, and when combined, they contributed to a thorough comprehension of the study's conclusions. 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countries focus on principal certification varies by country ................................................................. 65 Figure 3.10 Principals in some countries spend at least twice as much time in teaching-related tasks than in other countries ........................................................................................................................................................................................ 68 Figure 3.11 Principals appear to enjoy high levels of job satisfaction .............................................................................................................. 69 Figure 4.1 A variety of stakeholders are represented in school management teams .............................................................................. 80 Figure 4.2 Most teachers in middle leadership positions are involved in teacher appraisal .................................................................. 83 Figure 4.3 Parents are more likely than community members to be mandated to participate in school management committees ........................................................................................................................................................................ 91 Figure 4.4 Parental engagement in school governance is high in Latin America ........................................................................................ 92 Figure 5.1 In Latvia, one third of education ministry officials reported high levels of professional development on commissioning and using research ..................................................................................................................................................... 104 Figure 5.2 In Latvia, one half of local education officials reported high levels of need for professional development on methodological and subject support to teachers .................................................................................................................... 104 Figure 5.3 External school inspection is becoming less common in OECD countries ............................................................................. 107 Figure 6.1 Curriculum emphasis varies by type of political regime .............................................................................................................. 118 Figure 6.2 Teacher hiring and firing is politically influenced in many countries ....................................................................................... 120 Figure 6.3 Within two years of their appointment, 51% of education ministers have left office ........................................................ 123 Figure 7.1 A country-led process will be used to make decisions on education statistics ................................................................... 146 Figure 7.2 Some SDG 4 indicators have been under scrutiny due to low data coverage ....................................................................... 147 Figure 8.1 Since 2015, the out-of-school population has stagnated ........................................................................................................... 152 Figure 8.2 Sub-Saharan Africa accounts for more than half of the total number out-of-school children and adolescents ........................................................................................................................................................................................ 154 Figure 8.3 COVID-19 does not appear to have had a negative impact on out-of-school rates ........................................................... 155 xvi 2024/5 • GLOBAL EDUCATION MONITORING REPORT Figure 8.4 The gaps between timely and ultimate completion rates have remained persistently high in sub-Saharan Africa .................................................................................................................................................................... 158 Figure 8.5 In Yemen, conflict has compromised the education opportunities of an entire generation ............................................ 159 Figure 8.6 Completion rates in Yemen show significant regional variation ............................................................................................... 159 Figure 8.7 Adolescents’ learning outcome levels fell in reading and especially mathematics between 2018 and 2022 ........... 160 Figure 8.8 Since 2012, the percentage of students achieving minimum proficiency has fallen by 12 percentage points in reading and 6 percentage points in mathematics ........................................................................................................ 162 Figure 8.9 Those who drop out	[ "countries", "focus", "on", "principal", "certification", "varies", "by", "country", ".................................................................", "65", "\n", "Figure", "3.10", " ", "Principals", "in", "some", "countries", "spend", "at", "least", "twice", "as", "much", 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Yorozu Department of Anesthesiology, Kyorin University School of Medicine, 6-20-2 Shinkawa, Mitaka,Tokyo 181-8611, Japane-mail: [email protected] 123J Anesth (2014) 28:477 DOI 10.1007/s00540-013-1739-9	[ "Yorozu", "\n", "Department", "of", "Anesthesiology", ",", "Kyorin", "University", "School", "\n", "of", "Medicine", ",", "6", "-", "20", "-", "2", "Shinkawa", ",", "Mitaka", ",", "Tokyo", "181", "-", "8611", ",", "Japane", "-", "mail", ":", "[email protected]", "\n", "123J", "Anesth", "(", "2014", ")", "28:477", "\n", "DOI", "10.1007", "/", "s00540", "-", "013", "-", "1739", "-", "9" ]	[ { "end": 208, "label": "CITATION_SPAN", "start": 179 } ]
In June 2021, USD 130 million in additional financing for CHERP was approved to facilitate affordable and equitable access to COVID-19 vaccines through the African Vaccine Acquisition Task Team (AVATT) and COVAX initiatives. The top-up funds were also directed to boost Kenya's cold chain storage capacity, including establishing 25 county vaccine stores, strengthening the capacity of 36 sub-county stores, and equipping 1 177 health facilities with vaccine storage equipment (World Bank, 2021[49]). The World Bank provided further support of USD 750 million in development policy financing to bolster the resilience and recovery of Kenya's economy to the impact of COVID -19. ## International Monetary Fund: Emergency fiscal s upport for Kenya's pandemic response In May 2020, the International Monetary Fund (IMF) approved the disbursement of USD 739 million under the Rapid Credit Facility to support the Kenyan response to COVID-19 even as the pandemic created fiscal pressure and external financing needs. The IMF emergency financing allowed Kenya to address its fiscal needs arising from the large public health and socio-economic response mandates brought about by the pandemic (IMF, 2020[50]). ## African Development Bank: Strengthening health systems and economic recovery in Kenya The African Development Bank's ( AfDB) USD 203 million Emergency Response Support Program (ERSP), approved in May 2020, strengthened the health system for an effective response, enhanced social protection for vulnerable populations, and mitigated the social and economic impacts of the pandemic. The ERSP supported aspects of Kenya's response to the pandemic: a) health systems strengthening for an effective response; b) enhancing economic resilience against the pandemic; and c) improving the ability of the poor and vulnerable to cope with the impacts of the pandemic. To further reinforce Kenya's economic recovery, the AfDB financed the Public Debt Management Support Project (PDMS) and the National Treasury Capacity Strengthening Project (NTCSP) in 2020 and approved a loan of EUR 90 million on 16 June 2021 under the Competitiveness and Economic Recovery Support Programme (CERSP). As with the ERSP, the CERSP was designed as a consecutive general budget support operation covering the fiscal years of 2020-21 and 2021-22 (AfDB, 2023[51]). The programme aimed to sustain Kenya's economic resilience and growth in the post-pandemic environment and was built around fiscal sustainability, strengthening industrial development and competitiveness, and enhancing economic and social inclusion. 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devaluing women's observational skills, a devaluation which was intimately connected with their inability to access formal education and enter commensurate scientific careers. As she explains, 'not only were women kept out of science, but science increasingly disregarded skills that were associated with women'. Park's encounter with the US Navy psychologist Bernard Rimland, himself the father of an autistic son and published critic of psychoanalytic accounts that blamed mothers for their children's autism, marked a turning point in her life and career as a parent- expert and, eventually, published author and public speaker on autism. Here, again, we are reminded of the importance of personal and scientific solidarities to navigating difficult circumstances and building visibility that can help open a conversation about, if not always legitimize, forms of knowledge that have been rejected by the professional scientific establishment. ## Towards visible change? Publics, pedagogies and politics of science	[ "devaluing", " ", "women", "'s", " ", "observational", "skills", ",", "a", "devaluation", "which", "was", "intimately", "connected", "with", "their", "inability", "to", "access", "formal", "education", "and", "enter", "commensurate", "scientific", "careers", ".", "As", "she", "explains", ",", "'", "not", "only", "were", "women", "kept", "out", "of", "science", ",", "but", "science", "increasingly", "disregarded", "skills", "that", "were", "associated", "with", "women", "'", ".", "Park", "'s", "encounter", "with", "the", "US", "Navy", "psychologist", "Bernard", "Rimland", ",", "himself", "the", "father", "of", "an", "autistic", "son", "and", "published", "critic", "of", "psychoanalytic", "accounts", "that", "blamed", "mothers", "for", "their", "children", "'s", "autism", ",", "marked", "a", "turning", "point", "in", "her", "life", "and", "career", "as", "a", " ", "parent-", " ", "expert", " ", "and", ",", " ", "eventually", ",", " ", "published", " ", "author", " ", "and", " ", "public", " ", "speaker", " ", "on", "autism", ".", "Here", ",", "again", ",", "we", "are", "reminded", "of", "the", "importance", "of", "personal", "and", "scientific", "solidarities", "to", "navigating", "difficult", "circumstances", "and", "building", "visibility", " ", "that", " ", "can", " ", "help", " ", "open", " ", "a", " ", "conversation", " ", "about", ",", " ", "if", " ", "not", " ", "always", " ", "legitimize", ",", "forms", "of", "knowledge", "that", "have", "been", "rejected", "by", "the", "professional", "scientific", "establishment", ".", "\n\n", "#", "#", "Towards", "visible", "change", "?", "Publics", ",", "pedagogies", "and", "politics", "of", "science" ]	[]
Routray, S. (2022). The Right to Be Counted: The Urban Poor and the Politics of Resettlement in Delhi . Stanford, CA: Stanford University Press. Sharma, P. , and Varma, S. K. (2008). Women Empowerment through Entrepreneurial Activities of Self Help Groups, India Research Journal Extension Education 8 , (1), 46-51. Shipley, B. (2016). Cause and Correlation in Biology. Cambridge, UK: Cambridge University Press. Tarko, V. (2017). Elinor Ostrom: An Intellectual Biography. London: Rowman and Littlefield International Ltd. Varshney, A. (2002). Ethnic Conflict and Civic Life: Hindus and Muslims in India . New Haven, CT: Yale University Press. Verma, T. and Pearl, J. (1988). Causal Networks: Semantics and Expressiveness, in R. Schachter, T. S. Levitt, and L. N. Kanal (eds.) Uncertainty in Artificial Intelligence . Amsterdam: Elsevier, pp. 69-76. Verme P. (2009). Happiness, Freedom and Control, Journal of Economic Behaviour and Organization , 71, 146-161. World Bank . (2004). Measuring Social Capital: An Integrated Questionnaire . Washington, DC: World Bank. Wydick, B. (2016). Microfinance on the Margin: Why Recent Impact Studies May Understate Average Treatment Effects, Journal of Development Effectiveness , 8 (2), 257-265. ## 4 Leading the slums Governance, politics and brokers <!-- image --> By 'polycentric' I mean a system where citizens are able to organise not just one but multiple governing authorities, as well as private arrangements, at different scales …. Polycentric systems are themselves complex adaptive systems without one dominating central authority ( Ostrom, 2003, pp. 142-159) . ## Introduction Elinor Ostrom's quote above refers to polycentricity. A system in which multiple, overlapping decision-making centres operate independently but also interact and cooperate. That is how groups of people at different levels are able to self-organ -ise, leading to better long-term outcomes for the community. The different levels considered in this chapter are those of the community and their choice of broker, known as the community leader. We investigate the perceived characteristics of a successful community leader/broker in each of our settlements. We seek to explore and then dispel the myth that residents are helpless and illustrate that they are actively trying to improve their neighbourhood with the support of their brokers, who are passionate to help and part of a polycentric system. 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the GISCO country boundaries, highlighting the challenges of accurately representing complex archipelagos at a scale of 1:100,000. Figure 4. Comparison between a high -resolution satellite image and the 2024 GISCO country boundaries in the Finnish Islands . Source: JRC using data from Eurostat /GISCO (2024b) and ESRI World Imagery 17 The exclusion of significant areas from the country boundaries can affect the accuracy of forest index extraction. To address the limitations of the current GISCO products, we proposed expanding country coastlines using EEZ. By combining GISCO country boundaries (CNTR) with EEZ (CNTR+EEZ), we could create a more comprehensive and complete representation of country boundaries, extending up to 200 nautical miles from the coastline. This expanded boundary includes all land surfaces detected through RS analysis. 3.2.1 Merging GISCO and EEZ To create an expanded count ry boundary dataset, CNTR+EEZ, we merged the GISCO country boundaries version 2024 (Eurostat /GISCO , 2024b) with the EEZ dataset v. 12 ( Flanders Marine Institute, 2023 ). However, this process was not straightforward due to the incompatibility between the EEZ coastlines, defined using the ESRI world country boundaries , and the GISCO coastlines. The ESRI world country dataset (and the related EEZ) differs from the GISCO c ountry dataset not only in terms of geometries (coastlines and country boundaries) but also in country definitions, nomenclatures and codes , as discussed in detail in chapter 2.2.2 . For example, in the 2024 version of the GISCO country boundaries dataset, the CNTR_UR field contains codes that do not conform to the ISO 3166 -1 alpha -3 standard for Belarus, Greece, and Slovakia (see Table 4 in Annex 1). Although GISCO h ad previously provided a n EEZ product harmonised with the country coastlines version 2020 (Eurostat /GISCO , 2020e) , a similar dataset is not available for the version 2024. For this reason , we created an internal version of CNTR+EEZ using the latest version s of both GISCO and EEZ datasets. The procedure for creating the internal CNTR+EEZ involved the following steps ( Figure 5): • Download of EEZ land union v. 4 dated Octob er 2024 ( Flanders Marine Institute , 2024), which provided EEZ already merged with ESRI world country polygons, resulting in a dataset with expanded country polygons but with a different nomenclature and code identification compared to GISCO. • Clip and inserted the GISCO countries 2024 into EEZ land union layer, ensuring	[ "the", "GISCO", "country", "boundaries", ",", "highlighting", "the", "\n", "challenges", "of", "accurately", "representing", "complex", "archipelagos", "at", "a", "scale", "of", "1:100,000", ".", " \n", "Figure", "4", ".", "Comparison", "between", "a", "high", "-resolution", "satellite", "image", "and", "the", "2024", "GISCO", "country", "boundaries", " \n", "in", "the", "Finnish", "Islands", ".", "\n \n", "Source", ":", "JRC", "using", "data", "from", " ", "Eurostat", "/GISCO", " ", "(", "2024b", ")", "and", "ESRI", "World", 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impacted at least 5 million people have led to school closures. Pimchanok Buaklee, a student from Baan Som Dej School, is drinking water from a tank on the school premises. The extremely high temperatures not only cause drought but also contribute to water contamination from pathogens, a major source of concern. Credit: © UNICEF/UNI419970/Preechapanich* 238 CHAPTER 15 • TARGET 4. A – EDuCATIoN fACIlITIES AND lEARNING ENvIRoNMENTS 15 CHAPTER 15 TARGET 4.a 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non -violent, inclusive and effective learning environments for all. GLOBAL INDICATOR 4.a.1 - Proportion of schools offering basic services, by type of service THEMATIC INDICATORS 4.a.2 - Percentage of students experiencing bullying in the last 12 months 4.a.3 - Number of attacks on students, personnel and institutionsEducation facilities and learning environments 2024/5 • GLOBAL EDUCATION MONITORING REPORT 239 CHAPTER 15 • TARGET 4. A – EDuCATIoN fACIlITIES AND lEARNING ENvIRoNMENTS 15 SDG target 4.a calls for “safe, non-violent, inclusive and effective learning environments for all”. At the core of this target is the understanding that learning needs to take place in adequate facilities that ensure students’ well-being. For example, there is growing concern over whether school buildings are prepared for – and, if not, how they can be protected from – the impact of climate change, which is being felt all over the world ( Focus 15.1). SDG global indicator 4.a.1 is the ‘proportion of schools offering basic services’, including water, sanitation and hygiene (WASH); electricity; computers; internet ( Box 15.1); and adapted infrastructure and materials for students with disabilities. WATER, SANITATION AND HYGIENE WASH services are an important dimension of schools’ physical environment, essential both to students’ health and welfare and to schools’ resilience to crises. WASH services were vital during the COVID-19 pandemic. They can help mitigate the impact of natural hazards, for example by avoiding sewage contamination after floods. Global indicator 4.a.1 monitors the share of schools with access to basic drinking water, sanitation and handwashing facilities.WASH facilities must meet a minimum set of requirements to be considered under the SDG monitoring framework. Access to basic drinking water requires an improved water source from which water is available at the time of survey. Basic sanitation facilities must be improved (where human waste is hygienically separate from human contact in a private setting), usable and single sex. 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and they cannot be manufactured just as “gold or diamonds cannot be manufactured but can only be mined.” The mineral was thus not extracted until the extensive processes of crushing, milling, and separation were complete. Accordingly, the court of first instance found that Foskor carried out mining operations. Compared to the court of first instance, the SCA found that Foskor was carrying out manufacturing. For the SCA, the submission that phosphates occurred naturally in the earth and so could not be manufactured was too simplistic because it ignored the complexity of the processes that the ore had to be subjected to in order to access the phosphates. The SCA also considered the fact that during the separation 20 The allowance provided in terms of Section 15(a) read with Section 36 is not, in all cases, a 100% upfront allowance. Certain categories of expenditures (such as expenditure incurred on shaft sinking or mine equipment) will be eligible for a 100% upfront deduction; some categories will be eligible for a partial allowance deductible over a 5 to 10 year period (such as expenditure incurred in respect of the acquisition or construction of employee housing, which is eligible for a 10% annual allowance for over a period of 10 years); in exceptional cases, an annual allowance in excess of 100% is possible (such as expenditure incurred in respect of renewable energy plants brought into use before March 1, 2025 which is eligible for a 125% upfront deduction).3.0 THE BENEFITS AND RISKS OF RING -FENCING 4.0 DESIGNING RING -FENCING RULES 5.0 THE IMPLEMENTATION OF RING -FENCING RULES 6.0 CONCLUSION 2.0 THE FUNDAMENTALS OF RING -FENCING 1.0 INTRODUCTION 38 Ring-Fencing Mining Income: A toolkit for tax administrators and policy-makersprocess, several minerals other than phosphates are separated and sold independently. Lastly, it considered that the ore is not saleable before the complex separation process. The SCA thus found that the end products that emerge are significantly different from the raw ore, and as such, Foskor’s operations include manufacturing. In this case, mining operations are considered to end when the ore is extracted from the soil, and any processing beyond extraction constitutes manufacturing. Source: Southern African Legal Information Institute . T o prevent the mixing of mining and non-mining income, resource-rich countries should include clear definitions of mining activities. 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and should not be seen as heroes; it is not possible for them to do everything and do it on their own. They need to lead through collaboration to achieve common goals so that all stakeholders are motivated to work in the same direction using their respective strengths. Leadership status needs to have deeper roots than a position of power. It needs to be earned through daily practice that demonstrates integrity, commitment, ability and humanity. These qualities are strengthened if leadership functions are shared, formally and informally, with members of a management team (e.g. the vice principal or heads of department), teachers and school support staff, students, parents, and community members. School principals need to know how to meaningfully use structures, such as school management committees and student councils, as forums for consultation and engagement. Such collaborative relationships strengthen governance, improve decision making, 2024/5 • GLOBAL EDUCATION MONITORING REPORT 19 CHAPTER 1 • INTRODUCTION 1 enhance accountability, and foster inclusive and resilient environments. Policies on shared school leadership should be developed and implemented. Yet only about half of countries emphasize teacher collaboration in their leadership standards. And barely one third of leadership programmes reviewed for this report focused on developing school leaders’ preparedness to share responsibilities through openness, collaboration and partnerships. Professional development programmes should, therefore, help school principals to clarify roles; delegate responsibilities; empower colleagues, students and parents and recognize their unique contributions; create an environment where everyone feels valued; establish clear communication channels and regular feedback mechanisms; build teams; and see the school as a learning organization that works toward common goals. RECOMMENDATION 4. INVEST IN SYSTEM LEADERS Develop education officials’ capacity to serve as system leaders Education system leaders are among the least studied education actors – and quite possibly not sufficiently prepared. Yet they are entrusted with major responsibilities to initiate and implement education system reforms instigated by the government and to support quality assurance processes. Sometimes, instead of empowering them, their functions are outsourced or transferred to new governance structures. The same challenges that affect the professionalization of school principals are exacerbated for these civil servants. Recruitment and selection processes are slow to change because public administration reforms move at a slow pace. Preparation and professional development are hampered by the fact that education sector expertise may not be a prerequisite. This makes it very difficult for officials to fulfil one of their main functions:	[ "and", "should", "not", "be", "seen", "as", "heroes", ";", "it", "is", "not", "possible", "for", "them", "to", "do", "everything", "and", "do", "it", "on", "their", "own", ".", "They", "need", "to", "lead", "through", "collaboration", "to", "achieve", "common", "goals", "so", "that", "all", "stakeholders", "are", "motivated", "to", "work", "in", "the", "same", "direction", "using", "their", "respective", "strengths", ".", "\n", "Leadership", "status", "needs", "to", "have", "deeper", "roots", "than", "a", "\n", "position", "of", "power", ".", "It", "needs", "to", "be", "earned", "through", "daily", "practice", "that", "demonstrates", "integrity", ",", "commitment", ",", "ability", "and", "humanity", ".", "These", "qualities", "are", "strengthened", "if", "leadership", "functions", "are", "shared", ",", "formally", "and", "informally", ",", "with", "members", "of", "a", "management", "team", "(", "e.g.", "the", "vice", " \n", "principal", "or", "heads", "of", "department", ")", ",", "teachers", "and", "school", "support", "staff", ",", "students", ",", "parents", ",", "and", "community", "members", ".", "School", "principals", "need", "to", "know", "how", "to", "meaningfully", "use", "structures", ",", "such", "as", "school", "management", "committees", "and", "student", "councils", ",", "as", "forums", "for", "consultation", "and", "engagement", ".", "Such", "collaborative", "relationships", "strengthen", "governance", ",", "improve", "decision", "making", ",", "\n", "2024/5", "•", "GLOBAL", "EDUCATION", "MONITORING", "REPORT", "\n", "19", "CHAPTER", " ", "1", "•", "INTRODUCTION", "\n", "1", "\n", "enhance", "accountability", ",", "and", "foster", "inclusive", "and", "resilient", "\n", "environments", ".", "Policies", "on", "shared", "school", "leadership", "should", "be", "developed", "and", "implemented", ".", "Yet", "only", "about", "half", "of", "countries", "emphasize", "teacher", "collaboration", "in", "their", "leadership", "standards", ".", "And", "barely", "one", "third", "of", "leadership", "programmes", "reviewed", "for", "this", "report", "focused", "on", "developing", "school", "leaders", "’", "preparedness", "to", "share", "responsibilities", "through", "openness", ",", "collaboration", "and", "partnerships", ".", "\n", "Professional", "development", "programmes", "should", ",", "\n", "therefore", ",", "help", "school", "principals", "to", "clarify", "roles", ";", "delegate", "responsibilities", ";", "empower", "colleagues", ",", "students", "and", "parents", "and", "recognize", "their", "unique", "contributions", ";", "create", "an", "environment", "where", "everyone", "feels", "valued", ";", "establish", "clear", "communication", "channels", "and", "regular", "feedback", "mechanisms", ";", "build", "teams", ";", "and", "see", "the", "school", "as", "a", "learning", "organization", "that", "works", "toward", "common", "goals", ".", "\n", "RECOMMENDATION", "4", ".", "INVEST", "IN", "SYSTEM", "LEADERS", "\n", "Develop", "education", "officials", "’", "capacity", "to", "serve", "as", " \n", "system", "leaders", "\n", "Education", "system", "leaders", "are", "among", "the", "least", "\n", "studied", "education", "actors", "–", "and", "quite", "possibly", "not", "sufficiently", "prepared", ".", "Yet", "they", "are", "entrusted", "with", "major", "responsibilities", "to", "initiate", "and", "implement", "education", "system", "reforms", "instigated", "by", "the", "government", "and", "to", "support", "quality", "assurance", "processes", ".", "Sometimes", ",", "instead", "of", "empowering", "them", ",", "their", "functions", "are", "outsourced", "or", "transferred", "to", "new", "governance", "structures", ".", "\n", "The", "same", "challenges", "that", "affect", "the", "professionalization", "of", "\n", "school", "principals", "are", "exacerbated", "for", "these", "civil", "servants", ".", "Recruitment", "and", "selection", "processes", "are", "slow", "to", "change", "because", "public", "administration", "reforms", "move", "at", "a", "slow", "pace", ".", "Preparation", "and", "professional", "development", "are", "hampered", "by", "the", "fact", "that", "education", "sector", "expertise", "may", "not", "be", "a", "prerequisite", ".", "This", "makes", "it", "very", "difficult", "for", "officials", "to", "fulfil", "one", "of", "their", "main", "functions", ":" ]	[]
EUI video, described below. - EUI video: This video starts with the Sun as viewed from Earth. The grey images were taken by the SWAP extreme ultraviolet telescope on ESA’s Proba-2 spacecraft. The dashed red-green lines show the solar latitudes and longitudes (Stonyhurst grid), while the solid yellow lines show the centre of Earth’s view. We then rotate to Solar Orbiter’s tilted view, shown in yellow, and zoom in to the Sun’s south pole. Solar Orbiter used its Extreme Ultraviolet Imager (EUI) instrument to take these images. What you see is million-degree charged gas moving in the Sun’s outer atmosphere, the corona. Every now and then, a bright jet or plume lights up this gas. Credit: ESA & NASA/Solar Orbiter/EUI Team, D. Berghmans (ROB) & ESA/Royal Observatory of Belgium. License: CC BY-SA 3.0 IGO and ESA Standard Licence - Middle: This collage shows Solar Orbiter's view of the Sun's south pole on 16–17 March 2025, from a viewing angle of around 15° below the solar equator. This was the mission’s first high-angle observation campaign, a few days before reaching its current maximum viewing angle of 17°. These data were recorded by three of Solar Orbiter’s scientific instruments: the Polarimetric and Helioseismic Imager (PHI), the Extreme Ultraviolet Imager (EUI), and the Spectral Imaging of the Coronal Environment (SPICE) instrument. Credit: ESA & NASA/Solar Orbiter/PHI, EUI and SPICE Teams. License: CC BY-SA 3.0 IGO and ESA Standard Licence - Bottom: This image shows a magnetic field map from Solar Orbiter's Polarimetric and Helioseismic Imager (PHI) instrument, centred on the Sun's south pole. Blue indicates positive magnetic field, pointing towards the spacecraft, and red indicates negative magnetic field. Credit: ESA & NASA/Solar Orbiter/PHI Team, J. Hirzberger (MPS). License: CC BY-SA 3.0 IGO and ESA Standard Licence ## Media contact ## Mark Greaves m.greaves [at] ucl.ac.uk +44 (0)20 3108 9485 ### Follow us ### ## Information for - Current students - Staff - Alumni - Business - Donors ## Visit - Maps - Library, museums and collections - Bloomsbury Theatre - UCL East - Tours and visits ## Connect with UCL - Jobs - Media Relations - Events - UCL and London - UCL Shop - University College London, Gower Street, London, WC1E 6BT Tel: +44 (0) 20 7679 2000 - Copyright © 2025 UCL - Disclaimer - Freedom of Information - Accessibility - Privacy and Cookies - Slavery statement - Contact Us Cookies	[ "EUI", "video", ",", "described", "below", ".", "\n", "-", "EUI", "video", ":", "This", "video", "starts", "with", "the", "Sun", "as", "viewed", "from", "Earth", ".", "The", "grey", "images", "were", "taken", "by", "the", "SWAP", "extreme", "ultraviolet", "telescope", "on", "ESA", "’s", "Proba-2", "spacecraft", ".", "The", "dashed", "red", "-", "green", "lines", 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animals, and for all species across life. They analyzed data on each clade's species richness, age, and estimated diversification rate: that is, the accumulation of new species over time. They focused on 10 phyla, 140 orders, and 678 families of land plants, jointly spanning more than 300,000 species; 31 orders and 870 families of insects, encompassing more than one million known species; 12 classes of vertebrates, encompassing more than 66,000 species; and 28 phyla and 1,710 families of animals with more than 1.5 million species. Finally, they analyzed 17 kingdoms and 2,545 families across all of life, including more than 2 million species. The results were clear and consistent: irrespective of hierarchical level or group of organisms, the majority of extant species proved to be restricted to a few disproportionately large clades with higher-than-average diversification rates. <!-- image --> <!-- image --> Report Ad 'Rapid radiations' of species are thought to occur when a new ecological niche opens up: for example, when a flock of grassquit birds dispersed from Central America to the virgin territory of the Galápagos Islands approximately 2.5 million years ago to diversify into the famous Darwin's finches; or when an evolutionary innovation like powered flight prompted the radiation of bats 50 million years ago. Seeing the forest for the trees "Our results imply that most of life's diversity is explained by such relatively rapid radiations. We also suggest key traits that might explain these rapid radiations, based on our results and results of earlier studies," said Wiens. "These traits include multicellularity in plants, animals, and fungi across the kingdoms of life; the invasion of land and the adoption of a plant-based diet in arthropods among animal phyla; and the emergence of flowers and insect pollination in flowering plants among plant phyla," said Wiens. However, one 'known unknown' remains: the distribution of species within the kingdom bacteria. Approximately 10,000 species of bacteria are known to science, but current estimates for the true number range from millions to trillions. However, the origin of bacteria dates back to 3.5 billion years ago, and so the overall diversification rate among them is actually quite low. "If actual bacterial richness really is much higher than described richness for other groups, then a clade with low diversification rates [namely bacteria] would contain the majority of species across life - this would be in stark contrast to our results. Therefore, we caution that	[ "animals", ",", "and", "for", "all", "species", "across", "life", ".", "They", "analyzed", "data", "on", "each", "clade", "'s", "species", "richness", ",", "age", ",", "and", "estimated", "diversification", "rate", ":", "that", "is", ",", "the", "accumulation", "of", "new", "species", "over", "time", ".", "\n\n", "They", "focused", "on", "10", "phyla", ",", "140", "orders", ",", "and", "678", "families", "of", "land", "plants", ",", "jointly", "spanning", "more", "than", "300,000", "species", ";", "31", "orders", "and", "870", "families", "of", "insects", ",", "encompassing", "more", "than", "one", "million", "known", "species", ";", "12", "classes", "of", "vertebrates", ",", "encompassing", "more", "than", "66,000", "species", ";", "and", "28", "phyla", "and", "1,710", "families", "of", "animals", "with", "more", "than", "1.5", "million", "species", ".", "Finally", ",", "they", "analyzed", "17", "kingdoms", "and", "2,545", "families", "across", "all", "of", "life", ",", "including", "more", "than", "2", "million", "species", ".", "\n\n", "The", "results", "were", "clear", "and", "consistent", ":", "irrespective", "of", "hierarchical", "level", "or", "group", "of", "organisms", ",", "the", "majority", "of", "extant", "species", "proved", "to", "be", "restricted", "to", "a", "few", "disproportionately", "large", "clades", "with", "higher", "-", "than", "-", "average", "diversification", "rates", ".", "\n\n", "<", "!", "--", "image", "--", ">", "\n\n", "<", "!", "--", "image", "--", ">", "\n\n", "Report", "Ad", "\n\n", "'", "Rapid", "radiations", "'", "of", "species", "are", "thought", "to", "occur", "when", "a", "new", "ecological", "niche", "opens", "up", ":", "for", "example", ",", "when", "a", "flock", "of", "grassquit", "birds", "dispersed", "from", "Central", "America", "to", "the", "virgin", "territory", "of", "the", "Galápagos", "Islands", "approximately", "2.5", "million", "years", "ago", "to", "diversify", "into", "the", "famous", "Darwin", "'s", "finches", ";", "or", "when", "an", "evolutionary", "innovation", "like", "powered", "flight", "prompted", "the", "radiation", "of", "bats", "50", "million", "years", "ago", ".", "\n\n", "Seeing", "the", "forest", "for", "the", "trees", "\n\n", "\"", "Our", "results", "imply", "that", "most", "of", "life", "'s", "diversity", "is", "explained", "by", "such", "relatively", "rapid", "radiations", ".", "We", "also", "suggest", "key", "traits", "that", "might", "explain", "these", "rapid", "radiations", ",", "based", "on", "our", "results", "and", "results", "of", "earlier", "studies", ",", "\"", "said", "Wiens", ".", "\n\n", "\"", "These", "traits", "include", "multicellularity", "in", "plants", ",", "animals", ",", "and", "fungi", "across", "the", "kingdoms", "of", "life", ";", "the", "invasion", "of", "land", "and", "the", "adoption", "of", "a", "plant", "-", "based", "diet", "in", "arthropods", "among", "animal", "phyla", ";", "and", "the", "emergence", "of", "flowers", "and", "insect", "pollination", "in", "flowering", "plants", "among", "plant", "phyla", ",", "\"", "said", "Wiens", ".", "\n\n", "However", ",", "one", "'", "known", "unknown", "'", "remains", ":", "the", "distribution", "of", "species", "within", "the", "kingdom", "bacteria", ".", "Approximately", "10,000", "species", "of", "bacteria", "are", "known", "to", "science", ",", "but", "current", "estimates", "for", "the", "true", "number", "range", "from", "millions", "to", "trillions", ".", "However", ",", "the", "origin", "of", "bacteria", "dates", "back", "to", "3.5", "billion", "years", "ago", ",", "and", "so", "the", "overall", "diversification", "rate", "among", "them", "is", "actually", "quite", "low", ".", "\n\n", "\"", "If", "actual", "bacterial", "richness", "really", "is", "much", "higher", "than", "described", "richness", "for", "other", "groups", ",", "then", "a", "clade", "with", "low", "diversification", "rates", "[", "namely", "bacteria", "]", "would", "contain", "the", "majority", "of", "species", "across", "life", "-", "this", "would", "be", "in", "stark", "contrast", "to", "our", "results", ".", "Therefore", ",", "we", "caution", "that" ]	[]
# Nearly 80% of whale sharks in this marine tourism hotspot have human-caused scars Human-caused injuries are common in endangered whale sharks off Indonesian Papua, but simple changes to local fishing practices could help protect them Frontiers image: Whale shark in Cendrawasih Bay view more Credit: M.V. Erdmann <!-- image --> Whale sharks, the largest living fish species, are classified as endangered on the IUCN Red List of Threatened Species. Over the past 75 years, populations have declined by more than 50% worldwide, and by up to 63% in the Indo-Pacific region. Because whale sharks take up to 30 years to become sexually mature, populations can only recover slowly from threats like hunting for fins, meat, and oil, habitat loss, and entanglement in fishing nets. Now, an international group of researchers has shown that in the Bird’s Head Seascape off Indonesian West Papua, 62% of whale sharks have scars and injuries from preventable human causes. They argue that simple interventions could greatly lessen this burden on the local population of these gentle giants. “We found that scars and injuries were mainly from anthropogenic causes, such as collisions with ‘bagans’ – traditional fishing platforms with lift nets – and whale shark-watching tour boats,” said Dr Edy Setyawan, the lead conservation scientist at the Elasmobranch Institute Indonesia, and the study’s corresponding author. “Relatively harmless minor abrasions were the most common. Serious injuries from natural causes such as predator attacks, or from boat propellers were much less common." Whale shark spotting Between 2010 and 2023, Setyawan and colleagues studied presence by whale sharks to Cenderawasih Bay, Kaimana, Raja Ampat, and Fakfak within the Bird’s Head Seascape, a region hosting a network of 26 marine protected areas and a hotspot for marine megafauna and tropical marine biodiversity. Each whale shark sports its own unique pattern of white spots and stripes, which enabled the scientists to use photos by researchers and citizen scientists to identify each one individually. Setyawan et al. also recorded the date and time of each sighting, its GPS coordinates, the shark’s sex and maturity status, size, behavior, and any visible injuries. Over this period, they observed a total of 268 unique whale sharks, of which 98% were sighted in Cenderawasih Bay and Kaimana. Whale shark sightings were almost exclusively seen near bagans, where they typically fed on baitfish like anchovies, herrings, and sprats – either swimming horizontally or in a vertical	[ "#", "Nearly", "80", "%", "of", "whale", "sharks", "in", "this", "marine", "tourism", "hotspot", "have", "human", "-", "caused", "scars", "\n\n", "Human", "-", "caused", "injuries", "are", "common", "in", "endangered", "whale", "sharks", "off", "Indonesian", "Papua", ",", "but", "simple", "changes", "to", "local", "fishing", "practices", "could", "help", "protect", "them", "\n\n", "Frontiers", "\n\n", "image", ":", " ", "Whale", "shark", "in", " ", "Cendrawasih", "Bay", "\n\n", "view", "more", " \n", "Credit", ":", "M.V.", "Erdmann", "\n\n", "<", "!", "--", "image", "--", ">", "\n\n", "Whale", "sharks", ",", "the", "largest", "living", "fish", "species", ",", "are", "classified", "as", "endangered", "on", "the", "IUCN", "Red", "List", "of", "Threatened", "Species", ".", "Over", "the", "past", "75", "years", ",", "populations", "have", "declined", "by", "more", "than", "50", "%", "worldwide", ",", "and", "by", "up", "to", "63", "%", "in", "the", "Indo", "-", "Pacific", "region", ".", "Because", "whale", "sharks", "take", "up", "to", "30", "years", "to", "become", "sexually", "mature", ",", "populations", "can", "only", "recover", "slowly", "from", "threats", "like", "hunting", "for", "fins", ",", "meat", ",", "and", "oil", ",", "habitat", "loss", ",", "and", "entanglement", "in", "fishing", "nets", ".", "\n\n", "Now", ",", "an", "international", "group", "of", "researchers", "has", "shown", "that", "in", "the", "Bird", "’s", "Head", "Seascape", "off", "Indonesian", "West", "Papua", ",", "62", "%", "of", "whale", "sharks", "have", "scars", "and", "injuries", "from", "preventable", "human", "causes", ".", "They", "argue", "that", "simple", "interventions", "could", "greatly", "lessen", "this", "burden", "on", "the", "local", "population", "of", "these", "gentle", "giants", ".", "\n\n", "“", "We", "found", "that", "scars", "and", "injuries", "were", "mainly", "from", "anthropogenic", "causes", ",", "such", "as", "collisions", "with", "‘", "bagans", "’", "–", "traditional", "fishing", "platforms", "with", "lift", "nets", "–", "and", "whale", "shark", "-", "watching", "tour", "boats", ",", "”", "said", "Dr", "Edy", "Setyawan", ",", "the", "lead", "conservation", "scientist", "at", "the", "Elasmobranch", "Institute", "Indonesia", ",", "and", "the", "study", "’s", "corresponding", "author", ".", "\n\n", "“", "Relatively", "harmless", "minor", "abrasions", "were", "the", "most", "common", ".", "Serious", "injuries", "from", "natural", "causes", "such", "as", "predator", "attacks", ",", "or", "from", "boat", "propellers", "were", "much", "less", "common", ".", "\"", "\n\n", "Whale", "shark", "spotting", "\n\n", "Between", "2010", "and", "2023", ",", "Setyawan", "and", "colleagues", "studied", "presence", "by", "whale", "sharks", "to", "Cenderawasih", "Bay", ",", "Kaimana", ",", "Raja", "Ampat", ",", "and", "Fakfak", "within", "the", "Bird", "’s", "Head", "Seascape", ",", "a", "region", "hosting", "a", "network", "of", "26", "marine", "protected", "areas", "and", "a", "hotspot", "for", "marine", "megafauna", "and", "tropical", "marine", "biodiversity", ".", "Each", "whale", "shark", "sports", "its", "own", "unique", "pattern", "of", "white", "spots", "and", "stripes", ",", "which", "enabled", "the", "scientists", "to", "use", "photos", "by", "researchers", "and", "citizen", "scientists", "to", "identify", "each", "one", "individually", ".", "Setyawan", "et", "al", ".", "also", "recorded", "the", "date", "and", "time", "of", "each", "sighting", ",", "its", "GPS", "coordinates", ",", "the", "shark", "’s", "sex", "and", "maturity", "status", ",", "size", ",", "behavior", ",", "and", "any", "visible", "injuries", ".", "\n\n", "Over", "this", "period", ",", "they", "observed", "a", "total", "of", "268", "unique", "whale", "sharks", ",", "of", "which", "98", "%", "were", "sighted", "in", "Cenderawasih", "Bay", "and", "Kaimana", ".", "Whale", "shark", "sightings", "were", "almost", "exclusively", "seen", "near", "bagans", ",", "where", "they", "typically", "fed", "on", "baitfish", "like", "anchovies", ",", "herrings", ",", "and", "sprats", "–", "either", "swimming", "horizontally", "or", "in", "a", "vertical" ]	[]
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This tiny iron catalyst could transform the future of clean energy https://www.sciencedaily.com/releases/2025/08/250827010717.htm Hydrogen fuel cells could power cars, devices, and homes with nothing but water as a byproduct—but platinum’s cost holds them back. Chinese researchers have now unveiled a breakthrough iron-based catalyst that could rival platinum while boosting efficiency and durability. With its clever “inner activation, outer protection” design, this new catalyst not only reduces harmful byproducts but also shatters performance records, potentially paving the way for cleaner, cheaper, and more practical hydrogen energy. Facebook Twitter Pinterest LinkedIN Email Close Update Privacy Settings What is this?	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la financiación climática para movilizar los recursos en educación ................................................................292 \| \| \| Gasto de los hogares ...................................................................................................................................................................................................................... \| 296 \| \| Anexo \| \| \| Cuadros estadísticos ...................................................................................................................................................................................................................... \| 301 \| \| Cuadros de ayuda............................................................................................................................................................................................................................. \| 387 \| \| Glosario ............................................................................................................................................................................................................................................... \| 396 \| \| Acrónimos y abreviaturas............................................................................................................................................................................................................. \| 401 \| \| Referencias........................................................................................................................................................................................................................................ \| 404 \| ## Lista de figuras, ## cuadros y recuadros ## FIGURAS \| Figura 1.1 \| El liderazgo escolar es el núcleo del marco de la calidad de la educación ............................................................................................................. \| 12 \| \|--------------\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|------\| \| Figura 2.1 \| En los países de altos ingresos, las y los directores de los centros escolares han afirmado haber visto disminuida su supervisión de las actividades docentes............................................................................................................................................................................27 \| \| \| Figura 2.2 \| Másdeunodecada tres directores de centros escolares afirma tener una responsabilidad importante en la determinación del contenido de los cursos......................................................................................................................................................................................................28 \| \| \| Figura 2.3 \| Las y los directores de los centros escolares tienen un gran poder de decisión a la hora de fijar las políticas disciplinarias, pero no los salarios del profesorado....................................................................................................................................................................................39 \| \| \| Figura 2.4 \| Los sistemas educativos con mejores resultados suelen conceder a las y los directores escolares una mayor autonomía en las decisiones sobre recursos humanos y financieros............................................................................................................................................40 \| \| \| Figura 2.5 \| No todas las dimensiones del liderazgo están igualmente integradas en las normas profesionales nacionales................................ \| 41 \| \| Figura 3.1 \| Las cualificaciones académicas de las y los directores de centros escolares varían de un país a otro.....................................................53 \| \| \| Figura 3.2 \| En los países másprósperos, la permanencia media de las y los directores de centros escolares es tres veces superior..............54 \| \| \| Figura 3.3 \| Las mujeres tienen muchas menos probabilidades de ser directoras de centros escolares que profesoras........................................55 \| \| \| Figura 3.4 \| En el África francófona, las directoras de centros escolares tienen menos experiencia en administración escolar que sus homólogos varones.....................................................................................................................................................................................................................56 \| \| \| Figura 3.5 \| El número de directores de centros escolares que comienzan su mandato habiendo hecho un curso de administración escolar es relativamente escaso ...........................................................................................................................................................................................57 \| \| \| Figura 3.6 \| Una cuarta parte de las y los directores de centros escolares afirma necesitar formación profesional .................................................58 \| \| \| Figura 3.7 \| No se hace suficiente hincapié en la formación inicial y previa a la incorporación.............................................................................................59 \| \| \| Figura 3.8 \| Solo	[ "la", "financiación", "climática", "para", "movilizar", "los", "recursos", "en", "educación", "................................................................", "292", " ", "\|", " ", "\|", "\n", "\|", "Gasto", "de", "los", "hogares", "......................................................................................................................................................................................................................", " ", "\|", "296", "\|", "\n", "\|", "Anexo", " ", "\|", " ", "\|", "\n", "\|", "Cuadros", "estadísticos", "......................................................................................................................................................................................................................", " ", "\|", "301", "\|", "\n", "\|", "Cuadros", "de", "ayuda", ".............................................................................................................................................................................................................................", " ", "\|", "387", "\|", "\n", "\|", "Glosario", "...............................................................................................................................................................................................................................................", "\|", "396", "\|", "\n", "\|", "Acrónimos", "y", "abreviaturas", ".............................................................................................................................................................................................................", " ", "\|", "401", "\|", "\n", "\|", "Referencias", "........................................................................................................................................................................................................................................", " ", "\|", "404", "\|", "\n\n", "#", "#", "Lista", "de", "figuras", ",", "\n\n", "#", "#", "cuadros", "y", "recuadros", "\n\n", "#", "#", "FIGURAS", "\n\n", "\|", "Figura", "1.1", " ", "\|", "El", "liderazgo", "escolar", "es", "el", "núcleo", "del", "marco", "de", "la", "calidad", "de", "la", "educación", ".............................................................................................................", " ", "\|", "12", " ", "\|", "\n", "\|--------------\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|------\|", "\n", "\|", "Figura", "2.1", " ", "\|", "En", "los", "países", "de", "altos", "ingresos", ",", "las", "y", "los", "directores", "de", "los", "centros", "escolares", "han", "afirmado", "haber", "visto", "disminuida", "su", "supervisión", "de", "las", "actividades", "docentes", "............................................................................................................................................................................", "27", " ", "\|", " ", "\|", "\n", "\|", "Figura", "2.2", " ", "\|", "Másdeunodecada", "tres", "directores", "de", "centros", "escolares", "afirma", "tener", "una", "responsabilidad", "importante", "en", "la", "determinación", "del", "contenido", "de", "los", "cursos", "......................................................................................................................................................................................................", "28", " ", "\|", " ", "\|", "\n", "\|", "Figura", "2.3", " ", "\|", "Las", "y", "los", "directores", "de", "los", "centros", "escolares", "tienen", "un", "gran", "poder", "de", "decisión", "a", "la", "hora", "de", "fijar", "las", "políticas", "disciplinarias", ",", "pero", "no", "los", "salarios", "del", "profesorado", "....................................................................................................................................................................................", "39", " ", "\|", " ", "\|", "\n", "\|", "Figura", "2.4", " ", "\|", "Los", "sistemas", "educativos", "con", "mejores", "resultados", "suelen", "conceder", "a", "las", "y", "los", "directores", "escolares", "una", "mayor", "autonomía", "en", "las", "decisiones", "sobre", "recursos", "humanos", "y", "financieros", "............................................................................................................................................", "40", " ", "\|", " ", "\|", "\n", "\|", "Figura", "2.5", " ", "\|", "No", "todas", "las", "dimensiones", "del", "liderazgo", "están", "igualmente", "integradas", "en", "las", "normas", "profesionales", "nacionales", "................................", " ", "\|", "41", " ", "\|", "\n", "\|", "Figura", "3.1", " ", "\|", "Las", "cualificaciones", "académicas", "de", "las", "y", "los", "directores", "de", "centros", "escolares", "varían", "de", "un", "país", "a", "otro", ".....................................................", "53", " ", "\|", " ", "\|", "\n", "\|", "Figura", "3.2", " ", "\|", "En", "los", "países", "másprósperos", ",", "la", "permanencia", "media", "de", "las", "y", "los", "directores", "de", "centros", "escolares", "es", "tres", "veces", "superior", "..............", "54", " ", "\|", " ", "\|", "\n", "\|", "Figura", "3.3", " ", "\|", "Las", "mujeres", "tienen", "muchas", "menos", "probabilidades", "de", "ser", "directoras", "de", "centros", "escolares", "que", "profesoras", "........................................", "55", " ", "\|", " ", "\|", "\n", "\|", "Figura", "3.4", " ", "\|", "En", "el", "África", "francófona", ",", "las", "directoras", "de", "centros", "escolares", "tienen", "menos", "experiencia", "en", "administración", "escolar", "que", "sus", "homólogos", "varones", ".....................................................................................................................................................................................................................", "56", "\|", " ", "\|", "\n", "\|", "Figura", "3.5", " ", "\|", "El", "número", "de", "directores", "de", "centros", "escolares", "que", "comienzan", "su", "mandato", "habiendo", "hecho", "un", "curso", "de", "administración", "escolar", "es", "relativamente", "escaso", "...........................................................................................................................................................................................", "57", " ", "\|", " ", "\|", "\n", "\|", "Figura", "3.6", " ", "\|", "Una", "cuarta", "parte", "de", "las", "y", "los", "directores", "de", "centros", "escolares", "afirma", "necesitar", "formación", "profesional", ".................................................", "58", " ", "\|", " ", "\|", "\n", "\|", "Figura", "3.7", " ", "\|", "No", "se", "hace", "suficiente", "hincapié", "en", "la", "formación", "inicial", "y", "previa", "a", "la", "incorporación", ".............................................................................................", "59", " ", "\|", " ", "\|", "\n", "\|", "Figura", "3.8", " ", "\|", "Solo" ]	[]
\| Date \| Code \| Title \| Description \| \|------------\|--------\|-----------------------------------------------------------------------------\|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| 2022-12-15 \| AS \| Assignment \| Owner name: EMERGING ACQUISITIONS, LLC, OREGON Free format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNORS:PARR, CHRISTOPHER;BROOKS, THOMAS;COLE, JAMES;REEL/FRAME:062110/0309 Effective date: 20210618 \| \| 2022-12-15 \| FEPP \| Fee payment procedure \| Free format text: ENTITY STATUS SET TO UNDISCOUNTED (ORIGINAL EVENT CODE: BIG.); ENTITY STATUS OF PATENT OWNER: SMALL ENTITY \| \| 2023-01-05 \| FEPP \| Fee payment procedure \| Free format text: ENTITY STATUS SET TO SMALL (ORIGINAL EVENT CODE: SMAL); ENTITY STATUS 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a percentage of the population in that age group. - Total net enrolment rate. Enrolment of the official age group in any level of education , expressed as a percentage of the population in that age group. New entrants. Students entering a given level of education for the first time; the difference between enrolment and repeaters in the first grade of the level. Never been to school rate. Percentage of children aged three to five years older than the official entrance age into primary education who have never been to school. For example, in a country where the official entrance age is 6 years, the indicator is calculated over the age group 9 to 11 years. • Out-of-school number. Those not enrolled, defined over the following populations: - Children of official primary school age. - Adolescents of official lower secondary school age. - Youth of official upper secondary school age. Out-of-school rate. Those of the official age group for a given level of education not enrolled, expressed as a percentage of the population in that age group. Over-age for grade rate. The percentage of students in each level of education (primary, lower secondary and upper secondary) who are two years or more above the intended age for their grade. Parity index. A measure of inequality defined as the ratio of the values of an education indicator of two population groups. Typically, the numerator is the value of the disadvantaged group and the denominator is the value of the advantaged group. An index value between 0.97 and 1.03 indicates parity. A value below 0.97 indicates disparity in favour of the advantaged group. A value above 1.03 indicates disparity in favour of the disadvantaged group. An adjusted parity index is symmetrical around 1 and limited to a range between 0 and 2. Groups can be defined by: - Gender. Ratio of female to male values of a given indicator. - Location. Ratio of rural to urban values of a given indicator. - Wealth/income. Ratio of the poorest 20% to the richest 20% of a given indicator. Private institutions. Institutions that are not operated by public authorities but are controlled and managed, whether for profit or not, by private bodies such as non-government organizations, religious bodies, special interest groups, foundations or business enterprises. Public expenditure on education. 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SEPTEMBER 2024The future of European competitiveness Part A \| A competitiveness strategy for EuropeAcknowledgment This report would not exist without the generosity of many extraordinary people who have at heart the future of Europe. First, I would like to acknowledge the President of the European Commission Ursula von der Leyen for her constant support, and to thank the President of the European Central Bank Christine Lagarde for lending valuable resources. Paolo D’Aprile and Pauline Rouch coordinated all the work contained in the report. Jonathan Yiangou drafted exten - sive parts of it. Without their dedication and hard work this report would not have been possible. The analysis and the policy advice contained in the report owes much to the contributions of: Philippe Aghion, Laurence Boone, Vittorio Colao, Francesco Decarolis, Robbert Dijkgraaf, Francesco Giavazzi, Luigi Guiso, Claudio Michelacci, Marco Pagano, Raffaella Sadun, Fabiano Schivardi, Fiona M. Scott Morton, Michael Spence, Per Strömberg, Jean Tirole, and John Van Reenen. I would like to thank the Commission team that followed and contributed to the report from beginning to end: Alessandra Falcinelli, Miguel Gil Tertre, Alexandr Hobza, Thomas Hopkins, Sven Langedijk, Dimitri Lorenzani, Vukašin Ostojić, Núria Subirats Rebull, Dirk Van den Steen, Lukas Vogel, and Yoshua Witteveen. I would also like to thank our graphic designer, Camille Palandjian for her work. The team could count on the precious support of Isabela Di Pietro and Maria Grazia Ciorra. I am also grateful for the contributions of the following people and organisations, who were consulted in meetings and/or who sent written contributions. •D. Acemoglu, Massachusetts Institute of Technology •P. Antràs, Harvard University •P. Beria, Politecnico di Milano •O. Blanchard, Massachusetts Institute of Technology •J.P. Bourguignon, Institut des Hautes Études Scientifiques •M. Dewatripont, Université libre de Bruxelles •F. Dudenhoeffer, University of Duisburg-Essen •T. Duso, German Institute for Economic Research •L. Garicano, London School of Economics •F. Gianotti, CERN •D. Helm, University of Oxford •P. T. Jones, KU Leuven •M. Leptin, European Research Council •E. Marique, Radboud University Nijmegen •A. Mas-Colell, Pompeu Fabra University •J. J. Montero Pascual, Florence School of Regulation •E. Moretti, University of California, Berkeley •M. Motta, Pompeu Fabra University •M. Peitz, University of Mannheim •L.H.Roeller, European School of Management and Technology Berlin •A. Sapir, Université libre de Bruxelles •G. Siani, Banca d’Italia •N. Stern, London School of Economics 01 THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| ACKNOWLEDGMENTTHINK TANKS AND RESEARCH INSTITUTIONS BloombergNEF	[ "SEPTEMBER", "2024The", "future", "\n", "of", "European", "\n", "competitiveness", "\n", "Part", "A", "\|", "A", "competitiveness", "strategy", "for", "EuropeAcknowledgment", "\n", "This", "report", "would", "not", "exist", "without", "the", "generosity", "of", "many", "extraordinary", "people", "who", "have", "at", "heart", "the", "future", "\n", "of", "Europe", ".", "\n", "First", ",", "I", "would", "like", "to", "acknowledge", "the", "President", "of", "the", "European", "Commission", "Ursula", "von", "der", "Leyen", "for", "her", "constant", "\n", "support", ",", "and", "to", "thank", "the", "President", "of", "the", "European", "Central", "Bank", "Christine", "Lagarde", "for", "lending", "valuable", "resources", ".", "\n", "Paolo", "D’Aprile", "and", "Pauline", "Rouch", "coordinated", "all", "the", "work", "contained", "in", "the", "report", ".", "Jonathan", "Yiangou", "drafted", "exten", "-", "\n", "sive", "parts", "of", "it", ".", "Without", "their", "dedication", "and", "hard", "work", "this", "report", "would", "not", "have", "been", "possible", ".", "\n", "The", "analysis", "and", "the", "policy", "advice", "contained", "in", "the", "report", "owes", "much", "to", "the", "contributions", "of", ":", "Philippe", "Aghion", ",", "\n", "Laurence", "Boone", ",", "Vittorio", "Colao", ",", "Francesco", "Decarolis", ",", "Robbert", "Dijkgraaf", ",", "Francesco", "Giavazzi", ",", "Luigi", "Guiso", ",", "Claudio", "\n", "Michelacci", ",", "Marco", "Pagano", ",", "Raffaella", "Sadun", ",", "Fabiano", "Schivardi", ",", "Fiona", "M.", "Scott", "Morton", ",", "Michael", "Spence", ",", "Per", "\n", "Strömberg", ",", "Jean", "Tirole", ",", "and", "John", "Van", "Reenen", ".", "\n", "I", "would", "like", "to", "thank", "the", "Commission", "team", "that", "followed", "and", "contributed", "to", "the", "report", "from", "beginning", "to", "end", ":", "\n", "Alessandra", "Falcinelli", ",", "Miguel", "Gil", "Tertre", ",", "Alexandr", "Hobza", ",", "Thomas", "Hopkins", ",", "Sven", "Langedijk", ",", "Dimitri", "Lorenzani", ",", "Vukašin", "\n", "Ostojić", ",", "Núria", "Subirats", "Rebull", ",", "Dirk", "Van", "den", "Steen", ",", "Lukas", "Vogel", ",", "and", "Yoshua", "Witteveen", ".", "I", "would", "also", "like", "to", "thank", "our", "\n", "graphic", "designer", ",", "Camille", "Palandjian", "for", "her", "work", ".", "The", "team", "could", "count", "on", "the", "precious", "support", "of", "Isabela", "Di", "Pietro", "\n", "and", "Maria", "Grazia", "Ciorra", ".", "\n", "I", "am", "also", "grateful", "for", "the", "contributions", "of", "the", "following", "people", "and", "organisations", ",", "who", "were", "consulted", "in", "meetings", "\n", "and/or", "who", "sent", "written", "contributions", ".", "\n ", "•D.", "Acemoglu", ",", "Massachusetts", "Institute", "\n", "of", " ", "Technology", "\n ", "•P.", "Antràs", ",", "Harvard", "University", "\n ", "•P.", "Beria", ",", "Politecnico", "di", "Milano", "\n ", "•O.", "Blanchard", ",", "Massachusetts", "Institute", "\n", "of", " ", "Technology", "\n ", "•J.P.", "Bourguignon", ",", "Institut", "des", "Hautes", "Études", " \n", "Scientifiques", "\n ", "•M.", "Dewatripont", ",", "Université", "libre", "de", "Bruxelles", "\n ", "•F.", "Dudenhoeffer", ",", "University", "of", "Duisburg", "-", "Essen", "\n ", "•T.", "Duso", ",", "German", "Institute", "for", "Economic", "Research", "\n ", "•L.", "Garicano", ",", "London", "School", "of", "Economics", "\n ", "•F.", "Gianotti", ",", "CERN", "\n ", "•D.", "Helm", ",", "University", "of", "Oxford", "\n ", "•P.", "T.", "Jones", ",", "KU", "Leuven", "•M.", "Leptin", ",", "European", "Research", "Council", "\n ", "•E.", "Marique", ",", "Radboud", "University", "Nijmegen", "\n ", "•A.", "Mas", "-", "Colell", ",", "Pompeu", "Fabra", "University", "\n ", "•J.", "J.", "Montero", "Pascual", ",", "Florence", "School", "\n", "of", " ", "Regulation", "\n ", "•E.", "Moretti", ",", " ", "University", "of", "California", ",", "Berkeley", "\n ", "•M.", "Motta", ",", "Pompeu", "Fabra", "University", "\n ", "•M.", "Peitz", ",", "University", "of", "Mannheim", "\n ", "•L.H.Roeller", ",", "European", "School", "of", "Management", "\n", "and", " ", "Technology", "Berlin", "\n ", "•A.", "Sapir", ",", "Université", "libre", "de", "Bruxelles", "\n ", "•G.", "Siani", ",", "Banca", "d’Italia", "\n ", "•N.", "Stern", ",", "London", "School", "of", "Economics", "\n", "01", "\n", "THE", "FUTURE", "OF", "EUROPEAN", "COMPETITIVENESS", " ", "—", "PART", "A", "\|", "ACKNOWLEDGMENTTHINK", "TANKS", "AND", "RESEARCH", "INSTITUTIONS", "\n", "BloombergNEF", "\n" ]	[]
University Gender Equality Award (2017) and the Prime Minister’s Commendation for Gender Equality (2022). Andrea Pet ő is a historian and Professor in the Department of Gender Studies at the Central European University, Vienna, a Research Affiliate at the CEU Democracy Institute, Budapest, and a Doctor of Science of the Hungarian Academy of Sciences. Her works on gender, politics, the Holocaust and war have been translated into twenty- three languages. She was awarded the 2018 All European Academies (ALLEA) Madame de Staël Prize for Cultural Values and the 2022 University of Oslo Human Rights Award. She is Doctor Honoris Causa of Södertörn University, Stockholm. Recent publi - cations include The Women of the Arrow Cross Party: Invisible Hungarian Perpetrators in the Second World War (Palgrave Macmillan, 2020) and xv xv Contributors Forgotten Massacre: Budapest 1944 (De Gruyter, 2021). She writes op- ed pieces on academic freedom and illiberal higher education for many inter - national and national media outlets. Saurav Kumar Rai completed his MPhil and PhD in the History Department, University of Delhi, on the social history of health and medicine, under the supervision of the late Dr Biswamoy Pati. His monograph, Ayurveda, Nation and Society: United Provinces, c.1890– 1950 , was published with Orient BlackSwan in 2024, as part of the York University Series ‘New Perspectives in South Asian History’. He has several articles to his credit in reputed jour - nals, including Indian Economic and Social History Review , History and Sociology of South Asia and Social Scientist . Previously a senior research assistant at the Nehru Memorial Museum and Library, Saurav is currently Research Officer at the Gandhi Smriti and Darshan Samiti, New Delhi. Emily Rees Koerner is a historian specializing in gender and technology and Visiting Fellow at the School of Philosophy, Religion and History of Science, University of Leeds. Her doctoral research, undertaken at the University of Nottingham, was on the domestication of television in Britain, with a particular focus on the gendered aspects of this process. She was the post - doctoral research assistant on the AHRC- funded public engagement project ‘Electrifying Women’ (2019– 2020) on the history of women in engineer - ing. Her most recent research continues this theme within a transnational context. Marga Vicedo is Professor of the History of Science in the Institute for the History and Philosophy of Science and Technology (IHPST) at the University of Toronto. She	[ "University", "Gender", "Equality", "Award", "(", "2017", ")", "and", "the", "Prime", "Minister", "’s", "\n", "Commendation", "for", "Gender", "Equality", "(", "2022", ")", ".", "\n", "Andrea", "Pet", "ő", "is", "a", "historian", "and", "Professor", "in", "the", "Department", "of", "Gender", "Studies", "\n", "at", "the", "Central", "European", "University", ",", "Vienna", ",", "a", "Research", "Affiliate", "at", "the", "CEU", "\n", "Democracy", "Institute", ",", "Budapest", ",", "and", "a", "Doctor", "of", "Science", "of", "the", "Hungarian", "\n", "Academy", "of", "Sciences", ".", "Her", "works", "on", "gender", ",", "politics", ",", "the", "Holocaust", "and", "\n", "war", "have", "been", "translated", "into", "twenty-", "three", "languages", ".", "She", "was", "awarded", "\n", "the", "2018", "All", "European", "Academies", "(", "ALLEA", ")", "Madame", "de", "Staël", "Prize", "for", "\n", "Cultural", "Values", "and", "the", "2022", "University", "of", "Oslo", "Human", "Rights", "Award", ".", "She", "\n", "is", "Doctor", "Honoris", "Causa", "of", "Södertörn", "University", ",", "Stockholm", ".", "Recent", "publi", "-", "\n", "cations", "include", "The", "Women", "of", "the", "Arrow", "Cross", "Party", ":", "Invisible", "Hungarian", "\n", "Perpetrators", "in", "the", "Second", "World", "War", " ", "(", "Palgrave", "Macmillan", ",", "2020", ")", "and", "\n", "xv", "\n", "xv", "\n", "Contributors", "\n", "Forgotten", "Massacre", ":", "Budapest", "1944", " ", "(", "De", "Gruyter", ",", "2021", ")", ".", "She", "writes", "op-", "ed", "\n", "pieces", "on", "academic", "freedom", "and", "illiberal", "higher", "education", "for", "many", "inter", "-", "\n", "national", "and", "national", "media", "outlets", ".", "\n", "Saurav", "Kumar", "Rai", " ", "completed", "his", "MPhil", "and", "PhD", "in", "the", "History", "Department", ",", "\n", "University", "of", "Delhi", ",", "on", "the", "social", "history", "of", "health", "and", "medicine", ",", "under", "the", "\n", "supervision", "of", "the", "late", "Dr", "Biswamoy", "Pati", ".", "His", "monograph", ",", "Ayurveda", ",", "Nation", "\n", "and", "Society", ":", "United", "Provinces", ",", "c.1890", "–", "1950", ",", "was", "published", "with", "Orient", "\n", "BlackSwan", "in", "2024", ",", "as", "part", "of", "the", "York", "University", "Series", "‘", "New", "Perspectives", "\n", "in", "South", "Asian", "History", "’", ".", "He", "has", "several", "articles", "to", "his", "credit", "in", "reputed", "jour", "-", "\n", "nals", ",", "including", "Indian", "Economic", "and", "Social", "History", "Review", ",", "History", "and", "\n", "Sociology", "of", "South", "Asia", " ", "and", "Social", "Scientist", ".", "Previously", "a", "senior", "research", "\n", "assistant", "at", "the", "Nehru", "Memorial", "Museum", "and", "Library", ",", "Saurav", "is", "currently", "\n", "Research", "Officer", "at", "the", "Gandhi", "Smriti", "and", "Darshan", "Samiti", ",", "New", "Delhi", ".", "\n", "Emily", "Rees", "Koerner", " ", "is", "a", "historian", "specializing", "in", "gender", "and", "technology", "and", "\n", "Visiting", "Fellow", "at", "the", "School", "of", "Philosophy", ",", "Religion", "and", "History", "of", "Science", ",", "\n", "University", "of", "Leeds", ".", "Her", "doctoral", "research", ",", "undertaken", "at", "the", "University", "\n", "of", "Nottingham", ",", "was", "on", "the", "domestication", "of", "television", "in", "Britain", ",", "with", "a", "\n", "particular", "focus", "on", "the", "gendered", "aspects", "of", "this", "process", ".", "She", "was", "the", "post", "-", "\n", "doctoral", "research", "assistant", "on", "the", "AHRC-", "funded", "public", "engagement", "project", "\n", "‘", "Electrifying", "Women", "’", "(", "2019", "–", "2020", ")", "on", "the", "history", "of", "women", "in", "engineer", "-", "\n", "ing", ".", "Her", "most", "recent", "research", "continues", "this", "theme", "within", "a", "transnational", "\n", "context", ".", "\n", "Marga", "Vicedo", " ", "is", "Professor", "of", "the", "History", "of", "Science", "in", "the", "Institute", "for", "the", "\n", "History", "and", "Philosophy", "of", "Science", "and", "Technology", "(", "IHPST", ")", "at", "the", "University", "\n", "of", "Toronto", ".", "She" ]	[]
recording or reproducing apparatus X 762Reception apparatus for radio-broadcasting, whether or not combined, in the same housing, with sound recording or reproducing apparatus or a clock 763Sound recording or reproducing apparatus; video recording or reproducing apparatus; whether or not incorporating a video tuner 764 Telecommunications equipment, n.e.s., and parts, n.e.s., and accessories of apparatus falling within division 76 X X 771 Electric power machinery (other than rotating electric plant of group 716) and parts thereof X X 772Electrical apparatus for switching or protecting electrical circuits or for making connections to or in electrical circuits (e.g., switches, relays, fuses, lightning arresters, voltage limiters, surge suppressors, plugs and sockets, lamp-holders and junction boxes); electrical resistors (including rheostats and potentiometers), other than heating resistors; printed circuits; boards, panels (including numerical control panels), consoles, desks, cabinets and other bases, equipped with two or more apparatus for switching, protecting or for making connections to or in electrical circuits, for electric control or the distribution of electricity (excluding switching apparatus of subgroup 764.1) X X X 773 Equipment for distributing electricity, n.e.s. X X 774 Electrodiagnostic apparatus for medical, surgical, dental or veterinary purposes, and radiological apparatus Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation317 318 Annexes ARMENIA AZERBAIJAN BELARUS GEORGIA MOLDOVA UKRAINE SITC Goods name Current Emerging Current Emerging Current Emerging Current Emerging Current Emerging Current Emerging 19 12 3 8 65 64 18 26 41 23 51 52 775 Household-type electrical and non-electrical equipment, n.e.s. X X 776Thermionic, cold cathode or photo-cathode valves and tubes (e.g., vacuum or vapour or gas-filled valves and tubes, mercury arc rectifying valves and tubes, cathode-ray tubes, television camera tubes); diodes, transistors and similar semiconductor devices; photosensitive semiconductor devices; light-emitting diodes; mounted piezoelectric crystals; electronic integrated circuits and microassemblies; parts thereof X 778 Electrical machinery and apparatus, n.e.s. X X X 781Motor cars and other motor vehicles principally designed for the transport of persons (other than motor vehicles for the transport of ten or more persons, including the driver), including station-wagons and racing cars X X 782 Motor vehicles for the transport of goods and special-purpose motor vehicles X X 783 Road motor vehicles, n.e.s. X 784 Parts and accessories of the motor vehicles of groups 722, 781, 782 and 783 X X 785 Motor cycles (including mopeds) and cycles, motorized and non-motorized; invalid carriages 786Trailers and semi-trailers; other vehicles, not mechanically-propelled; specially designed	[ "recording", "or", "reproducing", "apparatus", " ", "X", " \n", "762Reception", "apparatus", "for", "radio", "-", "broadcasting", ",", "whether", "or", "not", "combined", ",", "in", "the", "same", "housing", ",", "with", "sound", "recording", "or", "\n", "reproducing", "apparatus", "or", "a", "clock", " \n", "763Sound", "recording", "or", "reproducing", "apparatus", ";", "video", "recording", "or", "reproducing", "apparatus", ";", "whether", "or", "not", "incorporating", "\n", "a", "video", "tuner", " \n", "764", "Telecommunications", "equipment", ",", "n.e.s", ".", ",", "and", "parts", ",", "n.e.s", ".", ",", "and", "accessories", "of", "apparatus", "falling", "within", "division", "76", " ", "X", "X", "\n", 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received by the antenna, the electronic device can display a video, data, or the like on a display portion. When the electronic device includes the antenna and a secondary battery, the antenna may be used for contactless power transmission. The electronic device of one embodiment of the present invention may include a sensor (a sensor having a function of measuring force, displacement, position, speed, acceleration, angular velocity, rotational frequency, distance, light, liquid, magnetism, temperature, a chemical substance, sound, time, hardness, electric field, current, voltage, electric power, radioactive rays, flow rate, humidity, gradient, oscillation, a smell, or infrared rays). The electronic device of one embodiment of the present invention can have a variety of functions. For example, the electronic device can have a function of displaying a variety of data (a still image, a moving image, a text image, and the like) on a display portion, a touch panel function, a function of displaying a calendar, date, time, and the like, a function of executing a variety of software (programs), a wireless communication function, and a function of reading out a program or data stored in a recording medium. illustrates examples of electronic devices. [Mobile Phone] illustrates a mobile phone (smartphone), which is a type of information terminal. An includes a and a . As input interfaces, a touch panel is provided in the and a button is provided in the . The can execute an application utilizing artificial intelligence, with the use of the computer of one embodiment of the present invention. Examples of the application utilizing artificial intelligence include an application for interpreting a conversation and displaying its content on the ; an application for recognizing letters, figures, and the like input to the touch panel of the by a user and displaying them on the ; and an application for biometric authentication using fingerprints, voice prints, or the like. [Information Terminal] illustrates a . The includes a of the information terminal, a , and a . Like the described above, the can execute an application utilizing artificial intelligence, with the use of the computer of one embodiment of the present invention. Examples of the application utilizing artificial intelligence include design-support software, text correction software, and software for automatic menu generation. Furthermore, with the use of the , novel artificial intelligence can be developed. Note that in the above description, a smartphone and a desktop information terminal are shown	[ "received", "by", "the", "antenna", ",", "the", "electronic", "device", "can", "display", "a", "video", ",", "data", ",", "or", "the", "like", "on", "a", "display", "portion", ".", "When", "the", "electronic", "device", "includes", "the", "antenna", "and", "a", "secondary", "battery", ",", "the", "antenna", "may", "be", "used", "for", "contactless", "power", "transmission", ".", "\n\n", "The", "electronic", "device", "of", "one", "embodiment", "of", "the", "present", "invention", "may", "include", "a", "sensor", "(", "a", "sensor", "having", "a", "function", "of", "measuring", "force", ",", "displacement", ",", "position", ",", "speed", ",", "acceleration", ",", "angular", "velocity", ",", "rotational", "frequency", ",", "distance", ",", "light", ",", "liquid", ",", "magnetism", ",", "temperature", ",", "a", "chemical", "substance", ",", "sound", ",", "time", ",", "hardness", ",", "electric", "field", ",", "current", ",", "voltage", ",", "electric", "power", ",", "radioactive", "rays", ",", "flow", "rate", ",", "humidity", ",", "gradient", ",", "oscillation", ",", "a", "smell", ",", "or", "infrared", "rays", ")", ".", "\n\n", "The", "electronic", "device", "of", "one", "embodiment", "of", "the", "present", "invention", "can", "have", "a", "variety", "of", "functions", ".", "For", "example", ",", "the", "electronic", "device", "can", "have", "a", "function", "of", "displaying", "a", "variety", "of", "data", "(", "a", "still", "image", ",", "a", "moving", "image", ",", "a", "text", "image", ",", "and", "the", "like", ")", "on", "a", "display", "portion", ",", "a", "touch", "panel", "function", ",", "a", "function", "of", "displaying", "a", "calendar", ",", "date", ",", "time", ",", "and", "the", "like", ",", "a", "function", "of", "executing", "a", "variety", "of", "software", "(", "programs", ")", ",", "a", "wireless", "communication", "function", ",", "and", "a", "function", "of", "reading", "out", "a", "program", "or", "data", "stored", "in", "a", "recording", "medium", ".", " ", "illustrates", "examples", "of", "electronic", "devices", ".", "\n\n", "[", "Mobile", "Phone", "]", "\n\n", "illustrates", "a", "mobile", "phone", "(", "smartphone", ")", ",", "which", "is", "a", "type", "of", "information", "terminal", ".", "An", " ", "includes", "a", " ", "and", "a", " ", ".", "As", "input", "interfaces", ",", "a", "touch", "panel", "is", "provided", "in", "the", " ", "and", "a", "button", "is", "provided", "in", "the", " ", ".", "\n\n", "The", " ", "can", "execute", "an", "application", "utilizing", "artificial", "intelligence", ",", "with", "the", "use", "of", "the", "computer", "of", "one", "embodiment", "of", "the", "present", "invention", ".", "Examples", "of", "the", "application", "utilizing", "artificial", "intelligence", "include", "an", "application", "for", "interpreting", "a", "conversation", "and", "displaying", "its", "content", "on", "the", " ", ";", "an", "application", "for", "recognizing", "letters", ",", "figures", ",", "and", "the", "like", "input", "to", "the", "touch", "panel", "of", "the", " ", "by", "a", "user", "and", "displaying", "them", "on", "the", " ", ";", "and", "an", "application", "for", "biometric", "authentication", "using", "fingerprints", ",", "voice", "prints", ",", "or", "the", "like", ".", "\n\n", "[", "Information", "Terminal", "]", "\n\n", "illustrates", "a", " ", ".", "The", " ", "includes", "a", " ", "of", "the", "information", "terminal", ",", "a", " ", ",", "and", "a", " ", ".", "\n\n", "Like", "the", " ", "described", "above", ",", "the", " ", "can", "execute", "an", "application", "utilizing", "artificial", "intelligence", ",", "with", "the", "use", "of", "the", "computer", "of", "one", "embodiment", "of", "the", "present", "invention", ".", "Examples", "of", "the", "application", "utilizing", "artificial", "intelligence", "include", "design", "-", "support", "software", ",", "text", "correction", "software", ",", "and", "software", "for", "automatic", "menu", "generation", ".", "Furthermore", ",", "with", "the", "use", "of", "the", " ", ",", "novel", "artificial", "intelligence", "can", "be", "developed", ".", "\n\n", "Note", "that", "in", "the", "above", "description", ",", "a", "smartphone", "and", "a", "desktop", "information", "terminal", "are", "shown" ]	[]
98 Table 2.35. Descriptive statistics for trademarks in a number of combined manufacturing industries .......................................................................................................................................................... 99 Table 2.36. Trademark specialisations for a number of combined manufacturing industries ....................................................................................................................................................... 100 Table 2.37. Industrial design applications .................................................................................... 102 Table 2.38. Crunchbase – key descriptive statistics ................................................................. 103 Table 2.39. Largest industry groups – Armenia ......................................................................... 104 Table 2.40. Largest industry groups – Azerbaijan ..................................................................... 104 Table 2.41. Largest industry groups – Georgia ........................................................................... 105 Table 2.42. Largest industry groups – Moldova ......................................................................... 106 Table 2.43. Largest industry groups – Ukraine ........................................................................... 106 Table 2.44. Specialised industry groups – Armenia .................................................................. 107 Table 2.45. Specialised industry groups– Azerbaijan .............................................................. 108 Table 2.46. Specialised industry groups – Georgia ................................................................... 109 Table 2.47. Specialised industry groups – Moldova .................................................................. 109 Table 2.48. Specialised industry groups – Ukraine ................................................................... 110 Table 2.49. Armenia ................................................................................................................................ 112 Table 2.50. Azerbaijan ............................................................................................................................ 112 Table 2.51. Georgia .................................................................................................................................. 112 Table 2.52. Moldova ................................................................................................................................ 113 Table 2.53. Ukraine .................................................................................................................................. 113 266 List of figures and tables Table 2.54. Recommended industry groups for start-ups and venture capital-backed companies ..................................................................................................................................................... 115 Table 2.55. Concordance between NACE industries and recommended industry groups for start-ups and venture capital-backed companies ............................................................... 116 Table 2.56. Number of cluster organisations by EaP country .............................................. 117 Table 2.57. Number of identified cluster organisations by country and sector .......... 119 Table S.1. Summary table of mapping results for Armenia .................................................. 123 Table S.2. Summary table of mapping results for Azerbaijan ............................................. 125 Table S.3. Summary table of mapping results for Georgia ................................................... 127 Table S.4. Summary table of mapping results for Moldova .................................................. 131 Table S.5. Summary table of mapping results for Ukraine ................................................... 135 Table 2.58. E&I specialisation domains in terms of NACE sectors .................................... 142 Table 3.1. Characterisation of the data sources used in topic modelling, including the name of the source, its scope, the data extraction criteria and the number of records .................................................................................................................................................... 145 Table 3.2. Distribution of records per type and per country ................................................. 146 Table 3.3a. List of identified S&T specialisation domains .................................................... 149 Table 3.3b. List of 50 most relevant keywords for each S&T domain ............................. 149 Table 3.4. Number of records per labelled topic group (i.e. ‘domain’) in the Eastern Partnership region ..................................................................................................................................... 153 Table 3.5. Characterisation of the EaP S&T domains according to the internal distribution of the S&T data sources ......................................................................................................................... 156 Table 3.6. 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# Navigation - Skip to Content - Studies - Research - Services - University - Prospective students - Alumni - International students - Companies and organizations - Media CG <!-- image --> - CV Horacio Saggion - Competitive Research Projects - PhD and Student Projects - Deep Document Summarization: Combining Text and Images - Mining, Understanding, and Summarizing Academic Social Networks - Publications - Journal Articles - Books - Book Chapters - Resources - Supervision - Workshops and tutorials - SignON - Natural Language Understanding and Text Generation Horacio Saggion - CV Horacio Saggion - Competitive Research Projects - PhD and Student Projects - Deep Document Summarization: Combining Text and Images - Mining, Understanding, and Summarizing Academic Social Networks - Publications - Journal Articles - Books - Book Chapters - Resources - Supervision - Workshops and tutorials - SignON - Natural Language Understanding and Text Generation - Studies - Research - Services - University - Prospective students - Alumni - International students - Companies and organizations - Media CG - inici / - Publications - Journal Articles # Journal Articles No results founds \| Mut Alt¿n L.S.; Saggion H.. Review of Offensive Language Detection on Social Media: Current Trends and Opportunities. Lecture Notes in Networks and Systems 2024; 960: 62-76. Publication link \| \|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Przyby¿a P.; Wu B.; Shvets A.; Mu Y.; Sheang K.C.; Song X.; Saggion H.. Overview of the CLEF-2024 CheckThat! Lab Task 6 on Robustness of Credibility Assessment with Adversarial Examples (InCrediblAE). CEUR Workshop Proceedings 2024; 3740(0): 321-338. \| \| Saggion H.; O¿Flaherty J.; Blanchet T.; Sharoff S.; Sanfilippo S.; Muñoz L.; Gollegger M.; Rascon A.; Marti J.L.; Szasz S.; Bott S.; Sayman V.. Making Democratic Deliberation and Participation more Accessible: The iDEM Project. CEUR Workshop Proceedings 2024; 3729(0): 36-40. \| \| Beauchemin D, Saggion H, Khoury R,. MeaningBERT: assessing meaning preservation between sentences. Frontiers in Artificial Intelligence 2023; 6. Publication link \| \| Przybyla P, Saggion H. ERINIA: Evaluating the Robustness of Non-Credible Text Identification by Anticipating Adversarial Actions. CEUR Workshop Proceedings 2023; 3525(0): 45-52. \| \| Sheang KC, Saggion H. Multilingual Controllable Transformer-Based Lexical Simplification. Procesamiento del Lenguaje Natural 2023; 71. \| \| Egea Gomez S.; Chiruzzo L.; McGill E.; Saggion H.. Linguistically Enhanced Text to Sign Gloss Machine Translation. Lecture Notes in Computer Science 2022; 13286: 172-183. Publication link Full text \| \| Štajner S.; Ferres D.; Shardlow M.; North K.; Zampieri M.; Saggion H.. Lexical simplification benchmarks for English, Portuguese, and Spanish. Frontiers in Artificial Intelligence 2022; 5. 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192192 Amnesty International ReportIn February a new authority named the Sovereignty Protection Of ûce began investigating organizations and individuals considered to be a threat to national sovereignty. Its remit gave it broad discretionary powers to stigmatize and intimidate those critical of the authorities. The ofûce launched investigations against NGOs, including Transparency International Hungary, and an investigative media outlet. Reports published by the of ûce concluded that Transparency International and other civil society organizations served foreign interests and harmed the political, economic and societal interests of Hungary. Due to concerns about the activities of the Sovereignty Protection Of ûce, the European Commission launched an infringement procedure against Hungary and referred the country to the Court of Justice of the EU (CJEU) in October. Despite several calls from civil society, the commission did not request an interim measure from the court. The case was pending at the end of the year. In November the parliament overturned a ban on physical contact between prisoners and their visitors, which had been in place since 2017. Although plexiglass separation screens would remain in some settings, the new rules would allow approximately 5,000 prisoners more intimate and personal contact with their loved ones from March 2025. The changes followed a European Court of Human Rights decision against the ban in 2023. Following a death in police custody in 2018, the Supreme Court in April repealed the former judgment acquitting a police of ûcer and ordered a new investigation to assess whether the police had used unlawful force. The 2024 Gender Equality Index, published by the European Institute of Gender Equality, ranked Hungary 26th out of the 27 EUmember states based on its overall performance, and placed it last in the domain of gender equality in positions of political and economic power. An EU survey published in November found that 55% of Hungarian women had faced gender-based violence at some point and that 8% were currently living in an abusive relationship. In March the Budapest Metropolitan Court found that the National Authority for Data Protection and Freedom of Information had violated the human rights of four citizens targeted by Pegasus spyware, by not investigating their complaints effectively. Temporary protection of people üeeing from Ukraine was prolonged until 4 March 2025. 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fabrics, whether or not knitted or crocheted (other than those for babies) X 848 Articles of apparel and clothing accessories of other than textile fabrics; headgear of all materials X 851 Footwear X X 871 Optical instruments and apparatus, n.e.s. X 872 Instruments and appliances, n.e.s., for medical, surgical, dental or veterinary purposes X 873 Meters and counters, n.e.s. X 874 Measuring, checking, analysing and controlling instruments and apparatus, n.e.s. X X X 881 Photographic apparatus and equipment, n.e.s. 882 Photographic and cinematographic supplies 883Cinematographic film, exposed and developed, whether or not incorporating soundtrack or consisting only of soundtrack 884 Optical goods, n.e.s. 885 Watches and clocks X 891 Arms and ammunition 892 Printed matter X X X X 893 Articles, n.e.s., of plastics X X X X X 894 Baby carriages, toys, games and sporting goods X 895 Office and stationery supplies, n.e.s. 896 Works of art, collectors' pieces and antiques 897 Jewellery, goldsmiths' and silversmiths' wares, and other articles of precious or semiprecious materials, n.e.s. X 898Musical instruments and parts and accessories thereof; records, tapes and other sound or similar recordings (excluding goods of groups 763 and 883) 899 Miscellaneous manufactured articles, n.e.s. X 9 Commodities and transactions not classified elsewhere in the SITC 911 Postal packages not classified according to kind 931 Special transactions and commodities not classified according to kind X X 941 Complete industrial plant not elsewhere specified 951 Confidential trade 961 Coin (other than gold coin), not being legal tender 971 Gold, non-monetary (excluding gold ores and concentrates) X X 972 Gold, monetary and gold coin and current coin 998 Total for countries whose data are confidential 999 Confidential trade Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation321 Annex 4. Concordance between IPC and NACE NACE IPC 10 A01H A21D A23B A23C A23D A23F A23G A23J A23K A23L A23P C12J C13B C13F C13J C13K 10.5 A01J 11 A23L C12C C12F C12G C12H 12 A24B A24D A24F 13 D04D D04G D04H D06C D06J D06M D06N D06P D06Q 14 A41B A41C A41D A41F 15 A43B A43C B68B B68C 16 B27D B27H B27M B27N 17 B42F D21C D21H D21J 18.1 B41M B42D B44F 19 C10G C10L 20.1B01J B09B B09C C01B C01C C01D C01F C01G C02F C05B C05C C05D C05F C05G C07B C07C C07F C07G C08B C08F C08G C08J C08K C08L C09B C09C C09K C10B C10C C10H C10J C10K C12S C25B F17C F17D	[ "fabrics", ",", "whether", "or", "not", "knitted", "or", "crocheted", "(", "other", "than", "those", "for", "babies", ")", " ", "X", " \n", "848", "Articles", "of", "apparel", "and", "clothing", "accessories", "of", "other", "than", "textile", "fabrics", ";", "headgear", "of", "all", "materials", " ", "X", " \n", "851", "Footwear", " ", "X", " ", "X", " \n", "871", "Optical", "instruments", "and", "apparatus", ",", "n.e.s", ".", " ", "X", " \n", "872", "Instruments", "and", "appliances", ",", "n.e.s", ".", ",", "for", "medical", ",", "surgical", ",", "dental", "or", "veterinary", "purposes", " ", "X", " \n", "873", "Meters", "and", "counters", ",", "n.e.s", ".", " ", "X", " \n", "874", "Measuring", ",", "checking", ",", "analysing", "and", "controlling", "instruments", "and", "apparatus", ",", "n.e.s", ".", " ", "X", " ", "X", "X", " \n", "881", "Photographic", "apparatus", "and", "equipment", ",", "n.e.s", ".", " \n", "882", "Photographic", "and", "cinematographic", "supplies", " \n", "883Cinematographic", "film", ",", "exposed", "and", "developed", ",", "whether", "or", "not", "incorporating", "soundtrack", "or", "consisting", "only", "of", "\n", "soundtrack", " \n", "884", "Optical", "goods", ",", "n.e.s", ".", " \n", "885", "Watches", "and", "clocks", "X", " \n", "891", "Arms", "and", "ammunition", " \n", "892", "Printed", "matter", " ", "X", " ", "X", " ", "X", "X", "\n", "893", "Articles", ",", "n.e.s", ".", ",", "of", "plastics", " ", "X", "X", " ", "X", "X", " ", "X", "\n", "894", "Baby", "carriages", ",", "toys", ",", "games", "and", "sporting", "goods", " ", "X", " \n", "895", "Office", "and", "stationery", "supplies", ",", "n.e.s", ".", " \n", "896", "Works", "of", "art", ",", "collectors", "'", "pieces", "and", "antiques", " \n", "897", "Jewellery", ",", "goldsmiths", "'", "and", "silversmiths", "'", "wares", ",", "and", "other", "articles", "of", "precious", "or", "semiprecious", "materials", ",", "n.e.s", ".", "X", " \n", "898Musical", "instruments", "and", "parts", "and", "accessories", "thereof", ";", "records", ",", "tapes", "and", "other", "sound", "or", "similar", "recordings", "\n", "(", "excluding", "goods", "of", "groups", "763", "and", "883", ")", " \n", "899", "Miscellaneous", "manufactured", "articles", ",", "n.e.s", ".", " ", "X", " \n", "9", "Commodities", "and", "transactions", "not", "classified", "elsewhere", "in", "the", "SITC", " \n", "911", "Postal", "packages", "not", "classified", "according", "to", "kind", " \n", "931", "Special", "transactions", "and", "commodities", "not", "classified", "according", "to", "kind", " ", "X", "X", " \n", "941", "Complete", "industrial", "plant", "not", "elsewhere", "specified", " \n", "951", "Confidential", "trade", " \n", "961", "Coin", "(", "other", "than", "gold", "coin", ")", ",", "not", "being", "legal", "tender", " \n", "971", "Gold", ",", "non", "-", "monetary", "(", "excluding", "gold", "ores", "and", "concentrates", ")", "X", "X", " \n", "972", "Gold", ",", "monetary", "and", "gold", "coin", "and", "current", "coin", " \n", "998", "Total", "for", "countries", "whose", "data", "are", "confidential", " \n", "999", "Confidential", "trade", " \n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation321", "\n", "Annex", "4", ".", "Concordance", "\n", "between", "IPC", "and", "NACE", "\n", "NACE", "IPC", "\n", "10", "A01H", "A21D", "A23B", "A23C", "A23D", "A23F", "A23", "G", "A23J", "A23", "K", "A23L", "A23P", "C12J", "C13B", "C13F", "C13J", "C13", "K", "\n", "10.5", "A01J", "\n", "11", "A23L", "C12C", "C12F", "C12", "G", "C12H", "\n", "12", "A24B", "A24D", "A24F", "\n", "13", "D04D", "D04", "G", "D04H", "D06C", "D06J", "D06", "M", "D06N", "D06P", "D06Q", "\n", "14", "A41B", "A41C", "A41D", "A41F", "\n", "15", "A43B", "A43C", "B68B", "B68C", "\n", "16", "B27D", "B27H", "B27", "M", "B27N", "\n", "17", "B42F", "D21C", "D21H", "D21J", "\n", "18.1", "B41", "M", "B42D", "B44F", "\n", "19", "C10", "G", "C10L", "\n", "20.1B01J", "B09B", "B09C", "C01B", "C01C", "C01D", "C01F", "C01", "G", "C02F", "C05B", "C05C", "C05D", "C05F", "C05", "G", "C07B", "C07C", "C07F", "\n", "C07", "G", "C08B", "C08F", "C08", "G", "C08J", "C08", "K", "C08L", "C09B", "C09C", "C09", "K", "C10B", "C10C", "C10H", "C10J", "C10", "K", "C12S", "C25B", "\n", "F17C", "F17D" ]	[]
Holmstrom, B., & Milgrom, P. (1991). Multitask principal-agent analysis: Incentive contracts, asset ownership, and job design. Journal of Law, Economics, & Organization , 7 (1), 24 - - 52. https://doi.org/10.1093/jleo/7.1.24 Hughes, J. N., & Kwok, O. M. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in elementary school. Journal of Educational Psychology , 99 (1), 39 -51. https://doi.org/10.1037/00220663.99.1.39 Imberman, A., & Kugler, M. (2014). Educational implications of peer effects and student achievement: Evidence from a large-scale randomized trial. Economics of Education Review , 41 , 1 -10. https://doi.org/10.1016/j.econedurev.2014.03.001 Johnson, D., Musial, D., Hall, G., Gollnick, D., & Dupuis, V. (2004). Education: A critical primer on the history of education in America . Pearson Education. Johnson, R. C., & Neal, D. (1988a). The achievement gap in academic performance between minority and low-income students and their peers. Journal of Economic Perspectives , 2 (4), 115 -133. Johnson, W. R., & Neal, D. (1988b). The Black-white test score gap and school desegregation. In D. P. Baker & A. E. Slate (Eds.), Racial inequality in the United States (pp. 136 -159). Oxford University Press. Kincheloe, J. L., & McLaren, P. (2000). Rethinking critical theory and qualitative research. In N. - K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 279 -314). Sage. Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., & Ruzek, E. (2020). The COVID-19 slide: What summer learning loss could mean for students in the fall. Retrieved from NWEA. Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind . Teachers College Press. Lee, V. E., & Burkam, D. T. (2003). Dropping out of high school: The role of school organization and structure. American Educational Research Journal , 40 (2), 353 -393. https://doi.org/10.3102/00028312040002353 Little, J. W. (2012). Professional community and professional development in the learningcentered school. In Handbook of research on teacher education: A project of the American Educational Research Association (pp. 410 -430). Routledge. LSU Online. (2017). Educational implications in research and practice . Louisiana State University. Lubby, R., Hock, H., & Moser, S. (2013). Educational implications of teacher perceptions of instructional strategies in diverse classrooms. Journal of Educational Research and Practice , 23 (2), 102 -115. https://doi.org/10.1007/j.edur.2013.04.015 Magnuson, K. A., & Duncan, G. J. (2006a). The effects of parental involvement in elementary school on academic achievement. 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Ring-Fencing Mining Income A toolkit for tax administrators and policy-makers © 2025 International Institute for Sustainable Development and Organisation for Economic Co-operation and Development This publication is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License . This work is published under the responsibility of International Institute for Sustainable Development and the Secretary-General of the Organisation for Economic Co-operation and Development (OECD). The opinions expressed and arguments employed herein do not necessarily reflect the official views of the member countries of the OECD and the Intergovernmental Forum on Mining, Minerals, Metals and Sustainable Development (IGF). The names and representation of countries and territories used in this joint publication follow the practice of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries, and to the name of any territory, city, or area. This practice note has been prepared under a program of cooperation between the OECD Centre for T ax Policy and Administration Secretariat and the IGF's Global Mining T ax Initiative as part of a wider effort to address the challenges developing countries are facing in raising revenue from their mining sectors, particularly on the topic of mineral pricing. It complements action by the Platform for Collaboration on T ax and others to produce practice notes on top-priority tax issues facing developing countries. It reflects a broad consensus between the OECD Secretariat and IGF and should not be regarded as the officially endorsed view of either organization or of their member countries. The examples included in the practice note are for illustrative purposes only. They are not intended as a presentation of a recommended approach. The OECD’s work on this publication was co-funded by the governments of Germany, Ireland, Japan, Luxembourg, the Netherlands, Norway, Spain, Sweden, Switzerland, the United Kingdom, and the European Union. The IGF’s work on this publication was funded by the Government of the United Kingdom’s Foreign, Commonwealth and Development Office. Its contents are the sole responsibility of the IGF and OECD and do not necessarily reflect the views of the governments funding the publication or the European Union. IISD HEAD OFFICE 111 Lombard Avenue Suite 325 Winnipeg, Manitoba Canada R3B 0T4 IISD.org X @IISD_newsIGF/IISD OTTAWA OFFICE 123 Slater Street Suite 1001 Ottawa, Ontario Canada K1P 5G4 IGFMining.org X @IGFMining OECD HEAD	[ "Ring", "-", "Fencing", "Mining", "Income", "\n", "A", "toolkit", "for", "tax", "administrators", " \n", "and", "policy", "-", "makers", "\n", "©", "2025", "International", "Institute", "for", "Sustainable", "Development", "and", "\n", "Organisation", "for", "Economic", "Co", "-", "operation", "and", "Development", "\n", "This", "publication", "is", "licensed", "under", "a", "Creative", "Commons", "Attribution-", "\n", "NonCommercial", "-", "ShareAlike", "4.0", "International", "License", ".", "\n", "This", "work", "is", "published", "under", "the", "responsibility", "of", "International", "\n", "Institute", "for", "Sustainable", "Development", "and", "the", "Secretary", "-", "General", "\n", "of", "the", "Organisation", "for", "Economic", "Co", "-", "operation", "and", "Development", "\n", "(", "OECD", ")", ".", "The", "opinions", "expressed", "and", "arguments", "employed", "herein", "\n", "do", "not", "necessarily", "reflect", "the", "official", "views", "of", "the", "member", "\n", "countries", "of", "the", "OECD", "and", "the", "Intergovernmental", "Forum", "on", "\n", "Mining", ",", "Minerals", ",", "Metals", "and", "Sustainable", "Development", "(", "IGF", ")", ".", "\n", "The", "names", "and", "representation", "of", "countries", "and", "territories", "used", "\n", "in", "this", "joint", "publication", "follow", "the", "practice", "of", "the", "OECD", ".", "This", "\n", "document", ",", "as", "well", "as", "any", "data", "and", "map", "included", "herein", ",", "are", "\n", "without", "prejudice", "to", "the", "status", "of", "or", "sovereignty", "over", "any", "territory", ",", "\n", "to", "the", "delimitation", "of", "international", "frontiers", "and", "boundaries", ",", "and", "\n", "to", "the", "name", "of", "any", "territory", ",", "city", ",", "or", "area", ".", "\n", "This", "practice", "note", "has", "been", "prepared", "under", "a", "program", "of", "\n", "cooperation", "between", "the", "OECD", "Centre", "for", "T", "ax", "Policy", "and", "\n", "Administration", "Secretariat", "and", "the", "IGF", "'s", "Global", "Mining", "T", "ax", "\n", "Initiative", "as", "part", "of", "a", "wider", "effort", "to", "address", "the", "challenges", "\n", "developing", "countries", "are", "facing", "in", "raising", "revenue", "from", "their", "\n", "mining", "sectors", ",", "particularly", "on", "the", "topic", "of", "mineral", "pricing", ".", "It", "\n", "complements", "action", "by", "the", "Platform", "for", "Collaboration", "on", "T", "ax", "and", "\n", "others", "to", "produce", "practice", "notes", "on", " \n", "top", "-", "priority", "tax", "issues", "facing", "developing", "countries", ".", "\n", "It", "reflects", "a", "broad", "consensus", "between", "the", "OECD", "Secretariat", "and", "\n", "IGF", "and", "should", "not", "be", "regarded", "as", "the", "officially", "endorsed", "view", "\n", "of", "either", "organization", "or", "of", "their", "member", "countries", ".", "The", "examples", "\n", "included", "in", "the", "practice", "note", "are", "for", "illustrative", "purposes", "only", ".", "They", "\n", "are", "not", "intended", "as", "a", "presentation", "of", "a", "recommended", "approach", ".", "\n", "The", "OECD", "’s", "work", "on", "this", "publication", "was", "co", "-", "funded", "by", "the", "\n", "governments", "of", "Germany", ",", "Ireland", ",", "Japan", ",", "Luxembourg", ",", "the", "\n", "Netherlands", ",", "Norway", ",", "Spain", ",", "Sweden", ",", "Switzerland", ",", "the", "United", "\n", "Kingdom", ",", "and", "the", "European", "Union", ".", "The", "IGF", "’s", "work", "on", "this", "\n", "publication", "was", "funded", "by", "the", "Government", "of", "the", "United", "\n", "Kingdom", "’s", "Foreign", ",", "Commonwealth", "and", "Development", "Office", ".", "Its", "\n", "contents", "are", "the", "sole", "responsibility", "of", "the", "IGF", "and", "OECD", "and", "do", "\n", "not", "necessarily", "reflect", "the", "views", "of", "the", "governments", "funding", "the", "\n", "publication", "or", "the", "European", "Union", ".", "\n", "IISD", "HEAD", "OFFICE", "\n", "111", "Lombard", "Avenue", " \n", "Suite", "325", " \n", "Winnipeg", ",", "Manitoba", " \n", "Canada", "R3B", "0T4", "\n", "IISD.org", "\n", "X", "@IISD_newsIGF", "/", "IISD", "OTTAWA", "\n", "OFFICE", "\n", "123", "Slater", "Street", " \n", "Suite", "1001", " \n", "Ottawa", ",", "Ontario", " \n", "Canada", "K1P", "5G4", "\n", "IGFMining.org", " \n", "X", "@IGFMining", "\n", "OECD", "HEAD" ]	[]
the distribution predicted by the Zipf law; Honore ’s, Sichel ’s, and Simpson ’s scores; 2.5 Perplexity-Based Filtering This method is based on conventional n-gram language models. A language model is entirely de ﬁned by the set of conditional probabilities {pðwjhÞ,h2H}, where hdenotes the n−1words long history (sequence of n-grams) ofw,and H is the set of all sequences of length n−1over a ﬁxed vocabulary. A standard way to estimate how well a language model p predicts a text T¼ w1...wNis to compute its perplexity over T, where the perplexity is de ﬁned as: PPðpTÞ¼2HðT;pÞ¼2/C01 NPN i¼1log2pðwijhiÞ ð1Þ Here, the perplexities are computed with the SRILM Toolkit [ 18]. 2.6 A Fake Content Detector Based on Relative Entropy This method seeks to detect Marcovian generators, patchworks and word stuf ﬁng, and it uses a short-range information between words [ 14]. Language model pruning can be performed using conditional probability estimates [ 15] or relative entropy between n-gram distributions [ 16]. The given entropy-based detector uses a similar strategy to score n-grams according to the semantic relation between their ﬁrst and last words. This is done by ﬁnding useful n-grams, means n-grams that can help detect arti ﬁcial text. Let{p(/C1\|h)}denote an n-gram language model, h′- the truncated history, that is the sufﬁx of length n−2ofh.For each history h, the Kullback-Leibler (KL) divergence between the conditional distributions p(/C1\|h)and p(/C1\|h′)([17]) is calculated. Then the penalty score assigned to an n-gram (h, w), which represents a progressive penalty fornot respecting the strongest relationship between the ﬁrst word of the history h and a possible successor: argmax PKL(h, v) is computed. The total score S(T) of a text Tis computed by averaging the scores of all its n-grams with known histories.Computer-Generated Text Detection Using Machine Learning 4232.7 Method of Hidden Style Similarity The method [ 3] identi ﬁes automatically generated texts on the Internet using a (hidden) style similarity measure based on extra-textual features in HTML source code. Theﬁrst step is to extract the content by removing any alphanumeric character from the HTML documents and keeping into account the remaining characters usingn-grams. The second step is to model the “style ”of the documents by converting the content into a model suitable for comparison. The similarity measure of the texts is computed using Jaccard index. 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in an efficient manner to reach a collective target for material recovery and purity. Examples of the second example implementation are shown by FIGS. 5 - 7 . - the data stream data 342 and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) 312 to optimize the functionality of individual MHUs 322 . - the AI/ML system(s) 312 can determine optimal operational parameters 343 for the individual MHUs 322 to conserve energy, reduce resource consumption overhead, and/or reduce wear on different components. - the operational parameters 343 can include activating or deactivating sorting technologies, changing directions of conveyors, altering detection capabilities of different on-board sensors 321 , and/or other actions of individual MHUs 322 to achieve results with minimum power, air, and consumption of other resources. - the AI/ML system(s) 312 can include models trained to predict when individual MHUs 322 , sensors 321 , and/or other MRF components need to be serviced and/or replaced. - the data stream data 342 and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) 312 to expand the MRF functionality to pre or post material processing based on one or more data streams 331 , 332 . - the expansion of the MRF functionality can include retasking individual MHUs 322 (e.g., mobile robotics, balers, loaders, and/or the like) to perform different functions within the MRF based on different trigger events, conditions, parameters, and/or criteria. - the data stream data 342 and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) 312 to autonomously control (or cause the control system 302 to control) the infeed of material to the facility by altering/adjusting and/or mixing inbound material(s) to achieve a desirable (semi-)homogeneous commodity distribution. - the data stream data 342 and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) 312 to autonomously control (or cause the control system 302 to control) the output of different recovered materials into different bales or packaging machines. - the operational parameters 343 provided by the AI/ML system(s) 312 to the control system 302 can cause the control system 302 to queuing different material bales based on material composition (e.g., purity percentages and the like) and/or market conditions based on data streams 332 from different MHUs 322 and/or based on data streams 331 from different sensors 321 . - 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scenario, the remote computer may be connected to the through any type of network (e.g., network ). The is a set of computers that share resources located on or otherwise provided by a set of network nodes. The set of computers making up the can use one or more communication protocols and/or access technologies (such as any of those discussed herein) to communicate with one another and/or with other computers outside of the network (e.g., and/or ), and may be connected with one another or otherwise arranged in a variety of network topologies. As examples, the can represent the Internet, one or more cellular networks, local area networks (LANs), wide area networks (WANs), wireless LANs (WLANs), Transfer Control Protocol (TCP)/Internet Protocol (IP)-based networks, Personal Area Networks (e.g., Bluetooth® and/or the like), Digital Subscriber Line (DSL) and/or cable networks, data networks, cloud computing services, edge computing networks, proprietary and/or enterprise networks, and/or any combination thereof. In some implementations, the is associated with network operator who owns or controls equipment and other elements necessary to provide network-related services, such as one or more network access nodes (NANs) (e.g., base stations, access points, and the like), one or more servers for routing digital data or telephone calls (e.g., a core network or backbone network), and the like. Other networks can be used instead of or in addition to the Internet, such as an intranet, an extranet, a virtual private network (VPN), an enterprise network, a non-TCP/IP based network, any LAN, WLAN, WAN, and/or the like. In either implementation, the comprises computers, network connections among various computers (e.g., between the , client device(s) , , and/or the like), and software routines to enable communication between the computers over respective network connections. Connections to the network (and/or compute nodes therein) may be via a wired and/or a wireless connections using the various communication protocols such as any of those discussed herein. More than one network may be involved in a communication session between the illustrated devices. Connection to the may require that the computers execute software routines that enable, for example, the layers of the OSI model of computer networking or equivalent in a wireless (or cellular) phone network. The remote system (also referred to as a “service provider”, “application server(s)”, “app server(s)”, “external platform”, and/or the like) comprises one or more physical and/or virtualized computing systems owned and/or operated by a company, enterprise, and/or	[ "scenario", ",", "the", "remote", "computer", "may", "be", "connected", "to", "the", " ", "through", "any", "type", "of", "network", "(", "e.g.", ",", "network", ")", ".", "\n\n", "The", " ", "is", "a", "set", "of", "computers", "that", "share", "resources", "located", "on", "or", "otherwise", "provided", "by", "a", "set", "of", "network", "nodes", ".", "The", "set", "of", "computers", "making", "up", "the", " ", "can", "use", "one", "or", "more", "communication", "protocols", "and/or", "access", "technologies", "(", "such", "as", "any", "of", "those", "discussed", "herein", ")", "to", "communicate", "with", "one", "another", "and/or", "with", "other", "computers", "outside", "of", "the", "network", " ", "(", "e.g.", ",", " ", "and/or", ")", ",", "and", "may", "be", "connected", "with", "one", "another", "or", "otherwise", "arranged", "in", "a", "variety", "of", "network", "topologies", ".", "As", "examples", ",", "the", " ", "can", "represent", "the", "Internet", ",", "one", "or", "more", "cellular", "networks", ",", "local", "area", "networks", "(", "LANs", ")", ",", "wide", "area", "networks", "(", "WANs", ")", ",", "wireless", "LANs", "(", "WLANs", ")", ",", "Transfer", "Control", "Protocol", "(", "TCP)/Internet", "Protocol", "(", "IP)-based", "networks", ",", "Personal", "Area", "Networks", "(", "e.g.", ",", "Bluetooth", "®", "and/or", "the", "like", ")", ",", "Digital", "Subscriber", "Line", "(", "DSL", ")", "and/or", "cable", "networks", ",", "data", "networks", ",", "cloud", "computing", "services", ",", "edge", "computing", "networks", ",", "proprietary", "and/or", "enterprise", "networks", ",", "and/or", "any", "combination", "thereof", ".", "In", "some", "implementations", ",", "the", " ", "is", "associated", "with", "network", "operator", "who", "owns", "or", "controls", "equipment", "and", "other", "elements", "necessary", "to", "provide", "network", "-", "related", "services", ",", "such", "as", "one", "or", "more", "network", "access", "nodes", "(", "NANs", ")", "(", "e.g.", ",", "base", "stations", ",", "access", "points", ",", "and", "the", "like", ")", ",", "one", "or", "more", "servers", "for", "routing", "digital", "data", "or", "telephone", "calls", "(", "e.g.", ",", "a", "core", "network", "or", "backbone", "network", ")", ",", "and", "the", "like", ".", "Other", "networks", "can", "be", "used", "instead", "of", "or", "in", "addition", "to", "the", "Internet", ",", "such", "as", "an", "intranet", ",", "an", "extranet", ",", "a", "virtual", "private", "network", "(", "VPN", ")", ",", "an", "enterprise", "network", ",", "a", "non", "-", "TCP", "/", "IP", "based", "network", ",", "any", "LAN", ",", "WLAN", ",", "WAN", ",", "and/or", "the", "like", ".", "In", "either", "implementation", ",", "the", " ", "comprises", "computers", ",", "network", "connections", "among", "various", "computers", "(", "e.g.", ",", "between", "the", " ", ",", "client", "device(s", ")", ",", " ", ",", "and/or", "the", "like", ")", ",", "and", "software", "routines", "to", "enable", "communication", "between", "the", "computers", "over", "respective", "network", "connections", ".", "Connections", "to", "the", "network", " ", "(", "and/or", "compute", "nodes", "therein", ")", "may", "be", "via", "a", "wired", "and/or", "a", "wireless", "connections", "using", "the", "various", "communication", "protocols", "such", "as", "any", "of", "those", "discussed", "herein", ".", "More", "than", "one", "network", "may", "be", "involved", "in", "a", "communication", "session", "between", "the", "illustrated", "devices", ".", "Connection", "to", "the", " ", "may", "require", "that", "the", "computers", "execute", "software", "routines", "that", "enable", ",", "for", "example", ",", "the", "layers", "of", "the", "OSI", "model", "of", "computer", "networking", "or", "equivalent", "in", "a", "wireless", "(", "or", "cellular", ")", "phone", "network", ".", "\n\n", "The", "remote", "system", " ", "(", "also", "referred", "to", "as", "a", "“", "service", "provider", "”", ",", "“", "application", "server(s", ")", "”", ",", "“", "app", "server(s", ")", "”", ",", "“", "external", "platform", "”", ",", "and/or", "the", "like", ")", "comprises", "one", "or", "more", "physical", "and/or", "virtualized", "computing", "systems", "owned", "and/or", "operated", "by", "a", "company", ",", "enterprise", ",", "and/or" ]	[]
who could leverage more scientific prestige and important institutional positions.19 ‘When it [was] no longer possible … to render the women’s share of the work invisible’, Abir- Am reminds us, ‘society’s solution has been to regard [their] contribution[s] as merely derivative’.20 A study of the journal Theoretical Population Biology provides a striking illustration of the mechanisms by which female scientists’ work has been rendered invisible. Only 7 per cent of the authors published in the 1970s were women, but the situation changed dramatically when researchers turned their attention to footnotes, where they represented more than half (59 per cent) of the programmers acknowledged in the pages of the journal. This example demonstrates that women’s computing work was insepara - ble from knowledge- making in population genetics, but it was relegated to the footnotes of professional science and, until very recently at least, the footnotes of history- writing as well.21 As we go forward, we should strive to mainstream such ‘footnotes’ into the history of science through research, writing, teaching and public engagement – until that is achieved, our understanding of processes of knowledge- making in STEMM can only be incomplete at best. Indeed, as Maria Bucur emphasizes in a related context, ‘writing histories that highlight the specific qualities, achievements, failures, and overall con - tributions’ of women to science is a ‘core element of how we understand our past’.22 Studying the lives, collective and individual, of women in STEMM is an opportunity to reflect on how we have defined ‘science’, what has counted as ‘scientific labour’ and who has counted as a ‘scientist’ in different 8 Negotiating in/visibility geographical and historical contexts. As the next section discusses, there is much to learn in this respect by bringing different geographies and strands of scholarly literature in conversation with each other, especially gender and feminist scholarship, histories of science and imperialism, and investigations of gender and power in (post- )socialist societies. Multisited histories of gender, science and power Any assessment of the present volume’s contribution to the extant literature on women, gender and science must begin with the recognition that there are significant variations in how scholars have engaged with this topic in different regional and academic contexts. Since the early 1980s, a growing body of literature has been published in various parts of the world examin - ing the lives and career trajectories of women scientists as well as the socio-	[ "who", "could", "leverage", "more", "\n", "scientific", "prestige", "and", "important", "institutional", "positions.19", "‘", "When", "it", "[", "was", "]", "no", "\n", "longer", "possible", "…", "to", "render", "the", "women", "’s", "share", "of", "the", "work", "invisible", "’", ",", "Abir-", " \n", "Am", "reminds", "us", ",", "‘", "society", "’s", "solution", "has", "been", "to", "regard", "[", "their", "]", "contribution[s", "]", " \n", "as", "merely", "derivative’.20", "\n", "A", "study", "of", "the", "journal", "Theoretical", "Population", "Biology", " ", "provides", "a", "striking", "\n", "illustration", "of", "the", "mechanisms", "by", "which", "female", "scientists", "’", "work", "has", "been", "\n", "rendered", "invisible", ".", "Only", "7", "per", "cent", "of", "the", "authors", "published", "in", "the", "1970s", "\n", "were", "women", ",", "but", "the", "situation", "changed", "dramatically", "when", "researchers", "\n", "turned", "their", "attention", "to", "footnotes", ",", "where", "they", "represented", "more", "than", "half", "\n", "(", "59", "per", "cent", ")", "of", "the", "programmers", "acknowledged", "in", "the", "pages", "of", "the", "journal", ".", "\n", "This", "example", "demonstrates", "that", "women", "’s", "computing", "work", "was", "insepara", "-", "\n", "ble", "from", "knowledge-", " ", "making", "in", "population", "genetics", ",", "but", "it", "was", "relegated", "\n", "to", "the", "footnotes", "of", "professional", "science", "and", ",", "until", "very", "recently", "at", "least", ",", "\n", "the", "footnotes", "of", "history-", " ", "writing", "as", "well.21", "As", "we", "go", "forward", ",", "we", "should", "\n", "strive", "to", "mainstream", "such", "‘", "footnotes", "’", "into", "the", "history", "of", "science", "through", "\n", "research", ",", "writing", ",", "teaching", "and", "public", "engagement", "–", " ", "until", "that", "is", "achieved", ",", "\n", "our", "understanding", "of", "processes", "of", "knowledge-", " ", "making", "in", "STEMM", "can", "only", "\n", "be", "incomplete", "at", "best", ".", "\n", "Indeed", ",", "as", "Maria", "Bucur", "emphasizes", "in", "a", "related", "context", ",", "‘", "writing", "histories", "\n", "that", "highlight", "the", "specific", "qualities", ",", "achievements", ",", "failures", ",", "and", "overall", "con", "-", "\n", "tributions", "’", "of", "women", "to", "science", "is", "a", "‘", "core", "element", "of", "how", "we", "understand", "our", "\n", "past’.22", "Studying", "the", "lives", ",", "collective", "and", "individual", ",", "of", "women", "in", "STEMM", "\n", "is", "an", "opportunity", "to", "reflect", "on", "how", "we", "have", "defined", "‘", "science", "’", ",", "what", "has", "\n", "counted", "as", "‘", "scientific", "labour", "’", "and", "who", "has", "counted", "as", "a", "‘", "scientist", "’", "in", "different", " \n \n \n \n \n \n", "8", "\n ", "Negotiating", "in", "/", "visibility", "\n", "geographical", "and", "historical", "contexts", ".", "As", "the", "next", "section", "discusses", ",", "there", "is", "\n", "much", "to", "learn", "in", "this", "respect", "by", "bringing", "different", "geographies", "and", "strands", "\n", "of", "scholarly", "literature", "in", "conversation", "with", "each", "other", ",", "especially", "gender", "and", "\n", "feminist", "scholarship", ",", "histories", "of", "science", "and", "imperialism", ",", "and", "investigations", "\n", "of", "gender", "and", "power", "in", "(", "post-", " ", ")", "socialist", "societies", ".", "\n", "Multisited", "histories", "of", "gender", ",", "science", "and", "power", "\n", "Any", "assessment", "of", "the", "present", "volume", "’s", "contribution", "to", "the", "extant", "literature", "\n", "on", "women", ",", "gender", "and", "science", "must", "begin", "with", "the", "recognition", "that", "there", "\n", "are", "significant", "variations", "in", "how", "scholars", "have", "engaged", "with", "this", "topic", "in", "\n", "different", "regional", "and", "academic", "contexts", ".", "Since", "the", "early", "1980s", ",", "a", "growing", "\n", "body", "of", "literature", "has", "been", "published", "in", "various", "parts", "of", "the", "world", "examin", "-", "\n", "ing", "the", "lives", "and", "career", "trajectories", "of", "women", "scientists", "as", "well", "as", "the", "socio-", " \n" ]	[ { "end": 85, "label": "CITATION_REF", "start": 83 }, { "end": 288, "label": "CITATION_REF", "start": 286 }, { "end": 1000, "label": "CITATION_REF", "start": 998 }, { "end": 1521, "label": "CITATION_REF", "start": 1519 } ]
vaccines that could save yet more lives. In 2021, the WHO recommended the first vaccine against malaria , which is now being rolled out to millions of young children in 20 African countries. Governments are clamouring for doses — malaria kills roughly 600,000 people every year. Hopes are also high that an experimental tuberculosis vaccine , now in late-stage clinical trials, could help to combat one of the world’s most deadly diseases. Tuberculosis kills more than one million people a year globally. Now is not the time to take the foot off the accelerator on such innovations — which is another reason more coordination and cooperation is needed. Declining vaccination rates in poor countries not only put the lives of vulnerable people — especially children — at risk from infectious disease, but can also raise the danger of disease outbreaks around the world. Will RFK Jr’s vaccine agenda make America contagious again? The rapid response to a 2024 Marburg virus outbreak in Rwanda, with only ten days between the declaration of an outbreak and the first vaccination ( C. T. Nutt N. Engl. J. Med . 392 , 625–627; 2025 ), stands as a positive example of what can be achieved when countries have the resources and preparation to coordinate and therefore respond aggressively. That outbreak — one of the largest ever of Marburg virus — was quenched by the Rwandan health authorities in less than three months. If the response had not been so swift, the outbreak could have spread farther, taken more lives and drained more resources. Gavi will continue to search for places to cut costs. At the same time, some African countries, which themselves have contributed more than $1 billion to Gavi since 2008, are exploring how their health-care systems will need to adapt to this financial climate, according to Jean Kaseya, director-general of the Africa Centres for Disease Control and Prevention, based in Addis Ababa. But because only 3% of Gavi’s budget goes to administrative costs, a relatively low figure compared with other charities, that leaves little to cut before important programmes are under threat. More funds will be needed, so there is an opportunity for donors to step forward to fill the gap, Nishtar says. “We’re preparing for all scenarios, because that’s the responsible thing to do,” she says. “But we have every reason to hope for a very positive future.” If donors care	[ "vaccines", "that", "could", "save", "yet", "more", "lives", ".", "In", "2021", ",", "the", "WHO", "recommended", "the", "\n", "first", "vaccine", "against", "malaria", "\n", ",", "which", "is", "now", "being", "rolled", "out", "to", "millions", "of", "young", "children", "in", "20", "African", "countries", ".", "Governments", "are", "clamouring", "for", "doses", "—", "malaria", "kills", "roughly", "600,000", "people", "every", "year", ".", "Hopes", "are", "also", "high", "that", "an", "\n", "experimental", "tuberculosis", "vaccine", "\n", ",", "now", "in", "late", "-", "stage", "clinical", "trials", ",", "could", "help", "to", "combat", "one", "of", "the", "world", "’s", "most", "deadly", "diseases", ".", "Tuberculosis", "kills", "more", "than", "one", "million", "people", "a", "year", "globally", ".", "\n", "Now", "is", "not", "the", "time", "to", "take", "the", "foot", "off", "the", "accelerator", "on", "such", "innovations", "—", "which", "is", "another", "reason", "more", "coordination", "and", "cooperation", "is", "needed", ".", "Declining", "vaccination", "rates", "in", "poor", "countries", "not", "only", "put", "the", "lives", "of", "vulnerable", "people", "—", "especially", "children", "—", "at", "risk", "from", "infectious", "disease", ",", "but", "can", "also", "raise", "the", "danger", "of", "disease", "outbreaks", "around", "the", "world", ".", "\n", "Will", "RFK", "Jr", "’s", "vaccine", "agenda", "make", "America", "contagious", "again", "?", "\n", "The", "rapid", "response", "to", "a", "2024", "Marburg", "virus", "outbreak", "in", "Rwanda", ",", "with", "only", "ten", "days", "between", "the", "declaration", "of", "an", "outbreak", "and", "the", "first", "vaccination", "(", "\n", "C.", "T.", "Nutt", "\n", "N.", "Engl", ".", "J.", "Med", "\n", ".", "\n", "392", "\n", ",", "625–627", ";", "2025", "\n", ")", ",", "stands", "as", "a", "positive", "example", "of", "what", "can", "be", "achieved", "when", "countries", "have", "the", "resources", "and", "preparation", "to", "coordinate", "and", "therefore", "respond", "aggressively", ".", "That", "outbreak", "—", "one", "of", "the", "largest", "ever", "of", "Marburg", "virus", "—", "was", "quenched", "by", "the", "Rwandan", "health", "authorities", "in", "less", "than", "three", "months", ".", "If", "the", "response", "had", "not", "been", "so", "swift", ",", "the", "outbreak", "could", "have", "spread", "farther", ",", "taken", "more", "lives", "and", "drained", "more", "resources", ".", "\n", "Gavi", "will", "continue", "to", "search", "for", "places", "to", "cut", "costs", ".", "At", "the", "same", "time", ",", "some", "African", "countries", ",", "which", "themselves", "have", "contributed", "more", "than", "$", "1", "billion", "to", "Gavi", "since", "2008", ",", "are", "exploring", "how", "their", "health", "-", "care", "systems", "will", "need", "to", "adapt", "to", "this", "financial", "climate", ",", "according", "to", "Jean", "Kaseya", ",", "director", "-", "general", "of", "the", "Africa", "Centres", "for", "Disease", "Control", "and", "Prevention", ",", "based", "in", "Addis", "Ababa", ".", "\n", "But", "because", "only", "3", "%", "of", "Gavi", "’s", "budget", "goes", "to", "administrative", "costs", ",", "a", "relatively", "low", "figure", "compared", "with", "other", "charities", ",", "that", "leaves", "little", "to", "cut", "before", "important", "programmes", "are", "under", "threat", ".", "More", "funds", "will", "be", "needed", ",", "so", "there", "is", "an", "opportunity", "for", "donors", "to", "step", "forward", "to", "fill", "the", "gap", ",", "Nishtar", "says", ".", "“", "We", "’re", "preparing", "for", "all", "scenarios", ",", "because", "that", "’s", "the", "responsible", "thing", "to", "do", ",", "”", "she", "says", ".", "“", "But", "we", "have", "every", "reason", "to", "hope", "for", "a", "very", "positive", "future", ".", "”", "\n", "If", "donors", "care" ]	[ { "end": 1130, "label": "CITATION_SPAN", "start": 1080 } ]
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"'", "History", "Compass", "16", ",", "no", ".", "10", "(", "2018", "):", "1", "-", "14", ".", "\n\n", "Parthasarathi", ",", "Prasannan", ".", "'", "The", "State", "of", "Indian", "Social", "History", ".", "'", "Journal", "of", "Social", "History", "37", ",", "no", ".", "1", "(", "2003", "):", "47", "-", "54", ".", "\n\n", "Paulin", "-", "Booth", ",", "Alexandra", ",", "and", "Matthew", "Kerry", ".", "'", "Introduction", "-", "'", "Activist", "Times", ":", "Temporality", "and", "Political", "Action", "in", "Twentieth", "-", "Century", "Europe", ".", "'", "European", "Review", "of", "History", "28", ",", "no", ".", "4", "(", "2021", "):", "475", "-", "483", ".", "\n\n", "Peltonen", ",", "Matti", ".", "'", "Clues", ",", "Margins", ",", "and", "Monads", ":", "The", "Micro", "-", "Macro", "Link", "in", "Historical", "Research", ".", "'", "History", "and", "Theory", "40", "(", "2001", "):", "347", "-", "359", ".", "\n\n", "Pernau", ",", "Margrit", ".", "'", "Fluid", "Temporalities", ":", 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elevators; parts for such pumps and liquid elevatorsX 0.4% 745Non-electrical machinery, tools and mechanical apparatus and parts thereof, n.e.s.X 0.1% 771Electric power machinery (other than rotating electric plant of group 716) and parts thereof X 0.4% 772Electrical apparatus for switching or protecting electrical circuits or for making connections to or in electrical circuits (e.g., switches, relays, fuses, lightning arresters, voltage limiters, surge suppressors, plugs and sockets, lamp- holders and junction boxes); electrical resistors (including rheostats and potentiometers), other than heating resistors; printed circuits; boards, panels (including numerical control panels), consoles, desks, cabinets and other bases, equipped with two or more apparatus for switching, protecting or for making connections to or in electrical circuits, for electric control or the distribution of electricity (excluding switching apparatus of subgroup 764.1)X 0.6% X 0.6% 773 Equipment for distributing electricity, n.e.s. X 12.1% 781Motor cars and other motor vehicles principally designed for the transport of persons (other than motor vehicles for the transport of ten or more persons, including the driver), including station-wagons and racing cars X 0.4% 792Aircraft and associated equipment; spacecraft (including satellites) and spacecraft launch vehicles; parts thereof X 0.2% 8 Miscellaneous manufactured articles 821Furniture and parts thereof; bedding, mattresses, mattress supports, cushions and similar stuffed furnishingsX 5.1% X 5.1% 831Trunks, suitcases, vanity cases, executive cases, briefcases, school satchels, spectacle cases, binocular cases, camera cases, musical instrument cases, gun cases, holsters and similar containers; travelling bags, insulated food or beverages bags, toilet bags, rucksacks, handbags, shopping bags, wallets, purses, map cases, cigarette cases, tobacco pouches, tool bags, sports bags, bottle cases, jewellery boxes, powder boxes, cutlery cases and similar containers, of leather or of composition leather, of sheeting of plastics, of textile materials, of vulcanized fibre or of paperboard, or wholly or mainly covered with such materials or with paper; travel sets for personal toilet, sewing or shoe or clothes cleaningX 0.7% 841Men’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 2.4% 74 Part 2 Analysis of economic and innovation potential SITC Goods nameCurrent strength% share of exportsEmerging strength% share of exports 41 78.7% 23 33.8% 842Women’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 3.5% 843Men’s or boys’ coats,	[ "elevators", ";", "parts", "for", "such", "pumps", "and", "liquid", "\n", "elevatorsX", "0.4", "%", " \n", "745Non", "-", "electrical", "machinery", ",", "tools", "and", "mechanical", "apparatus", "\n", "and", "parts", "thereof", ",", "n.e.s", ".", "X", "0.1", "%", " \n", "771Electric", "power", "machinery", "(", "other", "than", "rotating", "electric", "plant", "\n", "of", "group", "716", ")", "and", "parts", "thereof", " ", "X", "0.4", "%", "\n", "772Electrical", "apparatus", "for", "switching", "or", "protecting", "electrical", "\n", "circuits", "or", "for", "making", "connections", "to", "or", "in", "electrical", "circuits", "\n", "(", "e.g.", ",", "switches", ",", "relays", ",", "fuses", ",", "lightning", "arresters", ",", "voltage", "\n", "limiters", ",", "surge", "suppressors", ",", "plugs", "and", "sockets", ",", "lamp-", "\n", "holders", "and", "junction", "boxes", ")", ";", "electrical", "resistors", "(", "including", "\n", "rheostats", "and", "potentiometers", ")", ",", "other", "than", "heating", "resistors", ";", "\n", "printed", "circuits", ";", "boards", ",", "panels", "(", "including", "numerical", "\n", "control", "panels", ")", ",", "consoles", ",", "desks", ",", "cabinets", "and", "other", "bases", ",", "\n", "equipped", "with", "two", "or", "more", "apparatus", "for", "switching", ",", "\n", "protecting", "or", "for", "making", "connections", "to", "or", "in", "electrical", "\n", "circuits", ",", "for", "electric", "control", "or", "the", "distribution", "of", "electricity", "\n", "(", "excluding", "switching", "apparatus", "of", "subgroup", "764.1)X", "0.6", "%", "X", "0.6", "%", "\n", "773", "Equipment", "for", "distributing", "electricity", ",", "n.e.s", ".", "X", "12.1", "%", " \n", "781Motor", "cars", "and", "other", "motor", "vehicles", "principally", "designed", "\n", "for", "the", "transport", "of", "persons", "(", "other", "than", "motor", "vehicles", "for", "\n", "the", "transport", "of", "ten", "or", "more", "persons", ",", "including", "the", "driver", ")", ",", "\n", "including", "station", "-", "wagons", "and", "racing", "cars", " ", "X", "0.4", "%", "\n", "792Aircraft", "and", "associated", "equipment", ";", "spacecraft", "(", "including", "\n", "satellites", ")", "and", "spacecraft", "launch", "vehicles", ";", "parts", "thereof", " ", "X", "0.2", "%", "\n", "8", "Miscellaneous", "manufactured", "articles", " \n", "821Furniture", "and", "parts", "thereof", ";", "bedding", ",", "mattresses", ",", "mattress", "\n", "supports", ",", "cushions", "and", "similar", "stuffed", "furnishingsX", "5.1", "%", "X", "5.1", "%", "\n", "831Trunks", ",", "suitcases", ",", "vanity", "cases", ",", "executive", "cases", ",", "briefcases", ",", "\n", "school", "satchels", ",", "spectacle", "cases", ",", "binocular", "cases", ",", "camera", "\n", "cases", ",", "musical", "instrument", "cases", ",", "gun", "cases", ",", "holsters", "\n", "and", "similar", "containers", ";", "travelling", "bags", ",", "insulated", "food", "or", "\n", "beverages", "bags", ",", "toilet", "bags", ",", "rucksacks", ",", "handbags", ",", "shopping", "\n", "bags", ",", "wallets", ",", "purses", ",", "map", "cases", ",", "cigarette", "cases", ",", "tobacco", "\n", "pouches", ",", "tool", "bags", ",", "sports", "bags", ",", "bottle", "cases", ",", "jewellery", "\n", "boxes", ",", "powder", "boxes", ",", "cutlery", "cases", "and", "similar", "containers", ",", "\n", "of", "leather", "or", "of", "composition", "leather", ",", "of", "sheeting", "of", "plastics", ",", "\n", "of", "textile", "materials", ",", "of", "vulcanized", "fibre", "or", "of", "paperboard", ",", "or", "\n", "wholly", "or", "mainly", "covered", "with", "such", "materials", "or", "with", "paper", ";", "\n", "travel", "sets", "for", "personal", "toilet", ",", "sewing", "or", "shoe", "or", "clothes", "\n", "cleaningX", "0.7", "%", " \n", "841Men", "’s", "or", "boys", "’", "coats", ",", "capes", ",", "jackets", ",", "suits", ",", "blazers", ",", "trousers", ",", "\n", "shorts", ",", "shirts", ",", "underwear", ",", "nightwear", "and", "similar", "articles", "of", "\n", "textile", "fabrics", ",", "not", "knitted", "or", "crocheted", "(", "other", "than", "those", "of", "\n", "subgroup", "845.2)X", "2.4", "%", " \n", "74", "\n ", "Part", "2", "Analysis", "of", "economic", "and", "innovation", "potential", "\n", "SITC", "Goods", "nameCurrent", "\n", "strength%", "share", "\n", "of", "\n", "exportsEmerging", "\n", "strength%", "share", "\n", "of", "\n", "exports", "\n", "41", "78.7", "%", "23", "33.8", "%", "\n", "842Women", "’s", "or", "girls", "’", "coats", ",", "capes", ",", "jackets", ",", "suits", ",", "trousers", ",", "\n", "shorts", ",", "shirts", ",", "dresses", "and", "skirts", ",", "underwear", ",", "nightwear", "and", "\n", "similar", "articles", "of", "textile", "fabrics", ",", "not", "knitted", "or", "crocheted", "\n", "(", "other", "than", "those", "of", "subgroup", "845.2)X", "3.5", "%", " \n", "843Men", "’s", "or", "boys", "’", "coats", "," ]	[]
by law they were entitled to such positions. 157 157 Female doctors in schools in interwar Romania What seems to have been an isolated case turned out to be a frequent dilemma that school authorities had to find a solution for. Even though the law stated that female physicians were to be assigned to the available positions in girls’ schools if there were no suitable candidates, the prin - cipal of the institution could have accepted male doctors as a temporary solution. A similar case to the one in Curtea de Argeș is documented for another small town, this time from the province of Oltenia, Caracal. In November 1929, Petre Ioanițoiu wrote to the Ministry of Instruction, ask - ing to be appointed doctor to the town’s high school for girls. The head of the Elementary Schools Department ( Direcțiunea Învățământului Primar ) cautiously allowed him to fill the position, since the doctor formerly work - ing there had resigned, but pointed out that this was a temporary meas - ure. A few days later, the position was also requested by Xenia Ralef, a female doctor; interestingly enough, the reviser who received the document wrote that the same position had been requested first by Dr Ioanițoiu. His comment seems to imply that the order of the requests mattered when the Ministry assigned such positions, only because this criterion was clearly advantageous to the male doctor. In the end, school authorities in Bucharest followed the law, assigning the position to Dr Ralef.42 This case reveals a common misconception among local school authori - ties, from revisers to high- school principals, namely that male doctors were better suited for such positions, while women doctors were young and inex - perienced. This is precisely what the principal of the Dej Girls’ High School, a woman herself, argued in November 1929, when she pleaded that the Ministry of Instruction allow the male doctor already working in the school to continue. The document was a response to a job request made by Emilia Ciuta, a female doctor working at the public hospital in town who pursued the same position, but was dismissed by the principal, since she was per - ceived as not having a similar level of experience.43 Such attitudes were generated by the mistrust in female doctors’ ability to work in schools, even though many women were already working in hospi - tals,	[ "by", "\n", "law", "they", "were", "entitled", "to", "such", "positions", ".", " \n \n", "157", "\n", "157", "\n", "Female", "doctors", "in", "schools", "in", "interwar", "Romania", "\n", "What", "seems", "to", "have", "been", "an", "isolated", "case", "turned", "out", "to", "be", "a", "frequent", "\n", "dilemma", "that", "school", "authorities", "had", "to", "find", "a", "solution", "for", ".", "Even", "though", "\n", "the", "law", "stated", "that", "female", "physicians", "were", "to", "be", "assigned", "to", "the", "available", "\n", "positions", "in", "girls", "’", "schools", "if", "there", "were", "no", "suitable", "candidates", ",", "the", "prin", "-", "\n", "cipal", "of", "the", "institution", "could", "have", "accepted", "male", "doctors", "as", "a", "temporary", "\n", "solution", ".", "A", "similar", "case", "to", "the", "one", "in", "Curtea", "de", "Argeș", "is", "documented", "for", "\n", "another", "small", "town", ",", "this", "time", "from", "the", "province", "of", "Oltenia", ",", "Caracal", ".", "In", "\n", "November", "1929", ",", "Petre", "Ioanițoiu", "wrote", "to", "the", "Ministry", "of", "Instruction", ",", "ask", "-", "\n", "ing", "to", "be", "appointed", "doctor", "to", "the", "town", "’s", "high", "school", "for", "girls", ".", "The", "head", "of", "\n", "the", "Elementary", "Schools", "Department", "(", "Direcțiunea", "Învățământului", "Primar", ")", "\n", "cautiously", "allowed", "him", "to", "fill", "the", "position", ",", "since", "the", "doctor", "formerly", "work", "-", "\n", "ing", "there", "had", "resigned", ",", "but", "pointed", "out", "that", "this", "was", "a", "temporary", "meas", "-", "\n", "ure", ".", "A", "few", "days", "later", ",", "the", "position", "was", "also", "requested", "by", "Xenia", "Ralef", ",", "a", "\n", "female", "doctor", ";", "interestingly", "enough", ",", "the", "reviser", "who", "received", "the", "document", "\n", "wrote", "that", "the", "same", "position", "had", "been", "requested", "first", "by", "Dr", "Ioanițoiu", ".", "His", "\n", "comment", "seems", "to", "imply", "that", "the", "order", "of", "the", "requests", "mattered", "when", "the", "\n", "Ministry", "assigned", "such", "positions", ",", "only", "because", "this", "criterion", "was", "clearly", "\n", "advantageous", "to", "the", "male", "doctor", ".", "In", "the", "end", ",", "school", "authorities", "in", "Bucharest", "\n", "followed", "the", "law", ",", "assigning", "the", "position", "to", "Dr", "Ralef.42", "\n", "This", "case", "reveals", "a", "common", "misconception", "among", "local", "school", "authori", "-", "\n", "ties", ",", "from", "revisers", "to", "high-", " ", "school", "principals", ",", "namely", "that", "male", "doctors", "were", "\n", "better", "suited", "for", "such", "positions", ",", "while", "women", "doctors", "were", "young", "and", "inex", "-", "\n", "perienced", ".", "This", "is", "precisely", "what", "the", "principal", "of", "the", "Dej", "Girls", "’", "High", "School", ",", "\n", "a", "woman", "herself", ",", "argued", "in", "November", "1929", ",", "when", "she", "pleaded", "that", "the", "\n", "Ministry", "of", "Instruction", "allow", "the", "male", "doctor", "already", "working", "in", "the", "school", "\n", "to", "continue", ".", "The", "document", "was", "a", "response", "to", "a", "job", "request", "made", "by", "Emilia", "\n", "Ciuta", ",", "a", "female", "doctor", "working", "at", "the", "public", "hospital", "in", "town", "who", "pursued", "\n", "the", "same", "position", ",", "but", "was", "dismissed", "by", "the", "principal", ",", "since", "she", "was", "per", "-", "\n", "ceived", "as", "not", "having", "a", "similar", "level", "of", "experience.43", "\n", "Such", "attitudes", "were", "generated", "by", "the", "mistrust", "in", "female", "doctors", "’", "ability", "to", "\n", "work", "in", "schools", ",", "even", "though", "many", "women", "were", "already", "working", "in", "hospi", "-", "\n", "tals", "," ]	[ { "end": 1504, "label": "CITATION_REF", "start": 1502 }, { "end": 2234, "label": "CITATION_REF", "start": 2232 } ]
the ring-fenced activity (see Section 5). 15 Most tax regimes provide preferential tax treatment for mineral exploration to offset the high risks and costs incurred in this phase. This treatment creates various auditing complexities for tax officials, including ensuring that the expenditures are eligible, how to treat indirect expenditures, and guarding against the risk of transferring expenditures across different operations (Wilcox, 2013). 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 ## 3.1.3 Ring-Fencing Encourages New Entrants to the Mining Sector Mining involves large upfront expenses and long lead times before income is derived. In the absence of ring-fencing rules, a mining investor with producing mines can obtain a tax benefit to offset exploration and development costs from new projects in the same country against their existing income within that country. This results in tax and cash flow savings. A new entrant, with no existing operations within the country, does not have access to this tax benefit, and as a result, the incumbent mining operators have an advantage compared to the new entrants. These tax benefits to the incumbent can be significant. Ring-fencing removes the incumbent's advantage, creating a more equal playing field for new entrants, and potentially contributing to more diversified investors. This benefit can conflict with a country's objective to expand investment by the incumbent investors. ## 3.2 The Risks ## 3.2.1 Ring-Fencing May Discourage Future Mining Investment by Existing Investors Ring-fencing could discourage companies from making new or additional investments in the host country. These are especially critical in mining marginal ore bodies, which are very costly (Daniel et al., 2010). From an investor's perspective, the deferral of tax caused by consolidation is justified, as it is a result of further investment in the source country. Whether consolidation contributes to making the new investment or investments into the marginal ore deposits needs to be evaluated based on the merits of each specific case. This disadvantage of ring-fencing rules is valid only in cases of investors who can actually benefit from the consolidation effect. It is important to consider that any impact on investment is likely to be limited by the location-specific nature of mineral resources, which makes investors less mobile than in other sectors. 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a grant from Cape Town University in 1935. She was attached to one of the two women's colleges, Newnham. The day after she arrived, she reported to the Cavendish Laboratory to meet with Deputy Director James Chadwick. At this somewhat tense meeting, Maasdorp asked Chadwick why women could not be members of the university. In the resulting discussion, Chadwick became agitated as, according to him, 'women were bad at administration, and couldn't manage their own affairs let alone the affairs of a university'. 3 After this Figure 1.1 Reinet Maasdorp and the Cavendish Research Group, Cambridge, 1935 (courtesy of Margaret Kettlewell) <!-- image --> first encounter with the deputy director of the Cavendish Laboratory, Maasdorp could have been forgiven for thinking this was not an auspicious start to her studies. Highlighting the changing attitude, or lack thereof, towards women's participation in science during the 1930s and beyond, Maasdorp's experience uncovers the barriers that discouraged women from pursuing a career in science in the twentieth century. Based on a single case study, I do not want to give the impression that Maasdorp is representative or prototypical of an entire group, 'women'. An understanding of intersectionality, as first articulated by Kimberlé Crenshaw in her landmark paper 'Demarginalizing the intersection of race and sex', is implicit in the 4 1 analysis. Crenshaw argues that an analysis of racism and sexism can be distorted if attention is paid to members of privileged groups because these ideas are founded on experiences that only apply to some, not all. 4 In this context, the gap between Maasdorp's experience and those of Black South African women at the time is immense. Maasdorp was a white woman living in a country that perpetuated intense discrimination against the nonwhite population. The privilege afforded to Maasdorp in gaining entry to Cambridge University was something undreamed of for non- white women at that time. The situation for Black researchers is today still highly disappointing, with only 2 per cent of Black researchers, both women and men, participating in STEMM doctoral programmes in the UK. 5 What Maasdorp's experience at Cambridge in the 1930s can show is how white women from across the British Empire entered the workplace and navigated social and professional networks in a male- dominated profession such as academic science. Recovering women's experience and history, Guglielmo suggests, is a way of 're- collecting women's stories … [often] written out	[ "a", "grant", "from", "Cape", "Town", "University", "in", "1935", ".", "She", "was", "attached", "to", "one", "of", "the", "two", "women", "'s", "colleges", ",", "Newnham", ".", "The", "day", "after", "she", "arrived", ",", "she", "reported", "to", "the", "Cavendish", "Laboratory", "to", "meet", " ", "with", " ", "Deputy", " ", "Director", " ", "James", " ", "Chadwick", ".", " ", "At", " ", "this", " ", "somewhat", " ", "tense", "meeting", ",", "Maasdorp", "asked", "Chadwick", "why", "women", "could", "not", "be", "members", "of", "the", "university", ".", "In", "the", "resulting", "discussion", ",", "Chadwick", "became", "agitated", "as", ",", "according", "to", "him", ",", "'", "women", "were", "bad", "at", "administration", ",", "and", "could", "n't", "manage", "their", "own", "affairs", "let", "alone", "the", "affairs", "of", "a", "university", "'", ".", "3", " ", "After", "this", "\n\n", "Figure", "1.1", "Reinet", "Maasdorp", "and", "the", "Cavendish", "Research", "Group", ",", "Cambridge", ",", "1935", "(", "courtesy", "of", "Margaret", "Kettlewell", ")", "\n\n", "<", "!", "--", "image", "--", ">", "\n\n", "first", " ", "encounter", " ", "with", " ", "the", " ", "deputy", " ", "director", " ", "of", " ", "the", " ", "Cavendish", " ", "Laboratory", ",", "Maasdorp", "could", "have", "been", "forgiven", "for", "thinking", "this", "was", "not", "an", "auspicious", "start", "to", "her", "studies", ".", "\n\n", "Highlighting", "the", "changing", "attitude", ",", "or", "lack", "thereof", ",", "towards", "women", "'s", "participation", "in", "science", "during", "the", "1930s", "and", "beyond", ",", "Maasdorp", "'s", "experience", " ", "uncovers", " ", "the", " ", "barriers", " ", "that", " ", "discouraged", " ", "women", " ", "from", " ", "pursuing", " ", "a", "career", "in", "science", "in", "the", "twentieth", "century", ".", "Based", "on", "a", "single", "case", "study", ",", "I", "do", "not", "want", "to", "give", "the", "impression", "that", "Maasdorp", "is", "representative", "or", "prototypical", " ", "of", " ", "an", " ", "entire", " ", "group", ",", " ", "'", "women", "'", ".", " ", "An", " ", "understanding", " ", "of", " ", "intersectionality", ",", " ", "as", " ", "first", " ", "articulated", " ", "by", " ", "Kimberlé", " ", "Crenshaw", " ", "in", " ", "her", " ", "landmark", "paper", "'", "Demarginalizing", "the", "intersection", "of", "race", "and", "sex", "'", ",", "is", "implicit", "in", "the", "\n\n", "4", "\n\n", "1", "\n\n", "analysis", ".", "Crenshaw", "argues", "that", "an", "analysis", "of", "racism", "and", "sexism", "can", "be", "distorted", "if", "attention", "is", "paid", "to", "members", "of", "privileged", "groups", "because", "these", "ideas", "are", "founded", "on", "experiences", "that", "only", "apply", "to", "some", ",", "not", "all", ".", "4", " ", "In", "this", "context", ",", "the", "gap", "between", "Maasdorp", "'s", "experience", "and", "those", "of", "Black", "South", "African", "women", "at", "the", "time", "is", "immense", ".", "Maasdorp", "was", "a", "white", "woman", "living", "in", "a", "country", "that", "perpetuated", "intense", "discrimination", "against", "the", "nonwhite", "population", ".", "The", "privilege", "afforded", "to", "Maasdorp", "in", "gaining", "entry", "to", "Cambridge", "University", "was", "something", "undreamed", "of", "for", "non-", " ", "white", "women", "at", "that", "time", ".", "The", "situation", "for", "Black", "researchers", "is", "today", "still", "highly", "disappointing", ",", "with", "only", "2", "per", "cent", "of", "Black", "researchers", ",", "both", "women", "and", "men", ",", " ", "participating", " ", "in", " ", "STEMM", " ", "doctoral", " ", "programmes", " ", "in", " ", "the", " ", "UK", ".", "5", " ", "What", "Maasdorp", "'s", "experience", "at", "Cambridge", "in", "the", "1930s", "can", "show", "is", "how", "white", "women", "from", "across", "the", "British", "Empire", "entered", "the", "workplace", "and", "navigated", " ", "social", " ", "and", " ", "professional", " ", "networks", " ", "in", " ", "a", " ", "male-", " ", "dominated", " ", "profession", "such", " ", "as", " ", "academic", " ", "science", ".", " ", "Recovering", " ", "women", "'s", " ", "experience", " ", "and", " ", "history", ",", "Guglielmo", "suggests", ",", "is", "a", "way", "of", "'", "re-", " ", "collecting", "women", "'s", "stories", "…", "[", "often", "]", "written", "out" ]	[ { "end": 1659, "label": "CITATION_REF", "start": 1658 }, { "end": 2237, "label": "CITATION_REF", "start": 2236 } ]
histories, and the cultures they represented were often Eurocentric; yeah, they were Eurocentric. Little attention is given to the contributions and experiences of Hispanic Americans. I'd say when you mentioned Hispanic Americans, it was often in a superficial or stereotypical way. Yeah, I'd say we were portrayed as primarily interested in food, music, and celebrations rather than as complex individuals with our own unique expressions, experiences, struggles, and achievements. So, overall, I think that the representation of Hispanic Americans in the curriculum needs to be more comprehensive, accurate, and inclusive. We need to move beyond superficial representations and stereotypes and appreciate our experience. ## Did you see any Hispanics represented in the curriculum? Honestly, I didn't see much representation of Hispanics in the curriculum until I was in high school. It was really, really limited, you know. I remember learning about the Spanish conquest. So I'd say it wasn't until I had a teacher, Miss Gracia, who made a conscious effort to introduce more diverse texts and perspectives into the curriculum that I started to see more representation of Hispanics. So, I have to say that even with Miss Gracia's effort, the representation of Hispanics in the curriculum was too limited. There's definitely more work to be done to ensure that Hispanic students see themselves reflected in the curriculum. ## 8. Describe how a teacher connected lessons to you in your life. How do they make it specific to you? I'm sorry, I would say, Mrs. Gracia. She was a master at connecting lessons to my life, the past, and the lives of my peers. She asked me to connect those. So I want to connect themes of our own experiences, asking questions like, how do we navigate multiple cultures in life? So, for me, I'd say that was a powerful moment and an amazing moment. She helped me to see the relevance of the lesson to my life. It wasn't just about analyzing science. This is about exploring my experiences and emotions, too, you know. So, I'd say she helped me develop a deeper understanding of the material and a greater appreciation for the ways in which literature can reflect and shape our understanding of ourselves and the world around us. Because I kind of loved literature, too, but didn't really want to venture into literature. ## You didn't like literature? I kind of like literature. But since I	[ "histories", ",", "and", "the", "cultures", "they", "represented", "were", "often", "Eurocentric", ";", "yeah", ",", "they", "were", "Eurocentric", ".", "Little", "attention", "is", "given", "to", "the", "contributions", "and", "experiences", "of", "Hispanic", "Americans", ".", "I", "'d", "say", "when", "you", "mentioned", "Hispanic", "Americans", ",", "it", "was", "often", "in", "a", "superficial", "or", "stereotypical", "way", ".", "Yeah", ",", "I", "'d", "say", "we", "were", "portrayed", "as", "primarily", "interested", "in", "food", ",", "music", ",", "and", "celebrations", "rather", "than", "as", "complex", "individuals", "with", "our", "own", "unique", "expressions", ",", "experiences", ",", "struggles", ",", "and", "achievements", ".", "So", ",", "overall", ",", "I", "think", "that", "the", "representation", "of", "Hispanic", "Americans", "in", "the", "curriculum", "needs", "to", "be", "more", "comprehensive", ",", "accurate", ",", "and", "inclusive", ".", "We", "need", "to", "move", "beyond", "superficial", "representations", "and", "stereotypes", "and", "appreciate", "our", "experience", ".", "\n\n", "#", "#", "Did", "you", "see", "any", "Hispanics", "represented", "in", "the", "curriculum", "?", "\n\n", "Honestly", ",", "I", "did", "n't", "see", "much", "representation", "of", "Hispanics", "in", "the", "curriculum", "until", "I", "was", "in", "high", "school", ".", "It", "was", "really", ",", "really", "limited", ",", "you", "know", ".", "I", "remember", "learning", "about", "the", "Spanish", "conquest", ".", "So", "I", "'d", "say", "it", "was", "n't", "until", "I", "had", "a", "teacher", ",", "Miss", "Gracia", ",", "who", "made", "a", "conscious", "effort", "to", "introduce", "more", "diverse", "texts", "and", "perspectives", "into", "the", "curriculum", "that", "I", "started", "to", "see", "more", "representation", "of", "Hispanics", ".", "So", ",", "I", "have", "to", "say", "that", "even", "with", "Miss", "Gracia", "'s", "effort", ",", "the", "representation", "of", "Hispanics", "in", "the", "curriculum", "was", "too", "limited", ".", "There", "'s", "definitely", "more", "work", "to", "be", "done", "to", "ensure", "that", "Hispanic", "students", "see", "themselves", "reflected", "in", "the", "curriculum", ".", "\n\n", "#", "#", "8", ".", "Describe", "how", "a", "teacher", "connected", "lessons", "to", "you", "in", "your", "life", ".", "How", "do", "they", "make", "it", "specific", "to", "you", "?", "\n\n", "I", "'m", "sorry", ",", "I", "would", "say", ",", "Mrs.", "Gracia", ".", "She", "was", "a", "master", "at", "connecting", "lessons", "to", "my", "life", ",", "the", "past", ",", "and", "the", "lives", "of", "my", "peers", ".", "She", "asked", "me", "to", "connect", "those", ".", "So", "I", "want", "to", "connect", "themes", "of", "our", "own", "experiences", ",", "asking", "questions", "like", ",", "how", "do", "we", "navigate", "multiple", "cultures", "in", "life", "?", "So", ",", "for", "me", ",", "I", "'d", "say", "that", "was", "a", "powerful", "moment", "and", "an", "amazing", "moment", ".", "She", "helped", "me", "to", "see", "the", "relevance", "of", "the", "lesson", "to", "my", "life", ".", "It", "was", "n't", "just", "about", "analyzing", "science", ".", "This", "is", "about", "exploring", "my", "experiences", "and", "emotions", ",", "too", ",", "you", "know", ".", "So", ",", "I", "'d", "say", "she", "helped", "me", "develop", "a", "deeper", "understanding", "of", "the", "material", "and", "a", "greater", "appreciation", "for", "the", "ways", "in", "which", "literature", "can", "reflect", "and", "shape", "our", "understanding", "of", "ourselves", "and", "the", "world", "around", "us", ".", "Because", "I", "kind", "of", "loved", "literature", ",", "too", ",", "but", "did", "n't", "really", "want", "to", "venture", "into", "literature", ".", "\n\n", "#", "#", "You", "did", "n't", "like", "literature", "?", "\n\n", "I", "kind", "of", "like", "literature", ".", "But", "since", "I" ]	[]
since data for these economies became available in 1950. While this relationship may have owed more to automation than it did to open tradexix, the notion that globalisation had exacerbated inequality infiltrated public perceptions, while governments were seen as indifferent. Policymakers should learn from this experience to reflect on how society will change in the future, and how they can ensure that the state is seen as on the side of citizens and attentive to their concerns. A key part of this process will be empowering people. Leaders and policymakers should engage with all actors within their respective societies to define objectives and actions for the transformation of Europe’s economy. More effective and proactive citizens’ involvement and social dialogue, combining trade unions, employers and civil society actors, will be central in building the consensus needed to drive the changes. Transformation can best lead to prosperity for all when accompanied by a strong social contract. 19THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 1BOX 1 Key principles for trade policy in a European industrial strategy The era of open global trade governed by multilateral institutions looks to be passing, and the EU’s trade policy is already adapting to this new reality . The global trading order based on multilateral institu - tions is in deep crisis, and it remains uncertain whether it can be brought back on track. While the EU should continue efforts to reform the WTO – and especially to unlock the dispute settlement mechanism – the EU must adapt its trade policy to a new reality. This process is already underway. In June 2023, the EU adopted a new Economic Security Strategy furnishing itself with a range of instruments to deal with dumping, respond to coercion and address distortions caused by foreign subsidies within the EU, as well as adopting tools to address technology leakage and enforce sanctions. The EU has also continued to expand its bilateral trade network negotiating over 40 individual trade agreements with different countries and regions. Trade policy needs to be fully aligned with the European industrial strategy . Trade policy should be based on careful, case-by-case analysis rather than on generic stances toward trade. In some cases, the EU should use its trade policy arsenal to keep barriers low, in others to level the playing field and in others still to secure critical supply chains. Accelerating innovation and technological progress in	[ "since", "data", "for", "these", "\n", "economies", "became", "available", "in", "1950", ".", "While", "this", "relationship", "may", "have", "owed", "more", "to", "automation", "than", "it", "did", "to", "open", "\n", "tradexix", ",", "the", "notion", "that", "globalisation", "had", "exacerbated", "inequality", "infiltrated", "public", "perceptions", ",", "while", "governments", "\n", "were", "seen", "as", "indifferent", ".", "Policymakers", "should", "learn", "from", "this", "experience", "to", "reflect", "on", "how", "society", "will", "change", "in", "the", "\n", "future", ",", "and", "how", "they", "can", "ensure", "that", "the", "state", "is", "seen", "as", "on", "the", "side", "of", "citizens", "and", "attentive", "to", "their", "concerns", ".", "A", "\n", "key", "part", "of", "this", "process", "will", "be", "empowering", "people", ".", "Leaders", "and", "policymakers", "should", "engage", "with", "all", "actors", "within", "\n", "their", "respective", "societies", "to", "define", "objectives", "and", "actions", "for", "the", "transformation", "of", "Europe", "’s", "economy", ".", "More", "effective", "\n", "and", "proactive", "citizens", "’", "involvement", "and", "social", "dialogue", ",", "combining", "trade", "unions", ",", "employers", "and", "civil", "society", "actors", ",", "\n", "will", "be", "central", "in", "building", "the", "consensus", "needed", "to", "drive", "the", "changes", ".", "Transformation", "can", "best", "lead", "to", "prosperity", "\n", "for", "all", "when", "accompanied", "by", "a", "strong", "social", "contract", ".", "\n", "19THE", "FUTURE", "OF", "EUROPEAN", "COMPETITIVENESS", " ", "—", "PART", "A", "\|", "CHAPTER", "1BOX", "1", "\n", "Key", "principles", "for", "trade", "policy", "in", "a", "European", "industrial", "strategy", "\n", "The", "era", "of", "open", "global", "trade", "governed", "by", "multilateral", "institutions", "looks", "to", "be", "passing", ",", "and", "the", "EU", "’s", "\n", "trade", "policy", "is", "already", "adapting", "to", "this", "new", "reality", ".", "The", "global", "trading", "order", "based", "on", "multilateral", "institu", "-", "\n", "tions", "is", "in", "deep", "crisis", ",", "and", "it", "remains", "uncertain", "whether", "it", "can", "be", "brought", "back", "on", "track", ".", "While", "the", "EU", "should", "\n", "continue", "efforts", "to", "reform", "the", "WTO", "–", "and", "especially", "to", "unlock", "the", "dispute", "settlement", "mechanism", "–", "the", "EU", "\n", "must", "adapt", "its", "trade", "policy", "to", "a", "new", "reality", ".", "This", "process", "is", "already", "underway", ".", "In", "June", "2023", ",", "the", "EU", "adopted", "a", "\n", "new", "Economic", "Security", "Strategy", "furnishing", "itself", "with", "a", "range", "of", "instruments", "to", "deal", "with", "dumping", ",", "respond", "\n", "to", "coercion", "and", "address", "distortions", "caused", "by", "foreign", "subsidies", "within", "the", "EU", ",", "as", "well", "as", "adopting", "tools", "to", "\n", "address", "technology", "leakage", "and", "enforce", "sanctions", ".", "The", "EU", "has", "also", "continued", "to", "expand", "its", "bilateral", "trade", "\n", "network", "negotiating", "over", "40", "individual", "trade", "agreements", "with", "different", "countries", "and", "regions", ".", "\n", "Trade", "policy", "needs", "to", "be", "fully", "aligned", "with", "the", "European", "industrial", "strategy", ".", "Trade", "policy", "should", "be", "\n", "based", "on", "careful", ",", "case", "-", "by", "-", "case", "analysis", "rather", "than", "on", "generic", "stances", "toward", "trade", ".", "In", "some", "cases", ",", "the", "EU", "\n", "should", "use", "its", "trade", "policy", "arsenal", "to", "keep", "barriers", "low", ",", "in", "others", "to", "level", "the", "playing", "field", "and", "in", "others", "still", "\n", "to", "secure", "critical", "supply", "chains", ".", "Accelerating", "innovation", "and", "technological", "progress", "in" ]	[ { "end": 144, "label": "CITATION_REF", "start": 141 } ]
Status in Employment in use Low-income Lower-middle-income Upper-middle-income High-income Data as a force for public good \| 65 the lead-up to the 2009 euro crisis, and data breaches are all too common in government and private sector databases. 67 Similarly, deidentifying individuals has not always proved to be enough to maintain confidentiality. In the 1990s, the governor of Massachusetts in the United States approved making deidentified medical records of state employees available for researchers. Although key identifiers such as name and address were removed from the data, by triangulating the information avail-able with other public information a researcher was able to identify the medical records of the governor and other individuals (see chapter 6 for more details). 68 One way to minimize these concerns is to ensure that only appropriate data are produced—data that measure con-cepts of interest, have a clear policy purpose, and are not produced from attempts to collect excessive infor - mation or surveil individuals. Such data, of course, can still be misused and mishandled. Why data gaps persist: The political economy of public intent data The previous two sections describe how public intent data can yield great value for development, yet gaps in public intent data are severe, particularly in low-income countries—the countries that stand to benefit most from the data. Why do these data gaps persist? This section answers that question, com-plementing existing data sources with structured interviews with NSOs across all income groups and geographical regions. 69 This approach requires dig - ging one level deeper and understanding the main roadblocks on the pathways to data for public policy, or conversely, the enablers of public intent data. The main roadblocks identified are lack of financing, tech-nical capacity, data governance, and demand for data (figure 2.6). A common reason for these roadblocks is lack of understanding of and commitment to the use of data for policy making. In a positive feedback loop, realiz-ing the value of public intent data increases under - standing of the potential of the data, leading to a com-mitment to the further production and use of public intent data. To spearhead such commitments, SDG Target 17.18 calls for increasing the availability of high- quality, timely, and disaggregated reliable data, and SDG Target 17.19 calls for developing measurements of progress related to statistical capacity building. Deficiencies in financing Underinvestment and misaligned investment priori-ties are perpetuating data gaps. Figure 2.6 A positive feedback	[ "Status", "in", "Employment", "\n", "in", "use", "\n", "Low", "-", "income", "Lower", "-", "middle", "-", "income", "\n", "Upper", "-", "middle", "-", "income", "High", "-", "income", "\n", "Data", "as", "a", "force", "for", "public", "good", " ", "\|", " ", "65", "\n", "the", "lead", "-", "up", "to", "the", "2009", "euro", "crisis", ",", "and", "data", "breaches", "\n", "are", "all", "too", "common", "in", "government", "and", "private", "sector", "databases", ".", "\n", "67", "\n", "Similarly", ",", "deidentifying", "individuals", "has", "not", "always", "\n", "proved", "to", "be", "enough", "to", "maintain", "confidentiality", ".", "In", "the", "1990s", ",", "the", "governor", "of", "Massachusetts", "in", "the", "United", "States", "approved", "making", "deidentified", "medical", "records", "of", "state", "employees", "available", "for", "researchers", ".", "Although", "key", "identifiers", "such", "as", "name", "and", "address", "were", "removed", "from", "the", "data", ",", "by", "triangulating", "the", "information", "avail", "-", "able", "with", "other", "public", "information", "a", "researcher", "was", "able", "to", "identify", "the", "medical", "records", "of", "the", "governor", "and", "other", "individuals", "(", "see", "chapter", "6", "for", "more", "details", ")", ".", "\n", "68", "One", "\n", "way", "to", "minimize", "these", "concerns", "is", "to", "ensure", "that", "only", "appropriate", "data", "are", "produced", "—", "data", "that", "measure", "con", "-", "cepts", "of", "interest", ",", "have", "a", "clear", "policy", "purpose", ",", "and", "are", "not", "produced", "from", "attempts", "to", "collect", "excessive", "infor", "-", "\n", "mation", "or", "surveil", "individuals", ".", "Such", "data", ",", "of", "course", ",", "can", "still", "be", "misused", "and", "mishandled", ".", "\n", "Why", "data", "gaps", "persist", ":", " \n", "The", "political", "economy", "of", " \n", "public", "intent", "data", "\n", "The", "previous", "two", "sections", "describe", "how", "public", "intent", "data", "can", "yield", "great", "value", "for", "development", ",", "yet", "gaps", "in", "public", "intent", "data", "are", "severe", ",", "particularly", "in", "low", "-", "income", "countries", "—", "the", "countries", "that", "stand", "to", "benefit", "most", "from", "the", "data", ".", "Why", "do", "these", "data", "gaps", "persist", "?", "This", "section", "answers", "that", "question", ",", "com", "-", "plementing", "existing", "data", "sources", "with", "structured", "interviews", "with", "NSOs", "across", "all", "income", "groups", "and", "geographical", "regions", ".", "\n", "69", "This", "approach", "requires", "dig", "-", "\n", "ging", "one", "level", "deeper", "and", "understanding", "the", "main", "roadblocks", "on", "the", "pathways", "to", "data", "for", "public", "policy", ",", "or", "conversely", ",", "the", "enablers", "of", "public", "intent", "data", ".", "The", "main", "roadblocks", "identified", "are", "lack", "of", "financing", ",", "tech", "-", "nical", "capacity", ",", "data", "governance", ",", "and", "demand", "for", "data", "(", "figure", "2.6", ")", ".", "\n", "A", "common", "reason", "for", "these", "roadblocks", "is", "lack", "of", "\n", "understanding", "of", "and", "commitment", "to", "the", "use", "of", "data", "for", "policy", "making", ".", "In", "a", "positive", "feedback", "loop", ",", "realiz", "-", "ing", "the", "value", "of", "public", "intent", "data", "increases", "under", "-", "\n", "standing", "of", "the", "potential", "of", "the", "data", ",", "leading", "to", "a", "com", "-", "mitment", "to", "the", "further", "production", "and", "use", "of", "public", "intent", "data", ".", "To", "spearhead", "such", "commitments", ",", "SDG", "Target", "17.18", "calls", "for", "increasing", "the", "availability", "of", "high-", " \n", "quality", ",", "timely", ",", "and", "disaggregated", "reliable", "data", ",", "and", "SDG", "Target", "17.19", "calls", "for", "developing", "measurements", "of", "progress", "related", "to", "statistical", "capacity", "building", ".", "\n", "Deficiencies", "in", "financing", "\n", "Underinvestment", "and", "misaligned", "investment", "priori", "-", "ties", "are", "perpetuating", "data", "gaps", ".", "\n", "Figure", "2.6", " ", "A", "positive", "feedback" ]	[]
education outcome may have been the work of several intrinsically motivated people who contributed their commitment and expertise. Portraying these people as followers, who are dependent on a leader, underestimates their contributions. In relation to context, the contrast is between control and the empowerment of people at different levels of the education system to make decisions. Another opposition is rules and the discretion to react at the right moment to local circumstances. Structure can be at odds with agency. While capacity and personal attributes matter, it may only be possible to put them to good use in enabling environments. However, an emphasis on autonomy should not distract from the fact that education leaders work towards achieving results, regardless of the governance regime under which they operate. Leaders also work in constrained contexts. While some leaders have the resources to implement their plans, others have to find solutions under adverse circumstances. While leadership is an appealing concept, it is not clear cut. It is often difficult to distinguish a good leader from a good manager. Despite lofty objectives, education leaders' work tends to be mundane. School principals need to manage school budgets or hold meetings to make disciplinary decisions. Department heads and teacher leaders are likely to spend a lot of time preparing timetables and organizing teacher recruitment. Local education officers will fret over getting textbooks delivered on time or paying subsistence allowances to teachers travelling for a training course. Ministers will need to respond to members of their constituency to satisfy petty requests or fend off media criticism about an official's transgression. All these small acts are a far cry from what leaders are usually associated with. Yet managing daily activities effectively to make time for future planning is at the heart of what leaders do. In reality, there is a continuum of activities and the distinction between education management and leadership can be artificial. <!-- image --> ## It is often difficult to distinguish a good leader from a good manager <!-- image --> A related issue is whether leadership has to be associated with change. Some argue that being a change agent is what distinguishes a leader (Fullan, 1996). While management is about preserving the status quo, leadership is about changing it. Change management refers to implementing a change that has been decided upon. Change leadership is about the need for change and rallying people behind that change.	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in child language and other L2 learning studies. The reader is reminded that the current research aims at investigating to what extent the linguistic processes exhibited in creolization and decreolization parallel those manifested by Arab learners of English in the above study in particular, and those of second/foreign language learning in general. But since the data in Mousa (1994) is enormous, care will be taken to cite only relevant information that serves the purpose of our investigation. Table 3. Sample of Arab learners' pronunciation of /v/ in Mousa (1994) \| Gloss \| Pronunciation \| \|--------------\|--------------------------\| \| solve \| /so:lv/, /so:lf/ \| \| relative \| /rilætif/ \| \| van \| /fæn/ \| \| device \| /difæis/ \| \| conversation \| /k ʊ nf ə rse: ʃ æn/ \| \| twelve \| /t ə wilf/ \| \| alive \| / ʔ ælæif/ \| \| clever \| /k ə lifær/ \| \| volvo \| /v ʊ lv ʊ /, /f ʊ lf ʊ / \| \| wives \| /wæifs/ \| \| vocal \| /fukæl/ \| \| eleven \| /ilifin/ \| ## 7. Analysis and Discussion Our informants' pronunciation of the word 'seven' reflects a marked trace of decreolization. That is, both informants repeatedly produced the word as [se β m], with a bilabial fricative instead of labio-dental fricative. With this, they seem to have acted counter to our expectation. Thus, although the changing of /v/ to /b/ is a characteristic of Jamaican Creole, as in [neba] for 'never' (Cassidy, 1961) and [lob] for 'love' (Wells, 1973), the substitution of a voiced bilabial fricative / β / for the voiced labio-dental fricative is likely to happen among Bahamians, Bermudans and Vincentians (Wells, 1982). This pronunciation is formalized according to the following rule: <!-- formula-not-decoded --> According to the above rule, a labio-dental fricative becomes a bilabial fricative before a bilabial nasal. Then, ## where does this fricative come from? Alleyne (1980) argues that the earliest English creoles did not have the fricative /v/. Actually, it is not found in some Atlantic creoles, including Jamaican Creole (Holm, 2000). Even in those creoles whose phonemic inventories display it, the sound is not originally theirs. For instance, although there is no contrast between orthographic /b/ and /v/ in American Spanish, as both are produced as /b/ with the bilabial fricative [ β ] as an allophone, inter-vocalically, /b/ and /v/are two separate phonemes in Papiemento, though a	[ "in", "child", "language", "and", "other", "L2", "learning", "studies", ".", "The", "reader", "is", "reminded", "that", "the", "current", " ", "research", " ", "aims", " ", "at", " ", "investigating", " ", "to", " ", "what", " ", "extent", " ", "the", " ", "linguistic", " ", "processes", " ", "exhibited", " ", "in", " ", "creolization", " ", "and", "decreolization", "parallel", "those", "manifested", "by", "Arab", "learners", "of", "English", "in", "the", "above", "study", "in", "particular", ",", "and", "those", "of", "second", "/", "foreign", "language", "learning", "in", "general", ".", "But", "since", "the", "data", "in", "Mousa", "(", "1994", ")", "is", "enormous", ",", "care", "will", "be", "taken", "to", "cite", "only", 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# Piotr Przybyła Natural Language Processing Researcher - Email: - WWW: - Phone: - Address: - Links: - [email protected] - https://piotr.phd/ - +34 93 542 1763 - r. 55.424, Edifici Tànger, 08018 Barcelona - Google Scholar, ResearchGate, GitHub, ORCiD I'm a tenure-track professor at the Universitat Pompeu Fabra in Barcelona, Spain and a researcher in the TALN (Natural Language Processing) Research Group there. I am also affiliated with the Linguistic Engineering Group at the Institute of Computer Science, Polish Academy of Sciences (ICS PAS) in Warsaw, Poland. Before, I obtained my PhD degree in Computer Science from ICS PAS and worked as a research fellow in the National Centre for Text Mining (NaCTeM) at the University of Manchester. My most recent research project, ERINIA (Evaluating the Robustness of Non-Credible Text Identification by Anticipating Adversarial Actions), was funded as a Marie Skłodowska-Curie Postdoctoral Fellowship by the European Union. In case you're wondering: my surname is pronounced /pʂɨbɨwa/, as in: Powerful sheikh is bringing in wonderful art. ## News - (08.2025) I started my tenure-track professorship at the UPF. (07.2025) Our article on building a corpus and classifiers of anthropomorphic language in NLP reporting was presented at ACL 2025. (04.2025) At this year's RANLP conference, I will co-organise OMMM 2025: the first Interdisciplinary Workshop on Observations of Misunderstood, Misguided and Malicious Use of Language Models. (03.2025) I am co-organising a shared task on Spotting Machine-Generated Text from Language Models for Polish (ŚMIGIEL) at PolEval 2025. (12.2024) PLOS ONE published our study on the (dubious) consciousness of LLMs and anthropomorphic language in AI reporting. (11.2024) An article describing our work verifying the robustness of misinformation detection agains adversarial attacks, performed in the ERINIA project, was published in the Natural Language Processing journal. (10.2024) We participated in the WMT shared task on translating low-resource Iberian languages, including Aragonese, Aranese and Asturian: see our results. (09.2024) I was in Grenoble for the CLEF 2024 conference, summarising the results of the InCrediblAE shared task and chairing the session including presentation of participants of this task and other within CheckThat! 2024. (08.2024) At this year's ACL, I'm presenting our work on the adaptive search for adversarial examples (at the WASSA workshop) and processing affiliations in scholarly literature (at the SDProc workshop). (08.2024) On the 20th of August, I'll be presenting our work in the ERINIA project at a seminar at the Chulalongkorn University in Bangkok. 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[bib][paper][corpus] 2. Ł. Kobyliński, M. Ogrodniczuk, P. Rybak, P. Przybyła, P. Pęzik, A. Mikołajczyk, W. Janowski, M. Marcińczuk, A. Smywiński-Pohl, “PolEval 2022/23 Challenge Tasks and Results,” in Proceedings of the 18th Conference on Computer Science and Intelligence Systems (FedCSIS 2023), Warsaw, Poland, 2023. [bib][paper] 3. M. Ogrodniczuk, P. Przybyła, “PolEval 2021 Task 4: Question Answering Challenge,” in Proceedings of the PolEval 2021 Workshop, Online, 2021. [bib][paper][data] 4. P. Przybyła, “How big is big enough? Unsupervised word sense disambiguation using a very large corpus,” Manuscript arXiv:1710.07960 [cs.CL], 2017.[bib][paper] 5. P. Przybyła, “Boosting Question Answering by Deep Entity Recognition,” Manuscript arXiv:1605.08675 [cs.CL], 2016.[bib][paper][data][corpus] 6. P. Przybyła, “Odpowiadanie na pytania w języku polskim z użyciem głębokiego rozpoznawania nazw,” (Question Answering in Polish using Deep Entity Recognition), PhD thesis in Institute of Computer Science, Polish Academy of Sciences in Warsaw, Poland, 2015.[bib][paper][data][corpus] 7. P. Przybyła, “Gathering Knowledge for Question Answering Beyond Named Entities,” in Proceedings of the 20th International Conference on Applications of Natural Language to Information Systems (NLDB 2015), Passau, Germany, 2015.[bib][paper][data][corpus] 8. P. Przybyła and P. Teisseyre, “Analysing Utterances in Polish Parliament to Predict Speaker’s Background,” Journal of Quantitative Linguistics, vol. 21, no. 4, pp. 350–376, 2014.[bib][paper] 9. P. Przybyła, “Question Analysis for Polish Question Answering,” in 51st Annual Meeting of the Association for Computational Linguistics, Proceedings of the Student Research Workshop, Sofia, Bulgaria, 2013.[bib][paper] 10. P. Przybyła, “Question Classification for Polish Question Answering,” in Proceedings of the 20th International Conference on Language Processing and Intelligent Information Systems (LP&IIS 2013), Warsaw, Poland, 2013.[bib][paper] 11. P. Przybyła, “Issues of Polish Question Answering,” in Proceedings of the first conference “Information Technologies: Research and their Interdisciplinary Applications” (ITRIA 2012), Warsaw, Poland, 2012.[bib][paper] ### Text simplification 1. M. Shardlow, P. Przybyła, “Simplification by Lexical Deletion,” in Proceedings of the Second Workshop on Text Simplification, Accessibility and Readability (TSAR 2023), Varna, Bulgaria, 2023. [bib][paper][code] 2. L. Vásquez-Rodríguez, M. Shardlow, P. Przybyła, Sophia Ananiadou, “Document-level Text Simplification with Coherence Evaluation,” in Proceedings of the Second Workshop on Text Simplification, Accessibility and Readability (TSAR 2023), Varna, Bulgaria, 2023. [bib][paper][code] 3. L. Vásquez-Rodríguez, M. Shardlow, P. Przybyła, Sophia Ananiadou, “The Role of Text Simplification Operations in Evaluation,” in Proceedings of the First Workshop on Current Trends in Text Simplification (CTTS 2021), Online, 2021. [bib][paper][code] 4. L. Vásquez-Rodríguez, M. Shardlow, P. Przybyła, Sophia Ananiadou, “Investigating Text Simplification Evaluation,” in Findings of the Association for Computational Linguistics: ACL-IJCNLP 2021, Bangkok, Thailand, 2021. 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have \| /hav/ \| /hav/ \| /hav/ \| /hæv/ \| \| river \| /r ɪ βə / \| /r ɪ βə / \| /r ɪ b ə / \| /r ɪ v ə / \| \| never \| /n ɪ βə / \| /n ɪ βə / \| /neb ə / \| /nev ə / \| \| hoover \| /hu: βə r/ \| /hu: βə r/ \| /hu: βə r/ \| /hu:v ə / \| \| vat \| /væt/ \| /væt/ \| /væt/ \| /væt/ \| The following sentences and phrases are pronounced by the barber and the driver: \| Barber: \| /a ɪ h v se β m/ ɑ \| I have seven. \| \|--------------\|------------------------------\|-------------------\| \| Cab driver: \| /a ɪ h v se β m/ ɑ \| \| \| Barber: \| /s ɪvɪ n θ ɜ :rt ɪ / \| Seven thirty. \| \| Cab drivier: \| /s ɪvɪ n θ ɜ :rt ɪ / \| \| \| Barber: \| / ɪ n mæ ɪ t ɪ l ɪ v ɪʒ ə n/ \| In my television. \| \| Cab driver: \| / ɪ n mæ ɪ t ɪ l ɪ v ɪʒ ə n/ \| \| Table 2. The phonemic inventory of the barber and the driver \| \| Bilabial \| labio- dental \| Dental \| Alveolar \| Post Alveolar \| Palato- Alveolar \| Palatal \| Velar \| Glottal \| \|-----------------------------------\|------------\|-----------------\|----------\|------------\|-----------------\|--------------------\|-----------\|---------\|-----------\| \| Plosive \| p, b \| \| \| t, d \| \| \| \| k, g \| ʔ \| \| Affricate \| \| \| \| \| tr, dr \| ʧ , ʤ \| \| \| \| \| Fricative \| b \| f, v \| θ , ð \| s, z \| \| ʃ , ʒ \| \| \| h \| \| Nasal \| m \| \| \| n \| \| \| \| ŋ \| \| \| Lateral \| \| \| \| ɩ \| \| \| \| \| \| \| Frictionless continuant or glides \| w \| \| \| \| r \| \| J \| \| \| A glance at this inventory and the data in table 1 will make it clear that there are more differences between the English of our informants and that of RP speakers than their English and the one spoken by other speakers of the Broad Jamaican Creole in general, Cassidy (1961), Cassidy and Le page (1967), Wells (1973, 1982), among others.	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for which the degree of specialisa- tion and relative size for both export values are above the thresholds for at least 6 out of 8 years shown in the first two columns in Table 2.21. Emerging service categories with in- creasing degrees of specialisation are identified as those service categories for which the chang- es in the degree of specialisation for export values are above the thresholds shown in the last column in Table 2.21. To identify current strengths for each country, the same minimum relative size of 0.1% has been used, and for the degree of spe- cialisation a minimum location quotient of 1.25. For changes over time, changes in the degree of specialisation have to be positive for at least 2 out of 3 time periods for all countries. Current strengths Emerging strengths* Degree of specialisationRelative size Change in degree of specialisation Armenia > 1.25 > 0.1% > 0 Azerbaijan > 1.25 > 0.1% > 0 Georgia > 1.25 > 0.1% > 0 Moldova > 1.25 > 0.1% > 0 Ukraine > 1.25 > 0.1% > 0Table 2.21. Thresholds used to identify services export specialisations * For the degree of specialisation to increase, services exports in a particular country have to grow faster than the average for all EaP countries. So, if average growth is e.g. 5%, export growth below 5% does not lead to an increasing degree of specialisation and the services exports are not seen as an emerging strength. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation81 Mapping of services export specialisa- tions – results for Armenia Results of the export mapping for Armenia are shown in Table 2.22. The 5 services categories with current strength represent 65% of the total exports for 2011-2018. Specialised exports in Per-sonal travel account for almost 51% of the to- tal exports, and those in Construction services for 12%. The 10 services categories with emerging strength represent, at 22%, a much smaller share of total exports. All specialised product categories are relatively small, except for Other transport. 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ANUIES. http://publicaciones.anuies.mx/libros/264/autonomiagobernanza-y-desempeno-universitario-en-mexico - Klenk, T., Antonowicz, D., Geschwind, L., Pinheiro, R., and Pokorska, A. (2022). Taking women on boards: A comparative analysis of public policies in higher education. Policy Reviews in Higher Education , 6 (2), 128-152. Knot, K. and Knoxx, L. (2024). Untangling the bungled FAFSA launch. Inside Higher Ed . https://www.insidehighered.com/ news/government/student-aid-policy/2024/03/04/how-ambitious-plans-new-fafsa-ended-fiasco Knuth, K., Forrester, J., Miller, J., Halterbeck, M., and Conlon, G. (2024). The Economic Impact of the Russell Group Universities' RandD Activities. Final Report for the Russell Group . London Economics. https://russellgroup.ac.uk/media/6192/ the-economic-impact-of-rd-activities-at-russell-group-universities\_feb-24.pdf Kuagbedzi, F. N., Dhlamini, N., and Njenga, B. K. (2022). The struggle of women for power and leadership in universities. 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Journal Articles - Horacio Saggion (UPF) Navigation Skip to Content Search engine Search engine × upf.edu Studies Research Services University Information addressed to ... Prospective students Alumni International students Companies and organizations Media Contact Online office En CG Campus Global Horacio Saggion CV Horacio Saggion Competitive Research Projects PhD and Student Projects Deep Document Summarization: Combining Text and Images Mining, Understanding, and Summarizing Academic Social Networks Publications Journal Articles Books Book Chapters Resources Supervision Workshops and tutorials SignON - Natural Language Understanding and Text Generation More ... Horacio Saggion CV Horacio Saggion Competitive Research Projects PhD and Student Projects Deep Document Summarization: Combining Text and Images Mining, Understanding, and Summarizing Academic Social Networks Publications Journal Articles Books Book Chapters Resources Supervision Workshops and tutorials SignON - Natural Language Understanding and Text Generation upf.edu Studies Research Services University Information addressed to... Prospective students Alumni International students Companies and organizations Media Contact Menú En CG Campus Global inici / Publications / Journal Articles Journal Articles No results founds Mut Alt¿n L.S.; Saggion H.. Review of Offensive Language Detection on Social Media: Current Trends and Opportunities . Lecture Notes in Networks and Systems 2024; 960: 62-76. Publication link Przyby¿a P.; Wu B.; Shvets A.; Mu Y.; Sheang K.C.; Song X.; Saggion H.. Overview of the CLEF-2024 CheckThat! Lab Task 6 on Robustness of Credibility Assessment with Adversarial Examples (InCrediblAE) . CEUR Workshop Proceedings 2024; 3740(0): 321-338. Saggion H.; O¿Flaherty J.; Blanchet T.; Sharoff S.; Sanfilippo S.; Muñoz L.; Gollegger M.; Rascon A.; Marti J.L.; Szasz S.; Bott S.; Sayman V.. Making Democratic Deliberation and Participation more Accessible: The iDEM Project . CEUR Workshop Proceedings 2024; 3729(0): 36-40. Beauchemin D, Saggion H, Khoury R,. MeaningBERT: assessing meaning preservation between sentences . Frontiers in Artificial Intelligence 2023; 6. Publication link Przybyla P, Saggion H. ERINIA: Evaluating the Robustness of Non-Credible Text Identification by Anticipating Adversarial Actions . CEUR Workshop Proceedings 2023; 3525(0): 45-52. Sheang KC, Saggion H. Multilingual Controllable Transformer-Based Lexical Simplification . Procesamiento del Lenguaje Natural 2023; 71. Egea Gomez S.; Chiruzzo L.; McGill E.; Saggion H.. Linguistically Enhanced Text to Sign Gloss Machine Translation . Lecture Notes in Computer Science 2022; 13286: 172-183. Publication link Full text Štajner S.; Ferres D.; Shardlow M.; North K.; Zampieri M.; Saggion H.. Lexical simplification benchmarks for English, Portuguese, and Spanish . Frontiers in Artificial Intelligence 2022; 5. Publication link Full text AbuRa''ed A.; Saggion H.. A select and rewrite approach to the generation of related work reports . CEUR Workshop Proceedings 2021; 2847: 53-68.	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the bus “Minister’s bus – ha ha ha” informs the driver. “If it kills us, they face no prosecution”. This isn’t helping. Closer and closer the three vehicles approach us at breakneck speed. Our driver holds his nerve. At the very last minute the car pulls in. The bus misses the back of our jeep by about 1cm. The swoosh of air between the two vehicles provides a most audible thud. This book brings under one umbrella empirical data, both quantitative and qualita - tive, along with people’s voices to consider themes around freedom, choice, dig - nity and the role of place for development. It sets out data that were gathered for our project funded through the Rising Tide Foundation in three different slum types in Delhi between September 2021 and August 2024. Taking an approach that gath - ers data from the communities themselves, listening to their voices and seeing and feeling how they go about their daily lives, provides a rich understanding of what works for bottom-up development and why place matters. Our book will add to the literature, knowledge, policy and debates around the meaning of place and space and how these urban contexts affect life’s purpose and meaning. We aim to gener - ate an overall picture of the context in which households operate within the com - munities and the linkages between life’s purpose (community accomplishments, The draw of the city 5 altruism, trust, respect, and well-being) and meaning (individual freedom, choice, engaging in life that has inherent value). Using community voice we look at pat - terns within the slum areas where people self-organise with a wide diversity of institutions in place to solve problems becoming agents of change. By collabo - rating with different disciplines – economists, political scientists, medics, statisti - cians, spatial analysts – and by working in the communities themselves informs the book and its findings. The book is multidisciplinary in its approach bringing to the fore health, politics, entrepreneurship and social anthropology to consider the understudied area of different slum types and the implication of demographic shifts to neighbourhoods that offer different place and space. Why Delhi? Cities act as engine houses for wealth creation, employment and human progress by combining the forces of agglomeration and industrialisation ( UN-Habitat, 2022a ), with 80% of global Gross Domestic Product (GDP) generated in cities (World Bank, 2019 ). 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Earth (but not likely in the oceans as the concentrations of the chemicals would likely be too diluted). The reactions are too small to see with a visible-light microscope and were tracked using a range of techniques that are used to probe the structure of molecules, including several types of magnetic resonance imaging (which shows how the atoms are arranged) and mass spectrometry (which shows the size of molecules). The work was funded by the Engineering and Physical Sciences Research Council (EPSRC), the Simons Foundation and the Royal Society. The Nobel laureate Christian de Duve proposed that life began with a “thioester world” – a metabolism-first theory that envisages life was started by chemical reactions powered by the energy in thioesters. * Peptides typically consist of two to 50 amino acids, while proteins are larger, often containing hundreds or even thousands of amino acids, and are folded into a 3D shape. As part of their study, the research team showed how, once the amino acids were loaded on to the RNA, they could synthesise with other amino acids to form peptides. Links The paper in Nature Professor Matthew Powner’s academic profile Dr Jyoti Singh’s research profile UCL Chemistry UCL Mathematical & Physical Sciences UCL News story – ‘Compound vital for all life likely played a role in life’s origin’ Image A hot spring in Yellowstone National Park. Credit: iStock / tomolson54 Media contact Mark Greaves m.greaves [at] ucl.ac.uk Share Follow us Information for Current students Staff Alumni Business Donors Visit Maps Library, museums and collections Bloomsbury Theatre UCL East Tours and visits Connect with UCL Jobs Media Relations Events UCL and London UCL Shop University College London, Gower Street, London, WC1E 6BT Tel: +44 (0) 20 7679 2000 Copyright © 2025 UCL Disclaimer Freedom of Information Accessibility Privacy and Cookies Slavery statement Contact Us Cookie settings Cookies on the UCL website Cookies are files saved on your phone, tablet or computer when you visit a website. We use cookies to collect and store information about how you use this website, such as the pages you visit. 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growth (%) <!-- image --> Source: World Bank (2024[17]), World Development Indicators, https://databank.worldbank.org/source/world-development- indicators/preview/on#.  Household-level coping strategies during the pandemic have led to reduced food and non-food consumption, particularly among the urban poor. A World Bank survey from July to September 2020 revealed that more than 50% of the households reported a decrease in consumption (World Bank, 2020[18]). The pandemic also had negative impacts on education, as detailed by UN Women, significantly impeding learning continuity, with girls facing more pronounced challenges than boys (UN Women, 2020[19]). The United Nations Children's Fund ( UNICEF) findings corroborate this, showing that the pandemic had a profound impact on adolescent girls in Kenya, disrupting their education and increasing their vulnerabilities in mental health and financial security (UNICEF, 2021[20]). Additionally, the increase in unpaid care and domestic responsibilities during the COVID-19 crisis disproportionately impacted women and girls, underscoring a gendered burden in the pandemic's socio-economic fallout. Reports by UN Women and UNICEF highlighted that the pandemic exacerbated vulnerabilities in adolescent girls, disrupting their education and increasing their risks related to mental health and financial security. The education sector experienced severe disruptions, with long-term impacts on educational attainment, especially for girls. <!-- image --> ## 2 Kenya's health and socio-economic ## strategies during the pandemic This chapter briefly explores Kenya's response to the COVID-19 pandemic, highlighting the co-ordination mechanisms between ministries and with international partners. It also examines the various containment strategies implemented to manage social interactions and mitigate the spread of the virus. Additionally, the chapter delves into innovative approaches within the health sector aimed at strengthening Kenya's overall health response. ## Box 2.1. Evaluation questions for the analysis The evaluation gathered evidence to answer the following six overarching questions, focusing on four evaluative criteria: - · Descriptive: How did national governments and development and humanitarian actors respond to the COVID-19 pandemic? - · Relevance. To what extent did COVID19 support or meet partner countries' needs and priorities, including those of the most vulnerable? - · Coherent. To what extent did responses align to ensure coherent approaches at global and country levels? - · Effectiveness: What are the early results of the collective response to COVID-19? - · Efficiency: To what extent were funding and programming decisions and interventions timely and informed? - · Learning: What good practices, innovations and lessons emerged from the collective response to COVID-19? ## 2.1. 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has learned the meaning of a human language can do things like answer questions posed in the language about things in the world (or in this case, in pictures). In other words, what’s interesting here is not that the tasks are impossible, but rather what makes them impossible: what’s missing from the training data. The form of Java programs, to a system that has not observed the inputs and outputs of these programs, does not include information on how to execute them. Similarly, the form of English sentences, to a system that has not had a chance to acquire the meaning relation Cof English, and in the absence of any signal of communicative in- tent, does not include any information about what language-external entities the speaker might be re- ferring to. Accordingly, a system trained only on the form of Java or English has no way learn their respective meaning relations. 6 Human language acquisition One common reason for believing LMs might be learning meaning is the claim that human children can acquire language just by listening to it. This is not supported by scholarly work on language acquisition: rather, we ﬁnd that human language learning is not only grounded in the physical world around us, but also in interaction with other people in that world. Kids won’t pick up a language from passive exposure such as TV or radio: Snow et al. (1976) note in passing that Dutch-speaking kids who watch German TV shows by choice nonethe- less don’t learn German. Kuhl (2007) shows exper- imentally that English-learning infants can learn Mandarin phonemic distinctions from brief interac-tions with a Mandarin-speaking experimenter but not from exposure to Mandarin TV or radio. 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who require Tier 2 and Tier 3 support. Schools should allocate funding for ongoing professional development in critical areas such as vocabulary, comprehension, fluency, and phonics so teachers can stay up to date with the latest research-based literacy strategies. Prioritizing teacher training and professional development is also necessary. According to the evidence, student achievement is significantly influenced by the views and instructional strategies of teachers. Consequently, legislation ought to mandate continuous professional development in differentiated education, culturally responsive teaching, and research-based literacy techniques. Teachers at Title I schools will be better equipped to handle the varied needs of their students if they have access to high-quality training. A significant takeaway from my research is the importance of data tracking and assessment in ensuring student progress. I recommend that district and school policies mandate longitudinal student data tracking that spans multiple years. Such monitoring will ensure that intervention programs are continuously evaluated and adapted based on performance trends over time, rather than relying on a snapshot of one year s data. By tracking students from grade to ' grade, we can maintain a clear picture of their academic growth and the effectiveness of interventions. I recognize how deeply socioeconomic status impacts students literacy development. To ' address this, education policy should focus on increasing family and community engagement programs in Title I schools. This includes providing resources such as at-home literacy kits, multilingual reading materials for ELLs, and organizing parent workshops on promoting literacy at home. Additionally, expanding learning opportunities through summer literacy programs and after-school reading initiatives can help counteract learning loss and further support students who are at risk of falling behind. Based on the information acquired and the viewpoints of the participating teachers, I suggest several policy recommendations that can promote more equitable literacy education and enhance student results, support more equal literacy instruction, and improve student outcomes. I propose that school districts ensure that intervention resources are allocated equitably, especially in high-poverty communities. Such an action may involve providing additional personnel for pull-out and small group instruction, ensuring that all students receive the necessary literacy support. Funding models should be revised to consider student needs, ensuring that Title I schools are not merely allocated a set number of resources but receive adequate support based on their specific literacy challenges. 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The laboratory is in Petten, NL, and for this research, we used the following equipment: • Three Maccor battery cyclers with the following capabilities: ➢ Series 4000 with 32 channels rated 20 A @ −2/+8 V , and 32 T-Type thermocou- ple inputs. ➢ Series 4000 M with 48 channels rated 5 A @ −2/+8 V , and 32 T-Type thermo- couple inputs. ➢ Series 4000 M with 16 channels rated 25 A @ 0–18 V , and 16 T-Type thermocou- ple inputs. • Three BIA MTH 4.46 units (see Figure 1a), each composed of four independent and identical temperature chambers with a temperature control range between −40◦C and 85◦C. Each chamber has a volume of 46 l. The temperature deviation in the centerBatteries 2025 ,11, 30 4 of 20 of the working space is ±0.5◦C, the temperature homogeneity in space relative to the set value is ±1.5◦C. • Two independent and identical Vötsch VCS3 7060-5 climate chambers (see Figure 1b), with a temperature control range between −55◦C and 155◦C and a humidity range of 10% to 98% RH. Each chamber has a volume of 600 l. The temperature deviation in the center of working space is ±0.5◦C. • Hioki BT3562 battery testers for initial voltage and internal resistance measurements (3 mΩto 3000 Ω/60 V DC). • Nanotom S X-ray computed tomography system (GE Sensing & Inspection Technolo- gies, phoenix X-ray, Wunstorf, Germany). X-ray tube with a maximum output power of 15 W and a maximum voltage of 180 kV , in combination with a 2D detector with a dynamic range of 850:1 which consists of 2304 ×2304 pixels Batteries 2025, 11, x FOR PEER REVIEW 4 of 21 Duracell AAA 900 NiMH Tronic AAA 1000 NiMH GP AAA 650 NiMH Duracell AAA 750 NiMH Duracell C 3000 NiMH GP C 3000 NiMH Energizer C 2500 NiMH Energizer D 2500 NiMH Duracell D 3000 NiMH Phillips D 3000 NiMH Energizer 9V 175 NiMH Agfaphoto AA 2300 NiMH Ansmann C 4500 NiMH RS pro D 10000 NiMH Agfaphoto AAA 900 NiMH Varta C 3000 NiMH GP D 5700 NiMH Duracell 9V 170 NiMH Energizer AAA 700 NiMH Energizer AA N/A Alkaline primary Duracell 9V N/A Alkaline primary Varta AAA N/A Alkaline primary Duracell Plus C N/A Alkaline primary Energizer D N/A Alkaline primary The testing of the batteries is performed at the BESTEST Lab (see Figure 1). The la- boratory is	[ "The", "\n", "laboratory", "is", "in", "Petten", ",", "NL", ",", "and", "for", "this", "research", ",", "we", "used", "the", "following", "equipment", ":", "\n", "•", "Three", "Maccor", "battery", "cyclers", "with", "the", "following", "capabilities", ":", "\n", "➢", "Series", "4000", "with", "32", "channels", "rated", "20", "A", "@", "−2/+8", "V", ",", "and", "32", "T", "-", "Type", "thermocou-", "\n", "ple", "inputs", ".", "\n", "➢", "Series", "4000", "M", "with", "48", "channels", "rated", "5", "A", "@", "−2/+8", "V", ",", "and", "32", "T", "-", "Type", "thermo-", "\n", "couple", "inputs", ".", "\n", "➢", "Series", "4000", "M", "with", "16", "channels", "rated", "25", "A", "@", "0–18", "V", ",", "and", "16", "T", "-", "Type", "thermocou-", "\n", "ple", "inputs", ".", "\n", "•", "Three", "BIA", "MTH", "4.46", "units", "(", "see", "Figure", "1a", ")", ",", "each", "composed", "of", "four", "independent", "and", "\n", "identical", "temperature", "chambers", "with", "a", "temperature", "control", "range", "between", "−40", "◦", "C", "\n", "and", "85", "◦", "C.", "Each", "chamber", "has", "a", "volume", "of", "46", "l.", "The", "temperature", "deviation", "in", "the", "centerBatteries", "2025", ",", "11", ",", "30", "4", "of", "20", "\n", "of", "the", "working", "space", "is", "±0.5", "◦", "C", ",", "the", "temperature", "homogeneity", "in", "space", "relative", "to", "the", "\n", "set", "value", "is", "±1.5", "◦", "C.", "\n", "•", "Two", "independent", "and", "identical", "Vötsch", "VCS3", "7060", "-", "5", "climate", "chambers", "(", "see", "Figure", "1b", ")", ",", "\n", "with", "a", "temperature", "control", "range", "between", "−55", "◦", "C", "and", "155", "◦", "C", "and", "a", "humidity", "range", "\n", "of", "10", "%", "to", "98", "%", "RH", ".", "Each", "chamber", "has", "a", "volume", "of", "600", "l.", "The", "temperature", "deviation", "in", "\n", "the", "center", "of", "working", "space", "is", "±0.5", "◦", "C.", "\n", "•", "Hioki", "BT3562", "battery", "testers", "for", "initial", "voltage", "and", "internal", "resistance", "measurements", "\n", "(", "3", "mΩto", "3000", "Ω/60", "V", "DC", ")", ".", "\n", "•", "Nanotom", "S", "X", "-", "ray", "computed", "tomography", "system", "(", "GE", "Sensing", "&", "Inspection", "Technolo-", "\n", "gies", ",", "phoenix", "X", "-", "ray", ",", "Wunstorf", ",", "Germany", ")", ".", "X", "-", "ray", "tube", "with", "a", "maximum", "output", "power", "\n", "of", "15", "W", "and", "a", "maximum", "voltage", "of", "180", "kV", ",", "in", "combination", "with", "a", "2D", "detector", "with", "a", "\n", "dynamic", "range", "of", "850:1", "which", "consists", "of", "2304", "×2304", "pixels", "\n", "Batteries", " ", "2025", ",", " ", "11", ",", " ", "x", " ", "FOR", " ", "PEER", " ", "REVIEW", " ", "4", " ", "of", " ", "21", " \n \n", "Duracell", " ", "AAA", " ", "900", " ", "NiMH", " \n", "Tronic", " ", "AAA", " ", "1000", " ", "NiMH", " \n", "GP", " ", "AAA", " ", "650", " ", "NiMH", " \n", "Duracell", " ", "AAA", " ", "750", " ", "NiMH", " \n", "Duracell", " ", "C", " ", "3000", " ", "NiMH", " \n", "GP", " ", "C", " ", "3000", " ", "NiMH", " \n", "Energizer", " ", "C", " ", "2500", " ", "NiMH", " \n", "Energizer", " ", "D", " ", "2500", " ", "NiMH", " \n", "Duracell", " ", "D", " ", "3000", " ", "NiMH", " \n", "Phillips", " ", "D", " ", "3000", " ", "NiMH", " \n", "Energizer", " ", "9V", " ", "175", " ", "NiMH", " \n", "Agfaphoto", " ", "AA", " ", "2300", " ", "NiMH", " \n", "Ansmann", " ", "C", " ", "4500", " ", "NiMH", " \n", "RS", " ", "pro", " ", "D", " ", "10000", " ", "NiMH", " \n", "Agfaphoto", " ", "AAA", " ", "900", " ", "NiMH", " \n", "Varta", " ", "C", " ", "3000", " ", "NiMH", " \n", "GP", " ", "D", " ", "5700", " ", "NiMH", " \n", "Duracell", " ", "9V", " ", "170", " ", "NiMH", " \n", "Energizer", " ", "AAA", " ", "700", " ", "NiMH", " \n", "Energizer", " ", "AA", " ", "N", "/", "A", " ", "Alkaline", " ", "primary", " \n", "Duracell", " ", "9V", " ", "N", "/", "A", " ", "Alkaline", " ", "primary", " \n", "Varta", " ", "AAA", " ", "N", "/", "A", " ", "Alkaline", " ", "primary", " \n", "Duracell", " ", "Plus", " ", "C", " ", "N", "/", "A", " ", "Alkaline", " ", "primary", " \n", "Energizer", " ", "D", " ", "N", "/", "A", " ", "Alkaline", " ", "primary", " \n", "The", " ", "testing", " ", "of", " ", "the", " ", "batteries", " ", "is", " ", "performed", " ", "at", " ", "the", " ", "BESTEST", " ", "Lab", " ", "(", "see", " ", "Figure", " ", "1", ")", ".", " ", "The", " ", "la-", "\n", "boratory", " ", "is", " " ]	[]
Sar-e Pol and Shiritagao running over the northern slopes of the mentioned ridges and rivers on the border with Tajikistan and Uzbekistan - Panj and Amudarya. Rivers of Northern Afghanistan, by the present-day use of their waters for irrigation, availability and location of free, suitable for irrigation lands in their basins, can be divided into three categories : - -Hulm, Balkh, Sar-e Pol and Shirintagao Rivers; - -Panj, Kowkchen and Konduz Rivers; - -Amudarya River. The land stock in the basins of rivers of the first category exceeds much their irrigation potential, thus, in the present-day conditions the flows of these rivers are used practically completely even in the years of high water availability. By the conditions of flow formation the floods on these rivers are observed early (April - May), so cereal crops (up to 70%) that are, in fact, considered conventionally irrigated are cultivated on irrigated lands here. Low water supply of lands at present excludes a possibility, after flow regulation efforts and transfer to optimal irrigation, of maintaining areas of irrigated lands at their present level. While considerable shrinking of irrigated areas in conditions of private land use and availability of multiple small farms is unacceptable, because in this case the majority of these small farms will be left without sustenance. Some saving of water in these and other basins can be attained through refurbishment of the most primitive irrigation systems and improvement of their efficiency. It follows from the above that regulation of the flow of rivers in this category and refurbishment of irrigation systems in their basins can be recommended only if these efforts are combined with additional supply of water from a nearby source - the Amudarya River. Then realization of the recommended measures in each system would lead to irrigation development, and not to shrinking of irrigated areas. Irrigation of lands from rivers referred to the second category , such as Panj, Kowkchen and Konduz, has attained at present a significant scale (especially as refers to Konduz). However, in the basins of these rivers there are found both water reserves and free lands suitable for irrigation. These 1 According to Sredazgyprovodhlopok lands haven't been irrigated so far only because this required construction of diversion dams, long and complicated canals, pumping stations and others. The positive factor in the likely construction of hydraulic structures in the basins of these rivers is that this can	[ "Sar", "-", "e", "Pol", "and", "Shiritagao", "running", "over", "the", "northern", "slopes", "of", "the", "mentioned", "ridges", "and", "rivers", "on", "the", "border", "with", "Tajikistan", "and", "Uzbekistan", "-", "Panj", "and", "Amudarya", ".", "\n\n", "Rivers", "of", "Northern", "Afghanistan", ",", "by", "the", "present", "-", "day", "use", "of", "their", "waters", "for", "irrigation", ",", "availability", "and", "location", "of", "free", ",", "suitable", "for", "irrigation", "lands", "in", "their", "basins", ",", "can", "be", "divided", "into", "three", "categories", ":", "\n\n", "-", "-Hulm", ",", "Balkh", ",", "Sar", "-", "e", "Pol", "and", "Shirintagao", "Rivers", ";", "\n", "-", "-Panj", ",", "Kowkchen", "and", "Konduz", "Rivers", ";", "\n", "-", "-Amudarya", "River", ".", "\n\n", "The", "land", "stock", "in", "the", "basins", "of", "rivers", "of", "the", "first", "category", "exceeds", "much", "their", "irrigation", "potential", ",", "thus", ",", "in", "the", "present", "-", "day", "conditions", "the", "flows", "of", "these", "rivers", "are", "used", "practically", "completely", "even", "in", "the", "years", "of", "high", "water", "availability", ".", "By", "the", "conditions", "of", "flow", "formation", "the", "floods", "on", "these", "rivers", "are", "observed", "early", "(", "April", "-", "May", ")", ",", "so", "cereal", "crops", "(", "up", "to", "70", "%", ")", "that", "are", ",", "in", "fact", ",", "considered", "conventionally", "irrigated", "are", "cultivated", "on", "irrigated", "lands", "here", ".", "\n\n", "Low", "water", "supply", "of", "lands", "at", "present", "excludes", "a", "possibility", ",", "after", "flow", "regulation", "efforts", "and", "transfer", "to", "optimal", "irrigation", ",", "of", "maintaining", "areas", "of", "irrigated", "lands", "at", "their", "present", "level", ".", "While", "considerable", "shrinking", "of", "irrigated", "areas", "in", "conditions", "of", "private", "land", "use", "and", "availability", "of", "multiple", "small", "farms", "is", "unacceptable", ",", "because", "in", "this", "case", "the", "majority", "of", "these", "small", "farms", "will", "be", "left", "without", "sustenance", ".", "Some", "saving", "of", "water", "in", "these", "and", "other", "basins", "can", "be", "attained", "through", "refurbishment", "of", "the", "most", "primitive", "irrigation", "systems", "and", "improvement", "of", "their", "efficiency", ".", "\n\n", "It", "follows", "from", "the", "above", "that", "regulation", "of", "the", "flow", "of", "rivers", "in", "this", "category", "and", "refurbishment", "of", "irrigation", "systems", "in", "their", "basins", "can", "be", "recommended", "only", "if", "these", "efforts", "are", "combined", "with", "additional", "supply", "of", "water", "from", "a", "nearby", "source", "-", "the", "Amudarya", "River", ".", "Then", "realization", "of", "the", "recommended", "measures", "in", "each", "system", "would", "lead", "to", "irrigation", "development", ",", "and", "not", "to", "shrinking", "of", "irrigated", "areas", ".", "\n\n", "Irrigation", "of", "lands", "from", "rivers", "referred", "to", "the", "second", "category", ",", "such", "as", "Panj", ",", "Kowkchen", "and", "Konduz", ",", "has", "attained", "at", "present", "a", "significant", "scale", "(", "especially", "as", "refers", "to", "Konduz", ")", ".", "However", ",", "in", "the", "basins", "of", "these", "rivers", "there", "are", "found", "both", "water", "reserves", "and", "free", "lands", "suitable", "for", "irrigation", ".", "These", "\n\n", "1", "According", "to", "Sredazgyprovodhlopok", "\n\n", "lands", "have", "n't", "been", "irrigated", "so", "far", "only", "because", "this", "required", "construction", "of", "diversion", "dams", ",", "long", "and", "complicated", "canals", ",", "pumping", "stations", "and", "others", ".", "\n\n", "The", "positive", "factor", "in", "the", "likely", "construction", "of", "hydraulic", "structures", "in", "the", "basins", "of", "these", "rivers", "is", "that", "this", "can" ]	[]
by students (309 attendees) and faculty (213 attendees). We also had a large number of alumni (102 attendees) and attendees not affiliated with the university (110 attendees). These numbers are not reflective of unique registrants, as some individuals may have registered for multiple lectures. Alumni found out about the lectures from emails that they still received from their department and from social media. Attendees not affiliated with the university discovered the lectures through social media, email from colleagues and, in some cases, they were family members of the speakers. While we did not specifically target these last two groups, it was encouraging to see many of them attend. It helped us think about future lecture series advertising and the format, since many attendees would not have been able to attend if we hosted these lectures only in person. Table 13.2 Number of participants who were staff, students, faculty, alumni and not affiliated with the University of Illinois for the 2020- 21 academic year \| Affiliation with the University of Illinois \| Number of responses \| \|-----------------------------------------------\|-----------------------\| \| Staff \| 330 \| \| Students \| 309 \| \| Faculty \| 213 \| \| Not affiliated \| 110 \| \| Alumni \| 102 \| ## Evaluation In the summer of 2021, a survey was emailed to everyone who had agreed to be a part of the Women in Science mailing list. We received a total of twenty- two responses. One key takeaway from the survey was why people were coming to the lectures. Most attendees came because they wanted to learn about and support women scientists' work on campus. Many were not in the same discipline but attended because they wanted to support women scientists and thought it was important to document their stories. When asked what they learned from the lecture, many responses did not focus on the details of the research but rather the personal stories that shaped the speakers' research. They stated they learned about being flexible in research, finding good mentors, following your passions and other advice that could apply to any scientist or researcher no matter their discipline or gender identity. While most responses focused on these concepts, some did mention that they attended a lecture because it was in their field and they did share specific facts that they learned from the lecture, such as uses for gold in nanotechnology. 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one can prove that the cover filter is not only necessary, but also sufficient; see Appendix A. /negationslash /negationslash The final filtering method that we describe here is based on the observation that if { x , y 1 1 } and { x , y 2 2 } belong to the same set D e , then { x , y 1 2 } and { x , y 2 1 } will also belong to the same set D e ′ for some e ′ = e , and likewise, { x , x 1 2 } and { y , y 1 2 } will belong to the same set D e ′′ for some e ′′ ∈ { e, e ′ } . To see this, note that if { x , y 1 1 } and { x , y 2 2 } belong to the same set D e , then (by definition) S x ( 1 ) ⊕ S y ( 1 ) = S x ( 2 ) ⊕ S y ( 2 ) = e , and therefore S x ( 1 ) ⊕ S y ( 2 ) = S x ( 2 ) ⊕ S y ( 1 ) = e ⊕ S y ( 1 ) ⊕ S y ( 2 ) = e , etc. Hence, assume that we know two sets D ′ and D ′′ (both already known to cover F 4 2 ), and that { a, b } ∈ D ′ and { a, c } ∈ D ′′ . Now, if { c, d } ∈ D ′ , then for these two sets to both be valid, it must hold that { b, d } ∈ D ′′ . We call this filter the bowtie filter ; if one follows the 'partner' b of a in the set D ′ and jumps to the next set D ′′ to find the partner d of b there and so forth, then one should come back to the pair { a, b } in D ′ after two jumps back and forth between the two sets, hence forming a bowtie-shaped cycle: <!-- formula-not-decoded --> ## 3.1 Relaxed Truncated Differentials The method considered so far increments a counter only when there is a single active S-box in the ciphertext pair. The probability of this	[ "one", "can", "prove", "that", "the", "cover", "filter", "is", "not", "only", "necessary", ",", "but", "also", "sufficient", ";", "see", "Appendix", "A.", "\n\n", "/negationslash", "\n\n", "/negationslash", "\n\n", "The", "final", "filtering", "method", "that", "we", "describe", "here", "is", "based", "on", "the", "observation", "that", "if", "{", "x", ",", "y", "1", "1", "}", "and", "{", "x", ",", "y", "2", "2", "}", "belong", "to", "the", "same", "set", "D", "e", ",", "then", "{", "x", ",", "y", "1", "2", "}", "and", "{", "x", ",", "y", "2", "1", "}", "will", "also", "belong", "to", "the", "same", "set", "D", "e", "′", "for", "some", "e", "′", "=", "e", ",", "and", "likewise", ",", "{", "x", ",", "x", "1", "2", "}", "and", "{", "y", ",", "y", "1", "2", "}", "will", "belong", "to", "the", "same", "set", "D", "e", "′′", "for", "some", "e", "′′", "∈", "{", "e", ",", "e", "′", "}", ".", "To", "see", "this", ",", "note", "that", "if", "{", "x", ",", "y", "1", "1", "}", "and", "{", "x", ",", "y", "2", "2", "}", "belong", "to", "the", "same", "set", "D", "e", ",", "then", "(", "by", "definition", ")", "S", "x", "(", "1", ")", "⊕", "S", "y", "(", "1", ")", "=", "S", "x", "(", "2", ")", "⊕", "S", "y", "(", "2", ")", "=", "e", ",", "and", "therefore", "S", "x", "(", "1", ")", "⊕", "S", "y", "(", "2", ")", "=", "S", "x", "(", "2", ")", "⊕", "S", "y", "(", "1", ")", "=", "e", "⊕", "S", "y", "(", "1", ")", "⊕", "S", "y", "(", "2", ")", "=", "e", ",", "etc", ".", "Hence", ",", "assume", "that", "we", "know", "two", "sets", "D", "′", "and", "D", "′′", "(", "both", "already", "known", "to", "cover", "F", "4", "2", ")", ",", "and", "that", "{", "a", ",", "b", "}", "∈", "D", "′", "and", "{", "a", ",", "c", "}", "∈", "D", "′′", ".", "Now", ",", "if", "{", "c", ",", "d", "}", "∈", "D", "′", ",", "then", "for", "these", "two", "sets", "to", "both", "be", "valid", ",", "it", "must", "hold", "that", "{", "b", ",", "d", "}", "∈", "D", "′′", ".", "We", "call", "this", "filter", "the", "bowtie", "filter", ";", "if", "one", "follows", "the", "'", "partner", "'", "b", "of", "a", "in", "the", "set", "D", "′", "and", "jumps", "to", "the", "next", "set", "D", "′′", "to", "find", "the", "partner", "d", "of", "b", "there", "and", "so", "forth", ",", "then", "one", "should", "come", "back", "to", "the", "pair", "{", "a", ",", "b", "}", "in", "D", "′", "after", "two", "jumps", "back", "and", "forth", "between", "the", "two", "sets", ",", "hence", "forming", "a", "bowtie", "-", "shaped", "cycle", ":", "\n\n", "<", "!", "--", "formula", "-", "not", "-", "decoded", "--", ">", "\n\n", "#", "#", "3.1", "Relaxed", "Truncated", "Differentials", "\n\n", "The", "method", "considered", "so", "far", "increments", "a", "counter", "only", "when", "there", "is", "a", "single", "active", "S", "-", "box", "in", "the", "ciphertext", "pair", ".", "The", "probability", "of", "this" ]	[]
International Monetary Fund. (2010a). International tax issues for the resources sector. - In The taxation of petroleum and minerals: Principles, problems and practice . - International Monetary Fund. (2010b). The taxation of petroleum and minerals: Principles, problems and practice . - International Monetary Fund. (2014). Administering fiscal regimes for extractive industries: A handbook . https://www.elibrary.imf.org/display/book/9781475575170/9781475575170.xml International Monetary Fund. (2017). International taxation and the extractive industries . https://doi.org/10.5089/9781475539660.071 - Land (2008). Resource rent taxation: Theory and experience . Conference on taxing natural resources - New challenges and new perspectives, September 25-27, 2008. https://www. imf.org/external/np/seminars/eng/2008/taxnatural/pdf/land.pdf - Lassourd, T., Readhead, A., Tarus, V., & Lassourd, T. (2023, June 23). Variable royalties: An answer to volatile mineral prices? In A. Readhead, V. Tarus, T. Lassourd, E. Madzivanyika, & B. Schlenther (Eds.). The future of resource taxation: 10 policy ideas to mobilize mining revenues . International Institute for Sustainable Development & African Tax Administration Forum. https://www.iisd.org/publications/guide/future-of-resource-taxation - Minerals Council of Australia. (2023). Future critical: Meeting the minerals investment challenge . Future-Critical\_Meeting-the-minerals-investment-challenge\_2023.pdf - Leger, J. & Nicol, M. (1992). South Africa's gold mining crisis: Challenges for restructuring. Transformation Journal, 20 . https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf& doi=60087bd1c3dbc34c321d0d8aff59e914b435e282 - Nakhle, C. (2010). Petroleum fiscal regimes: Evolution and challenges. In P. Daniel, M. Keen, & C. McPherson (Eds.), The taxation of petroleum and minerals: Principles, problems and practice . Routledge. - Organisation for Economic Co-operation and Development. (2008). Report on the attribution of profits to permanent establishments . https://www.oecd.org/tax/transferpricing/41031455.pdf - Organisation for Economic Co-operation and Development. (2015). Limiting base erosion involving interest deductions and other financial payments , Action 4 - 2015 final report. https://www.oecd.org/tax/limiting-base-erosion-involving-interest-deductions-andother-financial-payments-action-4-2015-final-report-9789264241176-en.htm - Organisation for Economic Co operation and Development & Intergovernmental Forum on Mining, Minerals, Metals and Sustainable Development. (2018). Tax incentives in mining: Minimising risks to revenue [Practice note]. OECD Centre for Tax Policy and Administration & IGF. https://www.oecd.org/content/dam/oecd/en/about/programmes/beps-in-mining/ tax-incentives-in-mining-minimising-risks-to-revenue.pdf - Organisation for Economic Co-operation and Development. (2020). Guiding principles for durable extractive contracts (OECD Development Policy Tools). OECD Publishing. https://doi.org/10.1787/55c19888-en Otto, J. M. (2000). Report on the mining taxation in developing countries. https://congomines. org/system/attachments/assets/000/000/649/original/Otto-UNCTAD-paper-2000Mining-Taxation-in-Developing-Countries.pdf?1430929506 Ram, C. (2019, July 9). Why ring-fencing matters and why it does not . Stabroek News. https://www.stabroeknews.com/2019/07/05/features/the-road-to-first-oil/why-ringfencing-matters-and-why-it-does-not/ Readhead, A., Tarus, V., Lassourd, T., Madzivanyika, E., & Schlenther, B. (2023, June 23). The future of resource taxation: 10 policy ideas to mobilize mining revenues. International Institute for Sustainable Development & African Tax Administration Forum. https://www. iisd.org/publications/guide/future-of-resource-taxation Swistak, A., & Vernon-Lin, N. (2023). Value added tax in the extractive industries . 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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 can only implement decisions made elsewhere. In such hierarchical systems, principals and teachers may not be able to depart from tightly defined rules and regulations. Institutional and professional autonomy in some high-income countries has been accompanied by accountability mechanisms designed to monitor and steer school improvement (UNESCO, 2017). Accountability for complying with regulations and achieving results aims to strengthen extrinsic motivation. School performance is regularly reviewed and publicly reported in some cases, while school choice and competition for students may add market-like pressures. This type of accountability contrasts with notions of moral accountability, in which principals and teachers are responsible for meeting the needs of parents and students, and professional accountability, where principals and teachers meet their own self-expectations as well as those of their colleagues and peers, both of which aim to strengthen intrinsic motivation. contexts. While this report looks at how countries have approached the questions of leadership standards, it only aims to describe their efforts and not to prescribe their content or enforcement. In terms of relationships, the dilemma is whether personalities or effective teams, whose members learn from each other, are the drivers of results in education. Critics argue too much importance has been placed on individuals - and point out that leadership has risen from a modest role to being singled out as the second most important factor which explains learning outcomes (Lakomski et al., 2018). It might be misleading to credit individuals with single-handedly transforming education systems - and that might be a bias inherent in Western culture. Appropriate institutional environments and good organizational structures may be more important. This does not mean that principals do not play a critical role, but that this role is nuanced. 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(e.g. Lins and Slack 1999 , Fig. 2; Lawrimore and Peterson 2000 , Fig. 1; Groisman et al. 2004 , Fig. 6, Table 5; Small et al. 2006 ). Similar conclusions were obtained in simulation studies. For instance, drought conditions on the basis ofmodeled runoff and soil moisture were found generally to have decreased in the eastern USA, except broadly in the southeast and in sections of Missouri (Andreadis and Lettenmaier 2006 , Figs. 3 and 4); a model-based analysis of observed precipitation increases from 1948 to 2004 was found to result in positive trends in both runoff and evapotranspirationover the Mississippi basin (Qian et al. 2007 ). Also evaporation is generally agreed to have mostly increased over the past 50 or so years. No long-term directmeasurements are available of terrestrial evaporation, but all indirect estimates indicate that it has increased over major areas of the eastern United States. Probably most relevant inthe present context are the trend estimates based on those of pan evaporation. Indeed, it is now generally accepted that under a wide range of natural conditions, evaporation frompans tends to exhibit a complementary relationship with actual terrestrial evaporation (e.g. Brutsaert and Parlange 1998 ; Kahler and Brutsaert 2006 ;B r u t s a e r t 2006 ). Accordingly, several studies have shown that the trends of terrestrial evaporation have been positive over most of the eastern United States, except not only in major portions of thesoutheast (Lawrimore and Peterson 2000 , Fig. 1) but perhaps also, albeit to a less significant extent, in the northeast (Golubev et al. 2001 , Table 1; Hobbins et al. 2004 , Fig. 2b). Water budget-based estimates of terrestrial evaporation, as the difference between precipitation and runoff, are generally in agreement with these pan-based findings for the Mis-sissippi basin (Milly and Dunne 2001 ) and for several other large river basins in the conterminous United States, but somehow not for the southeast (Walter et al. 2004 ), in contrast with the aforementioned pan-based studies. The strongest and most significant positive long-term trends in groundwater storage shown in Tables 1and2occurred in the Upper Mississippi and Ohio regions. However, these changes may not be solely the result of climate change. This was brought out in Potter ’s(1991 ) analysis of peak and daily river flow data in a watershed in the Driftless Area of southwestern Wisconsin; this showed that since 1940, peakflows	[ "(", "e.g.", "Lins", "\n", "and", "Slack", "1999", ",", "Fig", ".", "2", ";", "Lawrimore", "and", "Peterson", "2000", ",", "\n", "Fig", ".", "1", ";", "Groisman", "et", "al", ".", "2004", ",", "Fig", ".", "6", ",", "Table", "5", ";", "Small", "et", "al", ".", "\n", "2006", ")", ".", "Similar", "conclusions", "were", "obtained", "in", "simulation", "\n", "studies", ".", "For", "instance", ",", "drought", "conditions", "on", "the", "basis", "ofmodeled", "runoff", "and", "soil", "moisture", "were", "found", "generally", "to", "have", "\n", "decreased", "in", "the", "eastern", "USA", ",", "except", "broadly", "in", "the", "southeast", "\n", "and", "in", "sections", "of", "Missouri", "(", "Andreadis", "and", "Lettenmaier", "2006", ",", "\n", "Figs", ".", "3", "and", "4", ")", ";", "a", "model", "-", 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algorithms to obtain better predictive performance than could be obtained from any of the constituent learning algorithms alone. - epoch at least in some examples refers to one cycle through a full training dataset. Additionally or alternatively, the term “epoch” at least in some examples refers to a full training pass over an entire training dataset such that each training example has been seen once; here, an epoch represents N/batch size training iterations, where N is the total number of examples. - vent in probability theory, at least in some examples refers to a set of outcomes of an experiment (e.g., a subset of a sample space) to which a probability is assigned. Additionally or alternatively, the term “event” at least in some examples refers to a software message indicating that something has happened. Additionally or alternatively, the term “event” at least in some examples refers to an object in time, or an instantiation of a property in an object. Additionally or alternatively, the term “event” at least in some examples refers to a point in space at an instant in time (e.g., a location in space-time). Additionally or alternatively, the term “event” at least in some examples refers to a notable occurrence at a particular point in time. - feature at least in some examples refers to an individual measureable property, quantifiable property, or characteristic of a phenomenon being observed. Additionally or alternatively, the term “feature” at least in some examples refers to an input variable used in making predictions. At least in some examples, features may be represented using numbers/numerals (e.g., integers), strings, variables, ordinals, real-values, categories, and/or the like. - feature extraction at least in some examples refers to a process of dimensionality reduction by which an initial set of raw data is reduced to more manageable groups for processing. Additionally or alternatively, the term “feature extraction” at least in some examples refers to retrieving intermediate feature representations calculated by an unsupervised model or a pretrained model for use in another model as an input. - feature extraction is sometimes used as a synonym of “feature engineering.” - feature vector at least in some examples, in the context of ML, refers to a set of features and/or a list of feature values representing an example passed into a model. 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Bowling Alone: America's Declining Social Capital, Journal of Democracy 6 , (1), 65-77. Putnam, R. D. , Leonardi, R., and Nanetti, R. Y. (1993). Making Democracy Work: Civic Tradition in Modern Italy . Princeton, NJ: Princeton University Press. Raghunathan, K., Kumar, N., Gupta, S., Thai, G., Scott, S., Choudhury, A., Kheetan, M., Menon, P., and Quisumbing, A. (2023). Scale and Sustainability: The Impact of a Women's Self-Help Group Program on Household Economic Well-Being in India, The Journal of Development Studies 59 , (4), 490-515. Rathi, K. (2023). Women Empowerment through Self Help Groups in Slum Areas of Delhi, International Journal of Multidisciplinary Educational Research , 12 (2), 26-32. Rodríguez-Pose, A., and von Berlepsch, V. (2014). Social Capital and Individual Happiness in Europe, Journal of Happiness Studies , 15 (2), 357-386.	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education in total ODA is calculated using total ODA as reported in Table 1. ## TABLE 4: DEVELOPMENT ASSISTANCE TO EDUCATION BY DONOR - TOP 3 RECIPIENTS This table reports the amount and share of bilateral and multilateral donor assistance to education and to basic education allocated to the top 3 recipients of assistance from each donor. ## TABLE 1: Development and humanitarian assistance Source: OECD-DAC (2024) and CRS (2024). - * Not part of the Development Assistance Committee (DAC) but included in its Creditor Reporting System (CRS) database. - Includes funds disbursed to overseas territories. - * Includes ODA from other bilaterals and multilaterals not listed above. - **** ODA disbursements and contributions to multilaterals are calculated using a new grant-equivalent methodology. - (…) Data not available. ## TABLE 2: Development assistance to education by donor	[ "education", "in", "total", "ODA", "is", "calculated", "using", "total", "ODA", "as", "reported", "in", "Table", "1", ".", "\n\n", "#", "#", "TABLE", "4", ":", "DEVELOPMENT", "ASSISTANCE", "TO", "EDUCATION", "BY", "DONOR", "-", "TOP", "3", "RECIPIENTS", "\n\n", "This", "table", "reports", "the", "amount", "and", "share", "of", "bilateral", "and", "multilateral", "donor", "assistance", "to", "education", "and", "to", "basic", "education", "allocated", "to", "the", "top", "3", "recipients", "of", "assistance", "from", "each", "donor", ".", "\n\n", "#", "#", "TABLE", "1", ":", "Development", "and", "humanitarian", "assistance", "\n\n", "Source", ":", "OECD", "-", "DAC", "(", "2024", ")", "and", "CRS", "(", "2024", ")", ".", "\n\n", "-", "", "Not", "part", "of", "the", "Development", "Assistance", "Committee", "(", "DAC", ")", "but", "included", "in", "its", "Creditor", "Reporting", "System", "(", "CRS", ")", "database", ".", "\n", "-", "", "", "Includes", "funds", "disbursed", "to", "overseas", "territories", ".", "\n", "-", "", "", "", "Includes", "ODA", "from", "other", "bilaterals", "and", "multilaterals", "not", "listed", "above", ".", "\n", "-", "", "", "", "", "ODA", "disbursements", "and", "contributions", "to", "multilaterals", "are", "calculated", "using", "a", "new", "grant", "-", "equivalent", "methodology", ".", "\n", "-", "(", "…", ")", "Data", "not", "available", ".", "\n\n", "#", "#", "TABLE", "2", ":", "Development", "assistance", "to", "education", "by", "donor" ]	[ { "end": 420, "label": "CITATION_REF", "start": 405 }, { "end": 435, "label": "CITATION_REF", "start": 425 }, { "end": 413, "label": "AUTHOR", "start": 405 }, { "end": 428, "label": "AUTHOR", "start": 425 }, { "end": 419, "label": "YEAR", "start": 415 }, { "end": 434, "label": "YEAR", "start": 430 } ]
when taking into account teachers' working hours Pupil/teacher ratios in primary education measured using teacher headcounts and full-time equivalents, selected countries, 2022 <!-- image --> Note: Headcount ratios count every teacher as one. Full-time equivalent ratios count every teacher by their fraction of working hours. A teacher who works 50% of the statutory working time counts as 0.5. GEM StatLink: https:/ /bit.ly/GEM2024\_fig17\_4 Source: OECD (2024a). There is no evidence to suggest an ideal pupil/teacher ratio for each level of education. High values are likely to indicate a shortage of teachers ( Focus 17.1 ), which can result in difficult working conditions and insufficient resources for students. Low values are typically seen as more favourable, but they can also be a sign of inefficiency. In Lebanon, the relatively low pupil/teacher ratio is also explained by a high prevalence of small schools (Pushparatnam et al., 2024). Over one third of general education schools (pre-primary to upper secondary) have a pupil/teacher ratio below 10:1. In schools with fewer than 100 students, which represent nearly one fifth of schools, the average ratio is 7:1 (CRDP Lebanon, 2021). According to a World Bank estimate, by reorganizing the school network, increasing working hours and reducing the number of small-contract teachers, Lebanon could free up nearly 10% of the Ministry of Education and Higher Education's budget to invest in the quality of education delivery (World Bank, 2024). ## IN-SERVICE TRAINING Continuous professional development - or in-service training - is essential to ensure that teachers constantly improve their skills, practices, subject knowledge and capacity to cope with different learning environments. It is also a key factor in retaining teachers in the profession, particularly for those working with disadvantaged students (Geiger and Pivovarova, 2018; Ovenden-Hope et al., 2018). The importance of this dimension for target 4.c is captured in SDG thematic indicator 4.c.7, which is the 'percentage of teachers who received in-service training in the last 12 months'. <!-- image --> 45% of countries have a compulsory continuous professional development policy for pre-primary education and 53% for primary and secondary education <!-- image --> There are significant differences across countries on the extent to which teachers are encouraged or required to participate in professional development. A new UIS data set monitors whether countries have a compulsory continuous professional development policy. 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THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION In developing countries, a delay in tax payments or permanent revenue loss could undermine government expenditure required to finance public needs. The pressure on governments to raise revenues increases further in mining-rich countries that offer generous industry-specific tax incentivesfor example, the immediate deduction of exploration or development costs, irrespective of whether the given mining operations are completed and produce revenue. Officials of resource-rich governments sometimes respond to these risks and pressures by designing a tax system that limits such consolidation by operators in the mining sector-a practice known as ring-fencing. Ringfencing does the opposite of consolidation-it limits the ability of the mining investor to offset expenditures and revenues between projects and activities, which accelerates government revenues from mining and protects the mining tax base against permanent revenue losses. In addition, it may level the playing field between new and existing investors. While not a response to all BEPS practices, ring-fencing can discourage investors from structuring base erosion arrangements, artificially inflating exploration or development expenditures, or abusing specific tax incentives. There are also downsides associated with ring-fencing. Ring-fencing slows down or postpones the potential tax savings that can result from consolidation, which can discourage mining investment, particularly in marginal ore bodies-projects near the lower limit of commercial workability. Depending on its design, ring-fencing can increase the administrative burden on tax authorities and raise the cost of tax compliance for taxpayers. The implementation of these rules can also be a challenge, for instance, where the apportionment of general and indirect expenditures and revenues must take place between different mines and/or activities. Tax uncertainty may occur, and disputes have arisen in applying and interpreting such rules, especially when the legislative guidance is unclear, which left room for varying interpretation. Ring-fencing is a common feature of most tax systems that use a schedular tax system-a system where separate taxes are imposed on different categories of income. This note reviews and analyzes this prevailing practice and highlights the benefits and risks of ring-fencing, as well as the conditions that need to be in place for the benefits to outweigh the downsides. This note also covers the design and administration considerations of such an approach. The note will benefit those who are considering whether and how to use ring-fencing as a tax policy response to deal with delayed	[ "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", "In", "developing", "countries", ",", "a", "delay", "in", "tax", "payments", "or", "permanent", "revenue", "loss", "could", "undermine", "government", "expenditure", "required", "to", "finance", "public", "needs", ".", "The", "pressure", "on", "governments", "to", "raise", "revenues", "increases", "further", "in", "mining", "-", "rich", "countries", "that", "offer", "generous", "industry", "-", "specific", "tax", "incentivesfor", "example", ",", "the", "immediate", "deduction", "of", "exploration", "or", "development", "costs", ",", "irrespective", "of", "whether", "the", "given", "mining", "operations", "are", "completed", "and", "produce", "revenue", ".", "\n\n", "Officials", "of", "resource", "-", "rich", "governments", "sometimes", "respond", "to", "these", "risks", "and", "pressures", "by", "designing", "a", "tax", "system", "that", "limits", "such", "consolidation", "by", "operators", "in", "the", "mining", "sector", "-", "a", "practice", "known", "as", "ring", "-", "fencing", ".", "Ringfencing", "does", "the", "opposite", "of", "consolidation", "-", "it", "limits", "the", "ability", "of", "the", "mining", "investor", "to", "offset", "expenditures", "and", "revenues", "between", "projects", "and", "activities", ",", "which", "accelerates", "government", "revenues", "from", "mining", "and", "protects", "the", "mining", "tax", "base", "against", "permanent", "revenue", "losses", ".", "In", "addition", ",", "it", "may", "level", "the", "playing", "field", "between", "new", "and", "existing", "investors", ".", "While", "not", "a", "response", "to", "all", "BEPS", "practices", ",", "ring", "-", "fencing", "can", "discourage", "investors", "from", "structuring", "base", "erosion", "arrangements", ",", "artificially", "inflating", "exploration", "or", "development", "expenditures", ",", "or", "abusing", "specific", "tax", "incentives", ".", "\n\n", "There", "are", "also", "downsides", "associated", "with", "ring", "-", "fencing", ".", "Ring", "-", "fencing", "slows", "down", "or", "postpones", "the", "potential", "tax", "savings", "that", "can", "result", "from", "consolidation", ",", "which", "can", "discourage", "mining", "investment", ",", "particularly", "in", "marginal", "ore", "bodies", "-", "projects", "near", "the", "lower", "limit", "of", "commercial", "workability", ".", "Depending", "on", "its", "design", ",", "ring", "-", "fencing", "can", "increase", "the", "administrative", "burden", "on", "tax", "authorities", "and", "raise", "the", "cost", "of", "tax", "compliance", "for", "taxpayers", ".", "The", "implementation", "of", "these", "rules", "can", "also", "be", "a", "challenge", ",", "for", "instance", ",", "where", "the", "apportionment", "of", "general", "and", "indirect", "expenditures", "and", "revenues", "must", "take", "place", "between", "different", "mines", "and/or", "activities", ".", "Tax", "uncertainty", "may", "occur", ",", "and", "disputes", "have", "arisen", "in", "applying", "and", "interpreting", "such", "rules", ",", "especially", "when", "the", "legislative", "guidance", "is", "unclear", ",", "which", "left", "room", "for", "varying", "interpretation", ".", "\n\n", "Ring", "-", "fencing", "is", "a", "common", "feature", "of", "most", "tax", "systems", "that", "use", "a", "schedular", "tax", "system", "-", "a", "system", "where", "separate", "taxes", "are", "imposed", "on", "different", "categories", "of", "income", ".", "This", "note", "reviews", "and", "analyzes", "this", "prevailing", "practice", "and", "highlights", "the", "benefits", "and", "risks", "of", "ring", "-", "fencing", ",", "as", "well", "as", "the", "conditions", "that", "need", "to", "be", "in", "place", "for", "the", "benefits", "to", "outweigh", "the", "downsides", ".", "This", "note", "also", "covers", "the", "design", "and", "administration", "considerations", "of", "such", "an", "approach", ".", "The", "note", "will", "benefit", "those", "who", "are", "considering", "whether", "and", "how", "to", "use", "ring", "-", "fencing", "as", "a", "tax", "policy", "response", "to", "deal", "with", "delayed" ]	[]
between the network and taxes. 45THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 3 The threat to Europe’s clean tech sector Although Europe is a world leader in clean tech innovation, it is squandering early-stage advantages owing to the weaknesses in its innovation ecosystem [see the chapter on clean technologies] . More than one-fifth of clean and sustainable technologies worldwide are developed in the EU and the pipeline is still strong: around half of EU clean tech innovations at a launch or early revenue stage, 22% at scale-up stage and 10% already matureviii. However, since 2020 patenting in low-carbon innovation has slowed down in Europe, while in recent years the sector has seen its early-stage advantages being challenged. For example, from 2015 to 2019 the EU represented 65% of global early-stage VC for hydrogen and fuel cells, but this share declined to 10% from 2020 to 2022. The clean tech sector is suffering from the same barriers to innovation, commercialisation and scaling up in Europe that afflict the digital sector: a total of 43% and 55% of medium and large companies, respectively, cite consistent regulation within the Single Market as the main way to foster commercialisation, while 43% of small companies identify lack of finance as an obstacle to growthix. As in the digital sector, the lower capacity of EU clean tech companies to scale up leads to a gap between the EU and US in later-stage funding. Europe’s innovation potential is not translating into manufacturing superiority for clean tech, despite the size of its domestic market . The EU is the second largest market in terms of demand for solar PV, wind and EVs. In many of these sectors, the EU has enjoyed an industrial “first-mover” advantage and has established leadership, but it has not been able to maintain that lead consistently. In certain sectors, such as solar PV, the EU has already lost its manufacturing capacities, with production now dominated by China [see Figure 7] . In others, such as wind power generation equipment, Europe has a solid position but is facing increasing challenges. For example, although Europe retains primacy in wind turbine assembly – serving 85% of domestic demand and acting as a net exporter – it has lost significant market shares to China in last few years, declining from 58% in 2017 to 30% in 2022. In several sectors the EU retains its technological	[ "between", "the", "network", "and", "taxes", ".", "\n", "45THE", "FUTURE", "OF", "EUROPEAN", "COMPETITIVENESS", " ", "—", "PART", "A", "\|", "CHAPTER", "3", "\n", "The", "threat", "to", "Europe", "’s", "clean", "tech", "sector", "\n", "Although", "Europe", "is", "a", "world", "leader", "in", "clean", "tech", "innovation", ",", "it", "is", "squandering", "early", "-", "stage", "advantages", "owing", "\n", "to", "the", "weaknesses", "in", "its", "innovation", "ecosystem", " ", "[", "see", "the", "chapter", "on", "clean", "technologies", "]", ".", "More", "than", "one", "-", "fifth", "of", "\n", "clean", "and", "sustainable", "technologies", "worldwide", "are", "developed", "in", "the", "EU", "and", "the", "pipeline", "is", "still", "strong", ":", "around", "half", "\n", "of", "EU", "clean", "tech", "innovations", "at", "a", "launch", "or", "early", "revenue", "stage", ",", "22", "%", "at", "scale", "-", "up", "stage", "and", "10", "%", "already", "matureviii", ".", "\n", "However", ",", "since", "2020", "patenting", "in", "low", "-", "carbon", "innovation", "has", "slowed", "down", "in", "Europe", ",", "while", "in", "recent", "years", "the", "sector", "\n", "has", "seen", "its", "early", "-", "stage", "advantages", "being", "challenged", ".", "For", "example", ",", "from", "2015", "to", "2019", "the", "EU", "represented", "65", "%", "of", "\n", "global", "early", "-", "stage", "VC", "for", "hydrogen", "and", "fuel", "cells", ",", "but", "this", "share", "declined", "to", "10", "%", "from", "2020", "to", "2022", ".", "The", "clean", "tech", "\n", "sector", "is", "suffering", "from", "the", "same", "barriers", "to", "innovation", ",", "commercialisation", "and", "scaling", "up", "in", "Europe", "that", "afflict", "the", "\n", "digital", "sector", ":", "a", "total", "of", "43", "%", "and", "55", "%", "of", "medium", "and", "large", "companies", ",", "respectively", ",", "cite", "consistent", "regulation", "within", "\n", "the", "Single", "Market", "as", "the", "main", "way", "to", "foster", "commercialisation", ",", "while", "43", "%", "of", "small", "companies", "identify", "lack", "of", "finance", "\n", "as", "an", "obstacle", "to", "growthix", ".", "As", "in", "the", "digital", "sector", ",", "the", "lower", "capacity", "of", "EU", "clean", "tech", "companies", "to", "scale", "up", "leads", "\n", "to", "a", "gap", "between", "the", "EU", "and", "US", "in", "later", "-", "stage", "funding", ".", "\n", "Europe", "’s", "innovation", "potential", "is", "not", "translating", "into", "manufacturing", "superiority", "for", "clean", "tech", ",", "despite", "the", "\n", "size", "of", "its", "domestic", "market", ".", "The", "EU", "is", "the", "second", "largest", "market", "in", "terms", "of", "demand", "for", "solar", "PV", ",", "wind", "and", "EVs", ".", "\n", "In", "many", "of", "these", "sectors", ",", "the", "EU", "has", "enjoyed", "an", "industrial", "“", "first", "-", "mover", "”", "advantage", "and", "has", "established", "leadership", ",", "\n", "but", "it", "has", "not", "been", "able", "to", "maintain", "that", "lead", "consistently", ".", "In", "certain", "sectors", ",", "such", "as", "solar", "PV", ",", "the", "EU", "has", "already", "\n", "lost", "its", "manufacturing", "capacities", ",", "with", "production", "now", "dominated", "by", "China", "[", "see", "Figure", "7", "]", ".", "In", "others", ",", "such", "as", "wind", "\n", "power", "generation", "equipment", ",", "Europe", "has", "a", "solid", "position", "but", "is", "facing", "increasing", "challenges", ".", "For", "example", ",", "although", "\n", "Europe", "retains", "primacy", "in", "wind", "turbine", "assembly", "–", "serving", "85", "%", "of", "domestic", "demand", "and", "acting", "as", "a", "net", "exporter", "–", "\n", "it", "has", "lost", "significant", "market", "shares", "to", "China", "in", "last", "few", "years", ",", "declining", "from", "58", "%", "in", "2017", "to", "30", "%", "in", "2022", ".", "In", "several", "\n", "sectors", "the", "EU", "retains", "its", "technological" ]	[ { "end": 584, "label": "CITATION_REF", "start": 581 }, { "end": 1315, "label": "CITATION_REF", "start": 1313 } ]
Gerlinde Schreiber (Hrsg.) Frauen in der IT Gerlinde Schreiber (Hrsg.) Frauen in der IT Erfolgsfaktoren für Studium und Beruf Tagungsband zum 25-jährigen Bestehen des Internationalen Frauenstudiengangs Informatik (IFI) an der Hochschule Bremen Gerlinde Schreiber (Hrsg.) Frauen in der IT Wie können Frauen nachhaltig für die IT gewonnen werden? Dieser Frage geht der vorliegende Sammelband aus unterschiedlichen Perspektiven nach. Insbesondere steht die Frage im Fokus, inwieweit Monoedukation dazu beitragen kann, junge Frauen für den MINT-Bereich zu gewinnen, ein verlässliches Bewusstsein der Zugehörigkeit zu dem noch immer män - nerdominierten Berufsfeld der IT zu entwickeln und sich hier dauerhaft, erfolgreich und mit Zufriedenheit zu verorten. Die Arbeiten nutzen dabei die umfangreiche Datengrundlage, die durch das 25-jährige Bestehen des Internationalen Frauenstudiengangs Informatik an der Hochschule Bremen vorliegt. Weitere Beiträge adressieren den Einstieg junger Frauen in eine MINT-Bildung durch erfolgreiche Maßnahmen in der Schule, in der Studi - enorientierung oder in der Ansprache durch Social Media. Der Band schließt mit einer Diskussion wirksamer Handlungsempfehlungen insbesondere für IT-Unternehmen und die politische Ebene. Gerlinde Schreiber absolvierte ein Studium der Informatik an der Universität Kiel und erwarb im Anschluss daran einen Doktortitel in Informatik an der Universität Oldenburg. Es folgte eine mehrjährige Tätigkeit in der Indust - rie bei Siemens Erlangen. Derzeit wirkt sie als Informatikprofessorin und Studiengangsleiterin des Internationalen Frauenstudiengangs Informatik an der Hochschule Bremen. www.peterlang.comISBN 978-3-631-92778-6	[ "Gerlinde", "Schreiber", "(", "Hrsg", ".", ")", " ", "Frauen", "in", "der", "IT", " \n", "Gerlinde", "Schreiber", "(", "Hrsg", ".", ")", "\n", "Frauen", "in", "der", "IT", "\n", "Erfolgsfaktoren", "für", "Studium", "und", "Beruf", "\n", "Tagungsband", "zum", "25", "-", "jährigen", "Bestehen", "des", "\n", "Internationalen", "Frauenstudiengangs", "Informatik", "(", "IFI", ")", "\n", "an", "der", "Hochschule", "Bremen", "\n\n", "Gerlinde", "Schreiber", "(", "Hrsg", ".", ")", " ", "Frauen", "in", "der", "IT", " ", "Wie", "können", "Frauen", "nachhaltig", "für", "die", "IT", "gewonnen", "werden", "?", "Dieser", "Frage", " \n", "geht", "der", "vorliegende", "Sammelband", "aus", "unterschiedlichen", "Perspektiven", "\n", "nach", ".", "Insbesondere", "steht", "die", "Frage", "i", "m", "Fokus", ",", "inwieweit", "Monoedukation", "\n", "dazu", "beitragen", "kann", ",", "junge", "Frauen", "für", "den", "MINT", "-", "Bereich", "zu", "gewinnen", ",", "\n", "ein", "verlässliches", "Bewusstsein", "der", "Zugehörigkeit", "zu", "dem", "noch", "immer", "män", "-", "\n", "nerdominierten", "Berufsfeld", "der", "IT", "zu", "entwickeln", "und", "sich", "hier", "dauerhaft", ",", "\n", "erfolgreich", "und", "mit", "Zufriedenheit", "zu", "verorten", ".", "Die", "Arbeiten", "nutzen", "dabei", "\n", "die", "umfangreiche", "Datengrundlage", ",", "die", "durch", "das", "25", "-", "jährige", "Bestehen", "des", "\n", "Internationalen", "Frauenstudiengangs", "Informatik", "an", "der", "Hochschule", "Bremen", "\n", "vorliegt", ".", "Weitere", "Beiträge", "adressieren", "den", "Einstieg", "junger", "Frauen", "in", "eine", "\n", "MINT", "-", "Bildung", "durch", "erfolgreiche", "Maßnahmen", "in", "der", "Schule", ",", "in", "der", "Studi", "-", "\n", "enorientierung", "oder", "in", "der", "Ansprache", "durch", "Social", "Media", ".", "Der", "Band", "schließt", "\n", "mit", "einer", "Diskussion", "wirksamer", "Handlungsempfehlungen", "insbesondere", "für", "\n", "IT", "-", "Unternehmen", "und", "die", "politische", "Ebene", ".", "\n", "Gerlinde", "Schreiber", " ", "absolvierte", "ein", "Studium", "der", "Informatik", "an", "der", "Universität", "\n", "Kiel", "und", "erwarb", "i", "m", "Anschluss", "daran", "einen", "Doktortitel", "in", "Informatik", "an", "der", "\n", "Universität", "Oldenburg", ".", "Es", "folgte", "eine", "mehrjährige", "Tätigkeit", "in", "der", "Indust", "-", "\n", "rie", "bei", "Siemens", "Erlangen", ".", "Derzeit", "wirkt", "sie", "als", "Informatikprofessorin", "und", "\n", "Studiengangsleiterin", "des", "Internationalen", "Frauenstudiengangs", "Informatik", "\n", "an", "der", "Hochschule", "Bremen", ".", "\n", "www.peterlang.comISBN", "978", "-", "3", "-", "631", "-", "92778", "-", "6" ]	[]
air jet sorter or remover. The pneumatic and/or air systems use relatively precise air jets to eject contaminants from a waste stream. Additionally or alternatively, the air systems can be the same or similar as the air separator (or include one or more air separators ), which acts in conjunction with or structures such as one or more sorters, conveyors, drums, and/or other components or devices such as any of those discussed herein, to provide rapid, relatively rough, sorting of recyclable materials from non-recyclable materials on the basis of weight and size. In some implementations, the air systems are implemented as more precise air jet sorters, which may be triggered by the AI/ , a set of , MHUs (e.g., optical sorters, robotic sorters, and/or the like) to supply the air systems with locations for air jets to remove identified contaminants. Additionally or alternatively, multiple data sources may feed data/triggers to individual air systems. Additionally or alternatively, other sensors (e.g., inductive, optical, weight, density and/or the like), other data sources, and/or devices/systems may be in communication with the air systems to identify contaminants for removal from a waste stream. These other sensors, data sources, and/or devices/systems may be part of other data stream sources and/or the like, as discussed herein. In some implementations, the air systems act as air sources for other sorters (e.g., robotic sorters, robotic sorters, mechanical sorters, and/or the like), which may be pneumatically operated. The air systems can communicate with the to report related to the air systems, which can include, for example, available air flow, compressed air tank data, pressure readings, various statistics (e.g., accuracy, number of objects removed and/or sorted over a time period, whether an object was successfully removed or sorted, and/or the like). The air systems can also contain temperature, flow, and/or speed instrumentation to report its readings to the as . The uses the from the air systems to dynamically adjust the operation of the air systems themselves, adjust the operation of various , , of the MRF. For example, the may instruct the air systems to activate, deactivate, adjust one or more operating parameters (e.g., increase or decrease air pressure, and/or the like), and/or move to a different location/area of the MRF based on the information obtained from various data streams. 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research focus is set out around the characteristics of a hypothetical person in a story. Using this technique, respondents feel more comfortable in responding openly ( Mutz, 2011 ; Orme, 2010). Multiple steps are needed to set up the experiment. These steps are discussed in the next part of the chapter. However, before we explain the procedure more fully, it would be advantageous to describe how our conjoint experiment worked during data collection. The experiment is undertaken on a one-to-one basis. The researcher sits with the respondent and shows them two hypothetical profiles of brokers that could exist in their neighbourhood. In our experiment, the broker profiles were shown visually, thus providing a cognitive placeholder to help the respondent remember the information about each candidate ( Mutz, 2011 ; Auspurg and Hinz, 2015). These profiles, as will be explained in due course, were made up of five attributes with multiple options. Imagery and icons for each attribute are printed on a cardstoryboard, each card being unique with randomly assigned attributes to reveal multiple broker profiles. A complete set of cards was carried by each researcher. In our experiment, we had 25 cards in total, representing 25 different broker profiles. The researcher, through Qualtrics on their mobile phone, generated two random profiles, which also had been given a number. These numbers were on the back of each card-storyboard and represented a different broker profile/vignette, so the researcher knew which cards to present. Thus, the respondents were shown, each Figure 4.1 Card-storyboards <!-- image --> time during the process, two randomly selected profiles. They were asked which broker they were most likely to choose from the two profiles and then to rank each of them on a scale from 1 - would never be helpful - through to 7 - would always be helpful - within their community. This ranking is used to confirm the reliability and validity of the conjoint experiment research design. The researcher repeated this process eight times with each respondent. Figure 4.1 shows examples of the card-storyboards as described above. The researcher entered the data into Qualtrics on their mobile phones in real time. The display on the phone showed the generated profiles and options to select as per the respondent's choices and rankings. The screenshot in Figure 4.2 is an example of the image on the researchers' phone. 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literacy programmes are as relevant as ever ............................................................................................................... 223 CHAPTER 14. Sustainable development and global citizenship .................................................................................................... 228 Focus 14.1. Civic education can shape young citizens’ political behaviour .............................................................................................. 234 CHAPTER 15. Education facilities and learning environments ....................................................................................................... 238 Focus 15.1. School infrastructure must adapt to climate change ............................................................................................................... 245 CHAPTER 16. Scholarships ........................................................................................................................................................................ 252 Focus 16.1. New funding sources of scholarships are emerging ................................................................................................................. 258 CHAPTER 17. Teachers ............................................................................................................................................................................... 260 Focus 17.1. ‘Teacher shortages’ is used to describe different problems which require different policies .................................... 268 2024/5 • GLOBAL EDUCATION MONITORING REPORTxvCHAPTER 18. Finance ................................................................................................................................................................................. 273 Public expenditure ...................................................................................................................................................................................................... 275 Focus 18.1. Are school principals’ salaries attractive? ................................................................................................................................... 281 Aid expenditure ........................................................................................................................................................................................................... 287 Aid to education reached a record absolute level but continues to decline in relative terms ........................................................... 287 Focus 18.2. Tapping climate finance to mobilize resources in education ................................................................................................ 292 Household expenditure ............................................................................................................................................................................................. 296 Annex Statistical tables ......................................................................................................................................................................................................... 301 Aid tables ....................................................................................................................................................................................................................... 387 Glossary ......................................................................................................................................................................................................................... 396 Acronyms and abbreviations ................................................................................................................................................................................... 401 List of figures, tables and boxes FIGURES Figure 1.1 School leadership is at the centre of a framework of education quality ................................................................................... 12 Figure 2.1 School principals have reported a decrease in their oversight of teaching activities in high-income countries ......... 27 Figure 2.2 Just over one in three principals reported having a significant responsibility for determining course content .......... 28 Figure 2.3 Principals have significant decision-making power in setting disciplinary policies but not teacher salaries .............. 39 Figure 2.4 Higher-performing education systems tend to grant greater autonomy over human and financial resources decisions to principals ............................................................................................................................................................................... 40 Figure 2.5 Not all leadership dimensions are equally embedded in national professional standards ................................................. 41 Figure 3.1 Principals’ academic qualifications vary across countries ............................................................................................................ 53 Figure 3.2 In wealthier countries, average principal tenure varies by a factor of three ........................................................................... 54 Figure 3.3 Women are much less likely to be principals than teachers ......................................................................................................... 55 Figure 3.4 In francophone Africa, female principals have less school management experience than men ...................................... 56 Figure 3.5 Relatively few principals begin their tenure having done a course in school administration ............................................. 57 Figure 3.6 A quarter of principals report a need for professional development ......................................................................................... 58 Figure 3.7 Pre-service and induction training are insufficiently emphasized ............................................................................................. 59 Figure 3.8 Only one fifth of principal preparation and training programmes cover all four dimensions of leadership ................. 63 Figure 3.9 The extent to which	[ "literacy", "programmes", "are", "as", "relevant", "as", "ever", 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play an important role in cushioning shocks in the energy market, there is no equivalent for critical minerals in the event of large market swings. The second risk is that CRMs can be used as geopolitical weapon, as a large part of extraction and processing is concentrated in countries with which the EU is not strategically aligned. For example, China is the single largest processer of nickel, copper, lithium and cobalt, accounting for between 35-70% of processing activity, and has shown willingness to use its market power [see Figure 2] . Export restrictions from the country grew by a factor of nine between 2009 and 2020. Little progress is being made so far with diversification. Compared with three years ago, the share of the top three producers for key CRMs either remains unchanged or has increased further. FIGURE 2 Concentration of the extraction and processing of critical resources Share of top-three producing countries in total production of selected resources and minerals, 2022 Source: IEA. Based on S&P Global, USGS, Mineral Commodity Summaries and Wood Mackenzie, 2024. Faced with these constraints, CRMs are subject to a global race to secure supply chains, and Europe is currently falling behind . Other major economies are moving to secure independent supply chains and reduce their vulnerability. Alongside its dominant position in processing and refining, China is actively investing in mining assets in Africa and Latin America and overseas refining via its Belt and Road initiative. Its overseas investment in metals and mining through the Belt and Road Initiative reached a record high of USD 10 billion in the first half of 2023 alone, and it plans to double the ownership of overseas mines containing critical minerals by Chinese companies. The US has deployed the IRA, the Bipartisan Infrastructure Act and defence funding to develop at scale domestic processing, refining and recycling capacity, as well as using its geopolitical power to secure the global supply chain. Japan is highly dependent on other regions for CRMs, and since the 2000s it has developed a strategic approach to increase access to overseas mining projects. The Japan Organization for Metals and Energy Security invests equity in mining and refining assets around the world, manages strategic stockpiling and, since the introduction of the recent 56THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 4economic security law, has powers to develop processing and refining facilities within Japan. Europe, by	[ "play", "an", "important", "role", "in", "cushioning", "shocks", "\n", "in", "the", "energy", "market", ",", "there", "is", "no", "equivalent", "for", "critical", "minerals", "in", "the", "event", "of", "large", "market", "swings", ".", "The", "second", "risk", "\n", "is", "that", "CRMs", "can", "be", "used", "as", "geopolitical", "weapon", ",", "as", "a", "large", "part", "of", "extraction", "and", "processing", "is", "concentrated", "in", "\n", "countries", "with", "which", "the", "EU", "is", "not", "strategically", "aligned", ".", "For", "example", ",", "China", "is", "the", "single", "largest", "processer", "of", "nickel", ",", "\n", "copper", ",", "lithium", "and", "cobalt", ",", "accounting", "for", "between", "35", "-", "70", "%", "of", "processing", "activity", ",", "and", "has", "shown", "willingness", "to", "\n", "use", "its", "market", "power", "[", "see", "Figure", "2", "]", ".", "Export", "restrictions", "from", "the", "country", "grew", "by", "a", "factor", "of", "nine", "between", "2009", "and", "\n", "2020", ".", "Little", "progress", "is", "being", "made", "so", "far", "with", "diversification", ".", "Compared", "with", "three", "years", "ago", ",", "the", "share", "of", "the", "top", "\n", "three", "producers", "for", "key", "CRMs", "either", "remains", "unchanged", "or", "has", "increased", "further", ".", "\n", "FIGURE", "2", "\n", "Concentration", "of", "the", "extraction", "and", "processing", "of", "critical", "resources", " \n", "Share", "of", "top", "-", "three", "producing", "countries", "in", "total", "production", "of", "selected", "resources", "and", "minerals", ",", "2022", "\n", "Source", ":", "IEA", ".", "Based", "on", "S&P", "Global", ",", "USGS", ",", "Mineral", "Commodity", "Summaries", "and", "Wood", "Mackenzie", ",", "2024", ".", "\n", "Faced", "with", "these", "constraints", ",", "CRMs", "are", "subject", "to", "a", "global", "race", "to", "secure", "supply", "chains", ",", "and", "Europe", "is", "\n", "currently", "falling", "behind", ".", "Other", "major", "economies", "are", "moving", "to", "secure", "independent", "supply", "chains", "and", "reduce", "\n", "their", "vulnerability", ".", "Alongside", "its", "dominant", "position", "in", "processing", "and", "refining", ",", "China", "is", "actively", "investing", "in", "mining", "\n", "assets", "in", "Africa", "and", "Latin", "America", "and", "overseas", "refining", "via", "its", "Belt", "and", "Road", "initiative", ".", "Its", "overseas", "investment", "in", "\n", "metals", "and", "mining", "through", "the", "Belt", "and", "Road", "Initiative", "reached", "a", "record", "high", "of", "USD", "10", "billion", "in", "the", "first", "half", "of", "2023", "\n", "alone", ",", "and", "it", "plans", "to", "double", "the", "ownership", "of", "overseas", "mines", "containing", "critical", "minerals", "by", "Chinese", "companies", ".", "\n", "The", "US", "has", "deployed", "the", "IRA", ",", "the", "Bipartisan", "Infrastructure", "Act", "and", "defence", "funding", "to", "develop", "at", "scale", "domestic", "\n", "processing", ",", "refining", "and", "recycling", "capacity", ",", "as", "well", "as", "using", "its", "geopolitical", "power", "to", "secure", "the", "global", "supply", "chain", ".", "\n", "Japan", "is", "highly", "dependent", "on", "other", "regions", "for", "CRMs", ",", "and", "since", "the", "2000s", "it", "has", "developed", "a", "strategic", "approach", "to", "\n", "increase", "access", "to", "overseas", "mining", "projects", ".", "The", "Japan", "Organization", "for", "Metals", "and", "Energy", "Security", "invests", "equity", "in", "\n", "mining", "and", "refining", "assets", "around", "the", "world", ",", "manages", "strategic", "stockpiling", "and", ",", "since", "the", "introduction", "of", "the", "recent", "\n", "56THE", "FUTURE", "OF", "EUROPEAN", "COMPETITIVENESS", " ", "—", "PART", "A", "\|", "CHAPTER", "4economic", "security", "law", ",", "has", "powers", "to", "develop", "processing", "and", "refining", "facilities", "within", "Japan", ".", "Europe", ",", "by" ]	[]
stories of her own struggles and triumphs, and that made her seem more human and more accessible. She said, I know it's tough, and I have been there too, and if I can do it definitely, you can, too. Overall, Mrs. Garcia was an amazing teacher who made a lasting impact on my life. She helped me to see myself in a new light, to believe in my own potential, and to develop a growth mindset. ## How did that teacher's attitude towards you motivate you? I see her attitude towards me like a breath of fresh air. She had this unwavering faith in me, and it was infectious. When she told me I know you can do this, or you are capable of so much more. It made me feel like I was capable of achieving anything. Knowing that she believed in me gave me the confidence to take on challenges that I thought were beyond me. She'd push me to try new things, and I'd feel a sense of trepidation at first, but then I think, wait, Mrs. Garcia believes in me, so maybe I can do this after all. Her attitude has always helped me develop a good mindset. She'd say it seems like mistakes are okay. They are an opportunity to learn to think. She would say things like you are not just failing; you are also learning. That helped me to see challenges as opportunities for growth rather than threats to my ego. Lastly, I would say I feel like I had a partner in my learning journey. She was invested in my success, and that made me feel like I wasn't alone. Overall, Mrs. Garcia's attitude toward me was a game-changer. It helped me to develop a positive mindset, build my confidence, and see myself as capable. And then, yeah, a competent learner. ## 5. Describe how the teacher's attitude towards you affected your attitude about earning a diploma/GED. However, Mrs. Garcia's attitude toward me had a profound impact on my attitude. So, once earning my GED before I met her, I was feeling pretty discouraged about my academic prospects. I had to drop out of high school, and I didn't think I was smart enough or capable enough to succeed. But Mrs. Garcia saw something in me that I didn't see in myself. She helped me to see it, too. She believed in	[ "stories", "of", "her", "own", "struggles", "and", "triumphs", ",", "and", "that", "made", "her", "seem", "more", "human", "and", "more", "accessible", ".", "She", "said", ",", "I", "know", "it", "'s", "tough", ",", "and", "I", "have", "been", "there", "too", ",", "and", "if", "I", "can", "do", "it", "definitely", ",", "you", "can", ",", "too", ".", "Overall", ",", "Mrs.", "Garcia", "was", "an", "amazing", "teacher", "who", "made", "a", "lasting", "impact", "on", "my", "life", ".", "She", "helped", "me", "to", "see", "myself", "in", "a", "new", "light", ",", "to", "believe", "in", "my", "own", "potential", ",", "and", "to", "develop", "a", "growth", "mindset", ".", "\n\n", "#", "#", "How", "did", "that", "teacher", "'s", "attitude", "towards", "you", "motivate", "you", "?", "\n\n", "I", "see", "her", "attitude", "towards", "me", "like", "a", "breath", "of", "fresh", "air", ".", "She", "had", "this", "unwavering", "faith", "in", "me", ",", "and", "it", "was", "infectious", ".", "When", "she", "told", "me", "I", "know", "you", "can", "do", "this", ",", "or", "you", "are", "capable", "of", "so", "much", "more", ".", "It", "made", "me", "feel", "like", "I", "was", "capable", "of", "achieving", "anything", ".", "Knowing", "that", "she", "believed", "in", "me", "gave", "me", "the", "confidence", "to", "take", "on", "challenges", "that", "I", "thought", "were", "beyond", "me", ".", "She", "'d", "push", "me", "to", "try", "new", "things", ",", "and", "I", "'d", "feel", "a", "sense", "of", "trepidation", "at", "first", ",", "but", "then", "I", "think", ",", "wait", ",", "Mrs.", "Garcia", "believes", "in", "me", ",", "so", "maybe", "I", "can", "do", "this", "after", "all", ".", "Her", "attitude", "has", "always", "helped", "me", "develop", "a", "good", "mindset", ".", "She", "'d", "say", "it", "seems", "like", "mistakes", "are", "okay", ".", "They", "are", "an", "opportunity", "to", "learn", "to", "think", ".", "She", "would", "say", "things", "like", "you", "are", "not", "just", "failing", ";", "you", "are", "also", "learning", ".", "That", "helped", "me", "to", "see", "challenges", "as", "opportunities", "for", "growth", "rather", "than", "threats", "to", "my", "ego", ".", "Lastly", ",", "I", "would", "say", "I", "feel", "like", "I", "had", "a", "partner", "in", "my", "learning", "journey", ".", "She", "was", "invested", "in", "my", "success", ",", "and", "that", "made", "me", "feel", "like", "I", "was", "n't", "alone", ".", "Overall", ",", "Mrs.", "Garcia", "'s", "attitude", "toward", "me", "was", "a", "game", "-", "changer", ".", "It", "helped", "\n\n", "me", "to", "develop", "a", "positive", "mindset", ",", "build", "my", "confidence", ",", "and", "see", "myself", "as", "capable", ".", "And", "then", ",", "yeah", ",", "a", "competent", "learner", ".", "\n\n", "#", "#", "5", ".", "Describe", "how", "the", "teacher", "'s", "attitude", "towards", "you", "affected", "your", "attitude", "about", "earning", "a", "diploma", "/", "GED", ".", "\n\n", "However", ",", "Mrs.", "Garcia", "'s", "attitude", "toward", "me", "had", "a", "profound", "impact", "on", "my", "attitude", ".", "So", ",", "once", "earning", "my", "GED", "before", "I", "met", "her", ",", "I", "was", "feeling", "pretty", "discouraged", "about", "my", "academic", "prospects", ".", "I", "had", "to", "drop", "out", "of", "high", "school", ",", "and", "I", "did", "n't", "think", "I", "was", "smart", "enough", "or", "capable", "enough", "to", "succeed", ".", "But", "Mrs.", "Garcia", "saw", "something", "in", "me", "that", "I", "did", "n't", "see", "in", "myself", ".", "She", "helped", "me", "to", "see", "it", ",", "too", ".", "She", "believed", "in" ]	[]
World Bank. 2024. World Development Report 2024: The Middle-Income Trap . Washington, DC: World Bank. ## ECO-AUDIT Environmental Benefits Statement The World Bank Group is committed to reducing its environmental footprint. In support of this commitment, we leverage electronic publishing options and print-on-demand technology, which is located in regional hubs worldwide. Together, these initiatives enable print runs to be lowered and shipping distances decreased, resulting in reduced paper consumption, chemical use, greenhouse gas emissions, and waste. We follow the recommended standards for paper use set by the Green Press Initiative. The majority of our books are printed on Forest Stewardship Council (FSC)-certified paper, with nearly all containing 50-100 percent recycled content. The recycled fiber in our book paper is either unbleached or bleached using totally chlorine-free (TCF), processed chlorine-free (PCF), or enhanced elemental chlorine-free (EECF) processes. More information about the Bank's environmental philosophy can be found at http://www.worldbank.org/corporateresponsibility. <!-- image --> Twenty-seven countries have reached high-income status since 1990. Ten of these are in the Europe and Central Asia region and have joined the European Union. Another 20 in the region have become more prosperous since the 1990s. However, their transition to high-income status has been delayed. These middle-income countries have found that the prospects for growth to high-income status have become even more difficult since the 2007-09 global financial crisis. This reflects partly a slowdown in structural reforms at home and partly the challenges associated with a deterioration in the global environment. The concern has emerged that many countries in the region may be caught in the middle-income trap, a phase in development characterized by a recurring deceleration in growth and by per capita incomes that are systematically below the high-income threshold. To ensure that these countries overcome the obstacles to growth and achieve progress toward high-income status, policy makers need to make the transition from a strategy driven largely by investment to a strategy that is supported by the importation and diffusion of global capital, knowledge, and technology and then to a strategy that complements these with innovation. The report Greater Heights: Growing to High Income in Europe and Central Asia relies on the 3 strategy described in i World Development Report 2024 -investment, infusion, and innovation-to propose policy options to assist middle-income countries in Europe and Central Asia in the effort to reach high-income status. Drawing on comprehensive empirical analysis, the report offers actionable recommendations that will	[ "World", "Bank", ".", "2024", ".", "World", "Development", "Report", "2024", ":", "The", "Middle", "-", "Income", "Trap", ".", "Washington", ",", "DC", ":", "World", "Bank", ".", "\n\n", "#", "#", "ECO", "-", "AUDIT", "Environmental", "Benefits", "Statement", "\n\n", "The", "World", "Bank", "Group", "is", "committed", "to", "reducing", "its", "environmental", "footprint", ".", "In", " ", "support", "of", "this", "commitment", ",", "we", "leverage", "electronic", "publishing", "options", "and", "print", "-", "on", "-", "demand", "technology", ",", "which", "is", "located", "in", "regional", "hubs", "worldwide", ".", "Together", ",", "these", "initiatives", "enable", "print", "runs", "to", "be", "lowered", "and", "shipping", "distances", "decreased", ",", "resulting", "in", "reduced", "paper", "consumption", ",", "chemical", "use", ",", "greenhouse", "gas", "emissions", ",", "and", "waste", ".", "\n\n", "We", "follow", "the", "recommended", "standards", "for", "paper", "use", "set", "by", "the", "Green", "Press", "Initiative", ".", "The", "majority", "of", "our", "books", "are", "printed", "on", "Forest", "Stewardship", "Council", "(", "FSC)-certified", "paper", ",", "with", "nearly", "all", "containing", "50", "-", "100", "percent", "recycled", "content", ".", "The", "recycled", "fiber", "in", "our", "book", "paper", "is", "either", "unbleached", "or", "bleached", "using", "totally", "chlorine", "-", "free", "(", "TCF", ")", ",", "processed", "chlorine", "-", "free", "(", "PCF", ")", ",", "or", "enhanced", "elemental", " ", "chlorine", "-", "free", "(", "EECF", ")", "processes", ".", "\n\n", "More", "information", "about", "the", "Bank", "'s", "environmental", "philosophy", "can", "be", "found", "at", "http://www.worldbank.org/corporateresponsibility", ".", "\n\n", "<", "!", "--", "image", "--", ">", "\n\n", "Twenty", "-", "seven", "countries", "have", "reached", "high", "-", "income", "status", "since", "1990", ".", "Ten", "of", "these", "are", "in", "the", "Europe", "and", "Central", "Asia", "region", "and", "have", "joined", "the", "European", "Union", ".", "Another", "20", "in", "the", "region", "have", "become", "more", "prosperous", "since", "the", "1990s", ".", "However", ",", "their", "transition", "to", "high", "-", "income", "status", "has", "been", "delayed", ".", "These", "middle", "-", "income", "countries", "have", "found", "that", "the", "prospects", "for", "growth", "to", "high", "-", "income", "status", "have", "become", "even", "more", "difficult", "since", "the", "2007", "-", "09", "global", "financial", "crisis", ".", "This", "reflects", "partly", "a", "slowdown", "in", "structural", "reforms", "at", "home", "and", "partly", "the", "challenges", "associated", "with", "a", "deterioration", "in", "the", "global", "environment", ".", "\n\n", "The", "concern", "has", "emerged", "that", "many", "countries", "in", "the", "region", "may", "be", "caught", "in", "the", "middle", "-", "income", "trap", ",", "a", "phase", "in", "development", "characterized", "by", "a", "recurring", "deceleration", "in", "growth", "and", "by", "per", "capita", "incomes", "that", "are", "systematically", "below", "the", "high", "-", "income", "threshold", ".", "\n\n", "To", "ensure", "that", "these", "countries", "overcome", "the", "obstacles", "to", "growth", "and", "achieve", "progress", "toward", "high", "-", "income", "status", ",", "policy", "makers", "need", "to", "make", "the", "transition", "from", "a", "strategy", "driven", "largely", "by", "investment", "to", "a", "strategy", "that", "is", "supported", "by", "the", "importation", "and", "diffusion", "of", "global", "capital", ",", "knowledge", ",", "and", "technology", "and", "then", "to", "a", "strategy", "that", "complements", "these", "with", "innovation", ".", "\n\n", "The", "report", "Greater", "Heights", ":", "Growing", "to", "High", "Income", "in", "Europe", "and", "Central", "Asia", "relies", "on", "the", "3", " ", "strategy", "described", "in", "i", "World", "Development", "Report", "2024", "-investment", ",", "infusion", ",", "and", "innovation", "-", "to", "propose", "policy", "options", "to", "assist", "middle", "-", "income", "countries", "in", "Europe", "and", "Central", "Asia", "in", "the", "effort", "to", "reach", "high", "-", "income", "status", ".", "Drawing", "on", "comprehensive", "empirical", "analysis", ",", "the", "report", "offers", "actionable", "recommendations", "that", "will" ]	[]
(NACE 15) based on an economic specialisation, and spe- cialised performance in related goods exports; ■Wood and products of wood and cork (NACE 16) based on an economic specialisa- tion, an innovation specialisation and special- ised performance in related patents; ■Chemicals and chemical products (NACE 20) based on an economic specialisation, and an innovation specialisation; ■Financial services (NACE 64) based on an economic specialisation, specialised perfor- Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation11 mance in venture capital and start-ups and specialised performance in related services exports; ■Information and communication (NACE 61-63) based on an economic and innovation specialisation, and specialised performance in VC & start-ups. E&I specialisations for Ukraine The economic and innovation analysis for Ukraine leads to the identification of the following E&I specialisations: ■Food products (NACE 10) based on an eco- nomic specialisation, the identification of a food and agriculture cluster and specialised performance in related goods exports; ■Wood and products of wood and cork (NACE 16) based on an economic specialisa- tion, and specialised performance in related goods exports; ■Basic metals & fabricated metal prod- ucts (NACE 25, 26) based on an economic specialisation, and specialised performance in related patents; ■Machinery and equipment (NACE 28) based on an economic specialisation, special- ised performance in related patents and spe- cialised performance in related goods exports; ■Manufacture of motor vehicles (NACE 29) based on an economic specialisation; ■Wholesale and retail trade (NACE 46) based on an economic specialisation, and spe- cialised performance in venture capital and start-ups. Common E&I specialisations in the EaP region Within the EaP, the primary sector (agriculture, forestry and fishing) has been found to be an im- portant sector in all EaP countries in terms of gross domestic product and, for agriculture in particu- lar, very relevant in terms of employment. Unfor- tunately, due to the data source limitations of this study, no further characterisation of the primary sector has been possible for agriculture at sub-sec- toral level. Nevertheless, in terms of exports of goods – excluding Azerbaijan which concentrates most of its exports in mineral fuels, lubricants and related materials – for the remaining EaP coun- tries, food and live animals and beverages and tobacco represent between 10% and 32% of the total exports with Moldova at the higher end. 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model deployed on or otherwise associated with a may be different than a second trained AI/ML model deployed on or otherwise associated with a . Here, the first and second trained AI/ML models may be the same model or same type of model trained using , or the first and second trained AI/ML models may be different types of ML models. It should be understood that these examples can be straightforwardly applied to the other types of , , . Furthermore, the type of models deployed on a , , , , and the training data used to train those models, may be based on the type and/or capabilities of , , , to which it is deployed, and/or may be implementation specific or use case-specific. Regardless of whether the AI/ML models are executed by the AI/ML system(s) or if the AI/ML models are provisioned and deployed to , , , , the AI/ML models are used to predict and/or optimize various MRF operational aspects. Here, the AI/ML models generates AI/ML outputs, which includes, for example, inferences, operational configurations and/or parameters, optimization configurations and/or parameters, and/or control tasks and/or actions to be performed. In some examples, the AI/ML outputs are considered to be the “sorting logic” used to manage the material sorting aspects discussed herein. The AI/ML outputs are used by their , , , to update and/or control various MRF aspects. In a first example, the and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) to train AI/ML object recognition model(s) to identify recoverable (commodity) materials from waste/material streams based on features extracted from the . The features can be based on the sensor data (e.g., indicated size, shape, color, molecular structure, and/or other properties of the recoverable materials) and/or MHU status information (e.g., MHU capabilities, MHU operational parameters, operational and/or system data/metrics of on-board compute systems, and/or the like). The trained AI/ML object recognition models can then be used by the and/or to identify and/or recognize the commodity materials from later obtained , which can then be used by the to efficiently sort out the desired (commodity) materials from the waste stream and/or other material streams. In a second example, the and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) to optimize the functionality of the set of and/or optimize the functionality of the MRF system as a whole. Here,	[ "model", "deployed", "on", "or", "otherwise", "associated", "with", "a", " ", "may", "be", "different", "than", "a", "second", "trained", "AI", "/", "ML", "model", "deployed", "on", "or", "otherwise", "associated", "with", "a", " ", ".", "Here", ",", "the", "first", "and", "second", "trained", "AI", "/", "ML", "models", "may", "be", "the", "same", "model", "or", "same", "type", "of", "model", "trained", "using", " ", ",", "or", "the", "first", "and", "second", "trained", "AI", "/", "ML", "models", "may", "be", "different", "types", "of", "ML", "models", ".", "It", "should", "be", "understood", "that", "these", "examples", "can", "be", "straightforwardly", "applied", "to", "the", "other", "types", "of", " ", ",", ",", ".", "Furthermore", ",", "the", "type", "of", "models", "deployed", "on", "a", " ", ",", ",", ",", ",", "and", "the", "training", "data", "used", "to", "train", "those", "models", ",", "may", "be", "based", "on", "the", "type", "and/or", "capabilities", "of", " ", ",", ",", ",", " ", "to", "which", "it", "is", "deployed", ",", "and/or", "may", "be", "implementation", "specific", "or", "use", "case", "-", "specific", ".", "\n\n", "Regardless", "of", "whether", "the", "AI", "/", "ML", "models", "are", "executed", "by", "the", "AI", "/", "ML", "system(s", ")", " ", "or", "if", "the", "AI", "/", "ML", "models", "are", "provisioned", "and", "deployed", "to", " ", ",", ",", ",", ",", "the", "AI", "/", "ML", "models", "are", "used", "to", "predict", "and/or", "optimize", "various", "MRF", "operational", "aspects", ".", "Here", ",", "the", "AI", "/", "ML", "models", "generates", "AI", "/", "ML", "outputs", ",", "which", "includes", ",", "for", "example", ",", "inferences", ",", "operational", "configurations", "and/or", "parameters", ",", "optimization", "configurations", "and/or", "parameters", ",", "and/or", "control", "tasks", "and/or", "actions", "to", "be", "performed", ".", "In", "some", "examples", ",", "the", "AI", "/", "ML", "outputs", "are", "considered", "to", "be", "the", "“", "sorting", "logic", "”", "used", "to", "manage", "the", "material", "sorting", "aspects", "discussed", "herein", ".", "The", "AI", "/", "ML", "outputs", "are", "used", "by", "their", " ", ",", ",", ",", " ", "to", "update", "and/or", "control", "various", "MRF", "aspects", ".", "\n\n", "In", "a", "first", "example", ",", "the", " ", "and/or", "other", "data", ",", "measurements", ",", "and/or", "metrics", "can", "be", "used", "by", "the", "AI", "/", "ML", "system(s", ")", " ", "to", "train", "AI", "/", "ML", "object", "recognition", "model(s", ")", "to", "identify", "recoverable", "(", "commodity", ")", "materials", "from", "waste", "/", "material", "streams", "based", "on", "features", "extracted", "from", "the", " ", ".", "The", "features", "can", "be", "based", "on", "the", "sensor", "data", " ", "(", "e.g.", ",", "indicated", "size", ",", "shape", ",", "color", ",", "molecular", "structure", ",", "and/or", "other", "properties", "of", "the", "recoverable", "materials", ")", "and/or", "MHU", "status", "information", " ", "(", "e.g.", ",", "MHU", "capabilities", ",", "MHU", "operational", "parameters", ",", "operational", "and/or", "system", "data", "/", "metrics", "of", "on", "-", "board", "compute", "systems", ",", "and/or", "the", "like", ")", ".", "The", "trained", "AI", "/", "ML", "object", "recognition", "models", "can", "then", "be", "used", "by", "the", " ", "and/or", " ", "to", "identify", "and/or", "recognize", "the", "commodity", "materials", "from", "later", "obtained", " ", ",", "which", "can", "then", "be", "used", "by", "the", " ", "to", "efficiently", "sort", "out", "the", "desired", "(", "commodity", ")", "materials", "from", "the", "waste", "stream", "and/or", "other", "material", "streams", ".", "\n\n", "In", "a", "second", "example", ",", "the", " ", "and/or", "other", "data", ",", "measurements", ",", "and/or", "metrics", "can", "be", "used", "by", "the", "AI", "/", "ML", "system(s", ")", " ", "to", "optimize", "the", "functionality", "of", "the", "set", "of", " ", "and/or", "optimize", "the", "functionality", "of", "the", "MRF", "system", "as", "a", "whole", ".", "Here", "," ]	[]
journalists and political opponents who had fought against impunity and corruption, and their respective lawyers. Unfounded criminal proceedings caused multiple due-process violations, often with a gender bias affecting criminalized women.1 In January, prisoner of conscience and former prosecutor Virginia Laparra was ûnally released after almost two years in arbitrary detention. In July, a court declared her guilty in a second unfounded criminal proceeding, which forced her to go into exile. In March, the UN Working Group on Arbitrary Detention stated that journalist Jose Rubén Zamora9s detention was arbitrary and recommended his release. In October, after more than 800 days in pretrial detention, he was released from prison and put under house arrest. Cases against leaders of the suspended political party Semilla Movement continued to proceed. At the end of the year, former prosecutor Stuardo Campo remained in pretrial detention. The Public Prosecutor9s of ûce and a signi ûcant part of the judiciary often led unfounded criminal prosecutions. During a visit to Guatemala in July, the Inter-American Commission on Human Rights pointed out that unfounded criminalization was evidence of a lack of judicial independence. In October, Congress appointed more than 300 new magistrates for the appellate chambers and supreme court of justice, several of whom were alleged to be involved in corruption and the criminalization of critical voices, according to the media. International experts pointed out that the process did not meet international standards for the appointment of these positions and had been subject to the interests of powerful stakeholders. Local organization Unit for Attacks on Human Rights Defenders in Guatemala registered atleast 2,763 attacks on human rights defenders between January and October. The body responsible for the analysis of risks to human rights defenders, convened by the Ministry of Interior, was reactivated. At the end of the year, the public policy for the protection of human rights defenders was still pending approval, and the state had not ratiûed the Escazú Agreement. For the ûrst time in many years, the government established a direct dialogue with several Indigenous authorities and committed to promoting a comprehensive development agenda that took their needs into account. In many parts of the country, however, Indigenous leaders faced criminalization for defending the territory and rights of Indigenous Peoples. Dozens of peasant ( campesino ) and Indigenous communities were at risk of forced evictions in the context of con üicts around land tenure. Delays and irregularities hindered	[ "journalists", "and", "political", "opponents", "\n", "who", "had", "fought", "against", "impunity", "and", "\n", "corruption", ",", "and", "their", "respective", "lawyers", ".", "\n", "Unfounded", "criminal", "proceedings", "caused", "\n", "multiple", "due", "-", "process", "violations", ",", "often", "with", "a", "\n", "gender", "bias", "affecting", "criminalized", "women.1", "\n", "In", "January", ",", "prisoner", "of", "conscience", "and", "\n", "former", "prosecutor", "Virginia", "Laparra", "was", "ûnally", "\n", "released", "after", "almost", "two", "years", "in", "arbitrary", "\n", "detention", ".", "In", "July", ",", "a", "court", "declared", "her", "guilty", "\n", "in", "a", "second", "unfounded", "criminal", "proceeding", ",", "\n", "which", "forced", "her", "to", "go", "into", "exile", ".", "In", "March", ",", "\n", "the", "UN", "Working", "Group", "on", "Arbitrary", "Detention", "\n", "stated", "that", "journalist", "Jose", "Rubén", "Zamora9s", "\n", "detention", "was", "arbitrary", "and", "recommended", "\n", "his", "release", ".", "In", "October", ",", "after", "more", "than", "800", "\n", "days", "in", "pretrial", "detention", ",", "he", "was", "released", "\n", "from", "prison", "and", "put", "under", "house", "arrest", ".", "\n", "Cases", "against", "leaders", "of", "the", "suspended", "\n", "political", "party", "Semilla", "Movement", "continued", "to", "\n", "proceed", ".", "At", "the", "end", "of", "the", "year", ",", "former", "\n", "prosecutor", "Stuardo", "Campo", "remained", "in", "\n", "pretrial", "detention", ".", "\n", "The", "Public", "Prosecutor9s", "of", "ûce", "and", "a", "\n", "signi", "ûcant", "part", "of", "the", "judiciary", "often", "led", "\n", "unfounded", "criminal", "prosecutions", ".", "During", "a", "\n", "visit", "to", "Guatemala", "in", "July", ",", "the", "Inter", "-", "American", "\n", "Commission", "on", "Human", "Rights", "pointed", "out", "\n", "that", "unfounded", "criminalization", "was", "evidence", "\n", "of", "a", "lack", "of", "judicial", "independence", ".", "\n", "In", "October", ",", "Congress", "appointed", "more", "than", "\n", "300", "new", "magistrates", "for", "the", "appellate", "\n", "chambers", "and", "supreme", "court", "of", "justice", ",", "\n", "several", "of", "whom", "were", "alleged", "to", "be", "involved", "\n", "in", "corruption", "and", "the", "criminalization", "of", "\n", "critical", "voices", ",", "according", "to", "the", "media", ".", "\n", "International", "experts", "pointed", "out", "that", "the", "\n", "process", "did", "not", "meet", "international", "standards", "\n", "for", "the", "appointment", "of", "these", "positions", "and", "\n", "had", "been", "subject", "to", "the", "interests", "of", "powerful", "\n", "stakeholders", ".", "\n", "Local", "organization", "Unit", "for", "Attacks", "on", "Human", "\n", "Rights", "Defenders", "in", "Guatemala", "registered", "atleast", "2,763", "attacks", "on", "human", "rights", "\n", "defenders", "between", "January", "and", "October", ".", "\n", "The", "body", "responsible", "for", "the", "analysis", "of", "\n", "risks", "to", "human", "rights", "defenders", ",", "convened", "\n", "by", "the", "Ministry", "of", "Interior", ",", "was", "reactivated", ".", "At", "\n", "the", "end", "of", "the", "year", ",", "the", "public", "policy", "for", "the", "\n", "protection", "of", "human", "rights", "defenders", "was", "still", "\n", "pending", "approval", ",", "and", "the", "state", "had", "not", "\n", "ratiûed", "the", "Escazú", "Agreement", ".", "\n", "For", "the", "ûrst", "time", "in", "many", "years", ",", "the", "\n", "government", "established", "a", "direct", "dialogue", "\n", "with", "several", "Indigenous", "authorities", "and", "\n", "committed", "to", "promoting", "a", "comprehensive", "\n", "development", "agenda", "that", "took", "their", "needs", "\n", "into", "account", ".", "In", "many", "parts", "of", "the", "country", ",", "\n", "however", ",", "Indigenous", "leaders", "faced", "\n", "criminalization", "for", "defending", "the", "territory", "and", "\n", "rights", "of", "Indigenous", "Peoples", ".", "Dozens", "of", "\n", "peasant", "(", "campesino", ")", "and", "Indigenous", "\n", "communities", "were", "at", "risk", "of", "forced", "evictions", "\n", "in", "the", "context", "of", "con", "üicts", "around", "land", "tenure", ".", "\n", "Delays", "and", "irregularities", "hindered" ]	[]
-- -- -- -- 0.0 -- -- Textiles (13) 40.0 -- 12.0 -- 23.7 68.6 36.1 5.0 -- 8.0 -- 18.6 26.1 14.4 40.0 -- 12.7 -- 42.7 68.6 41.0 Garments (14) 36.8 -- 46.4 66.7 -- 60.1 52.5 15.0 -- 12.7 0.0 -- 10.2 9.5 36.8 -- 47.6 66.7 -- 61.7 53.2 Leather (15) 75.0 -- 83.8 -- -- 20.8 59.9 0.0 -- 71.3 -- -- 43.4 38.2 75.0 -- 83.8 -- -- 53.1 70.6 Wood (16) 23.3 0.0 47.9 15.8 25.0 21.5 22.2 0.0 9.1 23.0 0.0 75.0 10.3 19.6 23.3 9.1 47.9 15.8 100.0 21.5 36.3 Paper (17) 60.9 -- 20.1 0.0 96.9 37.6 43.1 26.1 -- 32.5 0.0 0.0 0.0 11.7 60.9 -- 32.5 0.0 96.9 37.6 45.6 Publishing, printing and recorded media (18)42.9 29.4 47.5 65.4 15.5 39.6 40.1 21.4 22.9 16.2 7.5 15.5 12.1 16.0 45.2 40.4 47.5 65.4 15.5 42.1 42.7 Refined petroleum product (19)-- -- -- -- -- 0.0 -- -- -- -- -- -- 0.0 -- -- -- -- -- 0.0 -- Chemicals (20+21) 45.8 0.0 61.9 51.0 100.0 47.4 51.0 13.0 0.0 29.6 22.9 0.0 30.7 16.0 45.8 0.0 61.9 75.0 100.0 48.8 55.3 Plastics & rubber (22) 50.7 -- 63.9 20.6 100.0 45.3 56.1 9.6 -- 29.8 5.9 10.1 34.4 17.9 50.7 -- 69.9 26.5 100.0 57.3 60.9 Non-metallic mineral products (23)50.0 15.4 83.4 62.7 29.5 46.6 47.9 18.8 15.4 21.9 37.7 23.6 19.9 22.9 52.4 15.4 83.4 72.2 31.4 50.0 50.8 Basic metals (24) 65.0 0.0 0.0 56.1 0.0 32.3 25.6 28.6 0.0 0.0 27.6 0.0 23.4 13.3 65.0 0.0 0.0 59.6 0.0 32.3 26.2 Fabricated metal products (25)36.7 -- 74.9 80.0 35.4 36.6 52.7 10.0 -- 48.4 0.0 3.8 15.5 15.5 46.7 -- 87.8 80.0 35.4 38.2 57.6 Precision instruments (26) -- -- 97.4 -- 100.0 26.5 74.6 -- -- 13.8 -- 0.0 0.0 4.6 -- -- 97.4 -- 100.0 26.5 74.6 Electronics (27) 41.0 -- 88.8 -- -- 80.1 70.0 15.4 -- 40.8 -- -- 55.6 37.3 41.0 -- 100.0 -- -- 81.7 74.2 Machinery and equipment (28)52.9 -- 50.5 -- 95.7 52.6 62.9 17.6 -- 13.6 -- 60.9 30.1 30.6 52.9 -- 50.5 -- 95.7 53.8 63.2 Transport machines (29+30)-- 0.0 -- -- -- 55.8 -- -- 0.0 -- -- -- 8.3 -- -- 0.0 -- -- -- 55.8 -- Furniture (31) 56.7 57.1 59.4 81.1 37.3 51.0 57.1 8.3 0.0 14.3 41.6 14.7 21.9	[ "--", "--", "--", "--", "0.0", "--", "--", "\n", "Textiles", "(", 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any discussion of leadership in education. Second, how do education leaders try to achieve these goals? It is the growth of schools and other education institutions into large organizations and the evolution of simple education bureaucracies into complex systems in industrialized countries that has generated interest in education administration and management as a field. The role of education leaders was subsumed in these analyses, with researchers initially analysing the achievements of leaders as the work of great men. Gradually, a more systematic scientific approach was adopted, which started seeing leadership as a potentially distinct element of education management. Researchers believed they could identify individual practices and organizational arrangements relating to leadership, which led to the critique that these two factors cannot be seen separately, as individuals make up organizations. More recently, the exercise of leadership has been recognized as determined by the social relations within these education institutions and systems (Bates, 2010; Bush, 2020). Those working in education depend on each other and leadership functions therefore need to be to be shared to achieve education goals. Third, what may get in education leaders' way? Those in education leadership roles need to have the capacity to exercise the functions expected of them. But context matters too. Formal and informal social, economic, political and cultural rules and norms expand or limit individual education leaders' initiative and scope for action. Their freedom to make decisions is the result of governance and accountability rules, which vary greatly between countries, often reflecting cultural norms ( Box 1.1 ) (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. 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the VESPA ionization chamber. The post-neutron mass distribu-tion of ﬁssion fragments in the spontaneous ﬁssion of 252Cf is repre- sented in green The half-life associated with these identiﬁed isomers was extracted by ﬁtting their time distribution with respect to ﬁssion with an exponential decay function. This commonly- used method was well suited to simple cases, where an iso-meric state decays by emitting at least two γ-rays in cas- cade, with a half-life larger than a few nanoseconds (due to the 35 ns threshold). It was also necessary that the nucleusstudied by this method did not contain consecutive isomers having similar half-lives (e.g., 97Sr), which would bias the measurements. Hence, we developed a complementary analysis proce- dure to study more complicated level schemes having con- secutive isomeric states, i.e., an isomer populated by another higher-lying isomeric state. In this second approach, FF- γ coincidences of previously identiﬁed isomers were gated on fragment mass, γ-ray energies, and time. The isomeric state on which these gates were applied is referred to as themain isomer. Then, all γ-rays from the same ﬁssion event and detected before this gated transition were recorded. This method could highlight a populating isomer, that is an iso- meric state whose decay fed the main isomer. It could also beused to pinpoint intermediate isomers, which are underlying isomeric states at one stage of the γcascade, populated by the main isomer. In particular, this method could be used toextract very short-lived isomers (with half-lives of a few ns) fed by longer living isomers. These two cases are depicted in Fig. 6a) and b), respec- tively. The half-life of the two consecutive isomers in play was estimated by constructing the time distribution of the populating γ-ray and the distribution of the time differ- ence/Delta1tbetween these two γ-rays for the populating and 123Eur. Phys. J. A (2025) 61:5 Page 5 of 12 5 Fig. 6 Schematic principle of the ’multiple isomers analysis’ for con- secutive isomeric states. The isomer to which energy gates are appliedis represented in green, while populating γ-rays from prompt and iso- meric decays are represented in red and blue, respectively Fig. 7 Chart of the identiﬁed nuclei having one or more isomeric state(s) whose half-life was measured in this work with VESPA underlying isomeric states, respectively. In the following, this method will be referred to as the ’multiple isomers analysis’. 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Kline, R. B. (2016). Methodology in the Social Sciences. Principles and Practice of Structured Equation Modelling . 4th ed. New York, NY: Guildford Press. Krishna, A. (2002) . Active Social Capital: Tracing the Roots of Development and Democracy . New York, NY: Columbia University Press. Kumar, N. , Raghunathan, K., Arrieta, A., Jilani, A., and Pandey, S. (2021). The Power of the Collective Empowers Women: Evidence from Self-Help Groups in India, World Development , 146 , 105579. Kumar, N., Scott, S., Menon, P., Kannan, S., Cunningham, K., Tyagi, P., Wable, G., Raghunathan, K., and Quisumbing, A. (2018). Pathways from Women's Group-Based Programs to Nutrition Change in South Asia: A Conceptual Framework and Literature Review, Global Food Security , 17 , 172-185. Ostrom, E. (1975). Language, Theory and Empirical Research in Policy Analysis, Policy Studies Journal , 3 (30), 274-282. Ostrom, E. (1976). The Delivery of Urban Services: Outcomes of Change. Beverly Hills, CA: Sage. Ostrom, E. (1986). An Agenda for the Study of Institutions, Public Choice , 48 (1), 3-25. Ostrom, E. (2005). Understanding Institutional Diversity. Princeton, NJ: Princeton University Press.	[ "Kline", ",", " ", "R.", " ", "B.", "(", "2016", ")", ".", "Methodology", " ", "in", " ", "the", " ", "Social", " ", "Sciences", ".", " ", "Principles", " ", "and", " ", "Practice", " ", "of", "Structured", "Equation", "Modelling", ".", "4th", "ed", ".", "New", "York", ",", "NY", ":", "Guildford", "Press", ".", "\n\n", "Krishna", ",", "A.", "(", "2002", ")", ".", " ", "Active", "Social", "Capital", ":", "Tracing", "the", "Roots", "of", "Development", "and", "Democracy", ".", "New", "York", ",", "NY", ":", "Columbia", "University", "Press", ".", "\n\n", "Kumar", ",", "N.", ",", " ", "Raghunathan", ",", " ", "K.", ",", " ", "Arrieta", ",", " ", "A.", ",", " ", "Jilani", ",", " ", "A.", ",", " ", "and", " ", "Pandey", ",", " ", "S.", " ", "(", "2021", ")", ".", " ", "The", " ", "Power", "of", "the", "Collective", "Empowers", "Women", ":", "Evidence", "from", "Self", "-", "Help", "Groups", "in", "India", ",", "World", "Development", ",", "146", ",", "105579", ".", "\n\n", "Kumar", ",", " ", "N.", ",", " ", "Scott", ",", " ", "S.", ",", " ", "Menon", ",", " ", "P.", ",", " ", "Kannan", ",", " ", "S.", ",", " ", "Cunningham", ",", " ", "K.", ",", " ", "Tyagi", ",", " ", "P.", ",", " ", "Wable", ",", " ", "G.", ",", "Raghunathan", ",", "K.", ",", "and", "Quisumbing", ",", "A.", "(", "2018", ")", ".", "Pathways", "from", "Women", "'s", "Group", "-", "Based", "Programs", "to", "Nutrition", "Change", "in", "South", "Asia", ":", "A", "Conceptual", "Framework", "and", "Literature", "Review", ",", "Global", "Food", "Security", ",", "17", ",", "172", "-", "185", ".", "\n\n", "Ostrom", ",", "E.", "(", "1975", ")", ".", "Language", ",", "Theory", "and", "Empirical", "Research", "in", "Policy", "Analysis", ",", "Policy", "Studies", "Journal", ",", "3", "(", "30", ")", ",", "274", "-", "282", ".", "\n\n", "Ostrom", ",", "E.", "(", "1976", ")", ".", "The", "Delivery", "of", "Urban", "Services", ":", "Outcomes", "of", "Change", ".", "Beverly", "Hills", ",", "CA", ":", "Sage", ".", "\n\n", "Ostrom", ",", "E.", "(", "1986", ")", ".", "An", "Agenda", "for", "the", "Study", "of", "Institutions", ",", "Public", "Choice", ",", "48", "(", "1", ")", ",", "3", "-", "25", ".", "\n\n", "Ostrom", ",", " ", "E.", "(", "2005", ")", ".", "Understanding", " ", "Institutional", "Diversity", ".", "Princeton", ",", "NJ", ":", "Princeton", "University", "Press", "." ]	[ { "end": 164, "label": "CITATION_SPAN", "start": 0 }, { "end": 300, "label": "CITATION_SPAN", "start": 166 }, { "end": 509, "label": "CITATION_SPAN", "start": 302 }, { "end": 811, "label": "CITATION_SPAN", "start": 511 }, { "end": 933, "label": "CITATION_SPAN", "start": 813 }, { "end": 1030, "label": "CITATION_SPAN", "start": 935 }, { "end": 1121, "label": "CITATION_SPAN", "start": 1032 }, { "end": 1225, "label": "CITATION_SPAN", "start": 1123 } ]
are standing by, waiting for the vegetables, fruit and cooking ingredients to arrive in the morning delivery. The handcarts resemble trestle tables on wheels; a flat bed of wood on what looks like old-fashioned wheels that once were part of an oversized rusting bicycle. The basti is coming awake. Others walk by, off to work, scarves, hats, body warmers all out of place in this Delhi neighbourhood but needed against the current cold. A herd of cows is making its way to the rubbish pile. Maybe there is something to eat there. Ashok is getting ready now with his cart. He is a street vendor who sells food in the morning to the commuters leaving the basti as well as those travelling on the periphery. He is making several dishes and starts preparing his ingredients along with heating the oil using a portable gas cylinder. Aloo Chaat – mashed lentil and potato dumplings; Pani Puri – hollow spherical dough balls filled with onions, spices, and mashed potatoes; Parathas – an Indian flatbread fried in desi ghee and stuffed with vegetables served with chutney or potato curry. The market is coming alive now, not only with people but with the sounds and smells that make Delhi the city it is. Sunil’s vegetables have also arrived: tomatoes, cabbages, cauliflowers, onions, sweet potatoes, carrots. He lays out his vegetables expertly in a colourful array, showing his professionalism and time spent in this business. Sunil knows that the women in the basti are meticulous when it comes to buying their vegetables. Therefore, his display needs to lure them into buying from him and not a competitor some streets away. He is ready to push his cart to the more ‘interior’, he tells us. Ready for the women to come shopping for their ingredients for today’s family meals once they drop their children at school. Figure 5.1 Morning 116 Urban life in Delhi slums Activity is increasing. The chatter of children splashing in the unfamiliar puddles makes us turn to look. A group of six girls, dressed smartly in their blue school uniforms – woollen jumpers and matching salwar kameez (the tunic blue and white check, the trousers pale blue). Both the colour and the thinness of the material are very unsuitable for this weather. Large backpacks carry their multitude of books for the day. Pink knitted pull-on hats complete the look. We are now	[ "are", "standing", "by", ",", "waiting", "\n", "for", "the", "vegetables", ",", "fruit", "and", "cooking", "ingredients", "to", "arrive", "in", "the", "morning", "delivery", ".", "\n", "The", "handcarts", "resemble", "trestle", "tables", "on", "wheels", ";", "a", "flat", "bed", "of", "wood", "on", "what", "looks", "\n", "like", "old", "-", "fashioned", "wheels", "that", "once", "were", "part", "of", "an", "oversized", "rusting", "bicycle", ".", "The", "\n", "basti", "is", "coming", "awake", ".", "Others", "walk", "by", ",", "off", "to", "work", ",", "scarves", ",", "hats", ",", "body", "warmers", "\n", "all", "out", "of", "place", "in", "this", "Delhi", "neighbourhood", "but", "needed", "against", "the", "current", "cold", ".", "\n", "A", "herd", "of", "cows", "is", "making", "its", "way", "to", "the", "rubbish", "pile", ".", "Maybe", "there", "is", "something", "\n", "to", "eat", "there", ".", "\n", "Ashok", "is", "getting", "ready", "now", "with", "his", "cart", ".", "He", "is", "a", "street", "vendor", "who", "sells", "food", "\n", "in", "the", "morning", "to", "the", "commuters", "leaving", "the", "basti", "as", "well", "as", "those", "travelling", "on", "the", "\n", "periphery", ".", "He", "is", "making", "several", "dishes", "and", "starts", "preparing", "his", "ingredients", "along", "\n", "with", "heating", "the", "oil", "using", "a", "portable", "gas", "cylinder", ".", "Aloo", "Chaat", "–", "mashed", "lentil", "\n", "and", "potato", "dumplings", ";", "Pani", "Puri", "–", "hollow", "spherical", "dough", "balls", "filled", "with", "onions", ",", "\n", "spices", ",", "and", "mashed", "potatoes", ";", "Parathas", "–", "an", "Indian", "flatbread", "fried", "in", "desi", "ghee", "and", "\n", "stuffed", "with", "vegetables", "served", "with", "chutney", "or", "potato", "curry", ".", "\n", "The", "market", "is", "coming", "alive", "now", ",", "not", "only", "with", "people", "but", "with", "the", "sounds", "and", "\n", "smells", "that", "make", "Delhi", "the", "city", "it", "is", ".", "Sunil", "’s", "vegetables", "have", "also", "arrived", ":", "tomatoes", ",", "\n", "cabbages", ",", "cauliflowers", ",", "onions", ",", "sweet", "potatoes", ",", "carrots", ".", "He", "lays", "out", "his", "vegetables", "\n", "expertly", "in", "a", "colourful", "array", ",", "showing", "his", "professionalism", "and", "time", "spent", "in", "this", "\n", "business", ".", "Sunil", "knows", "that", "the", "women", "in", "the", "basti", "are", "meticulous", "when", "it", "comes", "\n", "to", "buying", "their", "vegetables", ".", "Therefore", ",", "his", "display", "needs", "to", "lure", "them", "into", "buying", "\n", "from", "him", "and", "not", "a", "competitor", "some", "streets", "away", ".", "He", "is", "ready", "to", "push", "his", "cart", "to", "\n", "the", "more", "‘", "interior", "’", ",", "he", "tells", "us", ".", "Ready", "for", "the", "women", "to", "come", "shopping", "for", "their", "\n", "ingredients", "for", "today", "’s", "family", "meals", "once", "they", "drop", "their", "children", "at", "school", ".", "\n", "Figure", "5.1", "Morning", "\n", "116", "Urban", "life", "in", "Delhi", "slums", "\n", "Activity", "is", "increasing", ".", "\n", "The", "chatter", "of", "children", "splashing", "in", "the", "unfamiliar", "puddles", "makes", "us", "turn", "to", "\n", "look", ".", "A", "group", "of", "six", "girls", ",", "dressed", "smartly", "in", "their", "blue", "school", "uniforms", "–", "woollen", "\n", "jumpers", "and", "matching", "salwar", "kameez", "(", "the", "tunic", "blue", "and", "white", "check", ",", "the", "trousers", "\n", "pale", "blue", ")", ".", "Both", "the", "colour", "and", "the", "thinness", "of", "the", "material", "are", "very", "unsuitable", "\n", "for", "this", "weather", ".", "Large", "backpacks", "carry", "their", "multitude", "of", "books", "for", "the", "day", ".", "Pink", "\n", "knitted", "pull", "-", "on", "hats", "complete", "the", "look", ".", "We", "are", "now" ]	[]
# Food for thought: Using food delivery services to provide rapid cardiac arrest response and potentially save lives A simulation presented in the Canadian Journal of Cardiology explores leveraging an existing food delivery network to provide more rapid defibrillation to out-of-hospital patients Elsevier Inspired by an urgent need to improve timely defibrillation for out-of-hospital cardiac arrests (OHCA) in dense urban settings, a team of investigators developed a simulation that explored the potential of leveraging an existing food delivery network in Taipei City, Taiwan, to help address this challenge. Their findings in the Canadian Journal of Cardiology, published by Elsevier, suggest that deploying food delivery riders to deliver defibrillation may reduce automated external defibrillator (AED) response times by approximately three minutes—about 50% faster than a traditional emergency medical system (EMS)—and might be particularly beneficial during peak hours. Lead investigator Kuan-Chen Chin, MPH, Department of Emergency Medicine, Taipei Hospital, Ministry of Health and Welfare, New Taipei City, and Department of Emergency Medicine, National Taiwan University Hospital, Taipei City, Taiwan, explains, “Each minute of delay in defibrillation reduces the survival rate by 7–10%. Our approach leverages an existing, widespread urban workforce to address a well-known weak link in the chain of survival. We found that it offers a cost-effective and scalable strategy for improving OHCA outcomes in high-density cities, where EMS cannot always provide immediate defibrillation.” Densely populated Taipei has a high concentration of food delivery (FD) scooter riders. To examine the feasibility of utilizing these FD riders as first responders for AED delivery in OHCA incidents investigators conducted a city-scale simulation using real-world OHCA data from the Registry of the Taipei City Fire Department between 2017 and 2019, public defibrillator locations, and food delivery patterns and hotspots using the Uber Eats platform. The simulation assumed that every open restaurant in a hotspot had one FD rider waiting and ready to respond to OHCAs within a two-kilometer radius. FD riders’ response rates were varied, and simulated defibrillator arrival times were compared to documented fire department delivery times of six to seven minutes. Differences in defibrillator arrival times during peak and off-peak hours were also assessed. With a 10% FD rider response rate, the defibrillator arrival time decreased by 2.99 minutes, representing approximately 44% of the original EMS response time. In the simulation, over 60% of OHCAs were successfully attended. Achieving 80% coverage during peak hours required 13.4% of FD riders to respond. 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instrument to support radically new technologies at low readiness levels – the European Innovation Council’s (EIC) Pathfinder instrument – has a budget of EUR 256 million for 2024, compared with USD 4.1 billion for US Defence Advanced Research Projects Agency (DARPA) and USD 2 billion for the other “ARPA” agencies. It is also mostly led by EU officials rather than top scientists and innovation experts. Lack of intra-EU coordination affects the wider innovation ecosystem as well. Most Member States cannot achieve the necessary scale to deliver world- leading research and technological infrastructures, in turn constraining R&I capacity. By contrast, the examples of CERN and the European High-Performance Computing Joint Undertaking (EuroHPC) showcase the importance of coordination when developing large R&I infrastructure projects. FIGURE 6 State versus federal source of R&D funding in the EU and US Source: European Commission, 2024. Based on Eurostat and OECD. Fragmentation of the Single Market hinders innovative companies that reach the growth stage from scaling up in the EU, which in turn reduces demand for financing . The huge gap in scale-up financing in the EU relative to the US [see Figure 3] is often attributed to a smaller capital market in Europe and a less developed VC sector. The share of global VC funds raised in the EU is just 5%, compared to 52% in the US and 40% in China. However, the causality is likely more complex: lower levels of VC finance in Europe reflect lower levels of demand. As the Single Market is fragmented and incomplete in the areas that matter for innovative companies, scaling up in the EU offers weaker growth prospects and requires lower financing. Many EU companies with high growth-potential prefer to seek financing from US VCs and to scale up in the US market where they can more easily generate wide market reach and achieve profitability faster. Between 2008 and 2021, 147 “unicorns” were founded in Europe – startups that went on the be valued over USD 1 billion. 40 of these have relocated their headquarters abroad, with the vast majority moving 29THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A \| CHAPTER 2to the USx. The lack of growth potential in Europe is particularly relevant for tech-based innovative ventures, and even more so for deep tech ones. For example, 61% of total global funding for AI start-ups goes to US companies, 17% to those in China and just	[ "instrument", "to", "support", "radically", "new", "technologies", "at", "low", "readiness", "levels", "–", "the", "European", "Innovation", "\n", "Council", "’s", "(", "EIC", ")", "Pathfinder", "instrument", "–", "has", "a", "budget", "of", "EUR", "256", "million", "for", "2024", ",", "compared", "with", "USD", "4.1", "billion", "for", "\n", "US", "Defence", "Advanced", "Research", "Projects", "Agency", "(", "DARPA", ")", "and", "USD", "2", "billion", "for", "the", "other", "“", "ARPA", "”", "agencies", ".", "It", "is", "also", "\n", "mostly", "led", "by", "EU", "officials", "rather", "than", "top", "scientists", "and", "innovation", "experts", ".", "Lack", "of", "intra", "-", "EU", "coordination", "affects", "\n", "the", "wider", "innovation", "ecosystem", "as", "well", ".", "Most", "Member", "States", "can", "not", "achieve", "the", "necessary", "scale", "to", "deliver", "world-", "\n", "leading", "research", "and", "technological", "infrastructures", ",", "in", "turn", "constraining", "R&I", "capacity", ".", "By", "contrast", ",", "the", "examples", "of", "\n", "CERN", "and", "the", "European", "High", "-", "Performance", "Computing", "Joint", "Undertaking", "(", "EuroHPC", ")", "showcase", "the", "importance", "of", "\n", "coordination", "when", "developing", "large", "R&I", "infrastructure", "projects", ".", "\n", "FIGURE", "6", "\n", "State", "versus", "federal", "source", "of", "R&D", "funding", "in", "the", "EU", "and", "US", "\n", "Source", ":", "European", "Commission", ",", "2024", ".", "Based", "on", "Eurostat", "and", "OECD", ".", "\n", "Fragmentation", "of", "the", "Single", "Market", "hinders", "innovative", "companies", "that", "reach", "the", "growth", "stage", "from", "scaling", "\n", "up", "in", "the", "EU", ",", "which", "in", "turn", "reduces", "demand", "for", "financing", ".", "The", "huge", "gap", "in", "scale", "-", "up", "financing", "in", "the", "EU", "relative", "\n", "to", "the", "US", "[", "see", "Figure", "3", "]", " ", "is", "often", "attributed", "to", "a", "smaller", "capital", "market", "in", "Europe", "and", "a", "less", "developed", "VC", "sector", ".", "\n", "The", "share", "of", "global", "VC", "funds", "raised", "in", "the", "EU", "is", "just", "5", "%", ",", "compared", "to", "52", "%", "in", "the", "US", "and", "40", "%", "in", "China", ".", "However", ",", "the", "\n", "causality", "is", "likely", "more", "complex", ":", "lower", "levels", "of", "VC", "finance", "in", "Europe", "reflect", "lower", "levels", "of", "demand", ".", "As", "the", "Single", "\n", "Market", "is", "fragmented", "and", "incomplete", "in", "the", "areas", "that", "matter", "for", "innovative", "companies", ",", "scaling", "up", "in", "the", "EU", "offers", "\n", "weaker", "growth", "prospects", "and", "requires", "lower", "financing", ".", "Many", "EU", "companies", "with", "high", "growth", "-", "potential", "prefer", "to", "seek", "\n", "financing", "from", "US", "VCs", "and", "to", "scale", "up", "in", "the", "US", "market", "where", "they", "can", "more", "easily", "generate", "wide", "market", "reach", "and", "\n", "achieve", "profitability", "faster", ".", "Between", "2008", "and", "2021", ",", "147", "“", "unicorns", "”", "were", "founded", "in", "Europe", "–", "startups", "that", "went", "on", "\n", "the", "be", "valued", "over", "USD", "1", "billion", ".", "40", "of", "these", "have", "relocated", "their", "headquarters", "abroad", ",", "with", "the", "vast", "majority", "moving", "\n", "29THE", "FUTURE", "OF", "EUROPEAN", "COMPETITIVENESS", " ", "—", "PART", "A", "\|", "CHAPTER", "2to", "the", "USx", ".", "The", "lack", "of", "growth", "potential", "in", "Europe", "is", "particularly", "relevant", "for", "tech", "-", "based", "innovative", "ventures", ",", "and", "\n", "even", "more", "so", "for", "deep", "tech", "ones", ".", "For", "example", ",", "61", "%", "of", "total", "global", "funding", "for", "AI", "start", "-", "ups", "goes", "to", "US", "companies", ",", "17", "%", "\n", "to", "those", "in", "China", "and", "just" ]	[]
DAC. - 55 Gr. Mihalopoulos, ' Εθνικά μ ίλησε ο κ . Σαρτζετάκης ' [Sartzetakis spoke for the fatherland], Unknown Newspaper (1985), DAC. For the history of the slogan in the Greek area, see E. Gazi, ∏ ατρίς , θρησκεία , οικογένεια . Ιστορία ενός συνθή μ ατος 1880- 1930 [ Fatherland, religion, family: Exploring the history of a slogan in Greece, 1880- 1930 ] (Athens: Polis Publications, 2011). - 56 See Avdela, Papagiannaki and Sklaveniti, Abortion 1976- 1986 . - 57 Catalog, Feminism in the Post- Colonial Years . - 58 E. Roboti, ' Αντισύλληψη : Κάτι π ου θα έ π ρε π ε να ξέρου μ ' [Contraception: ε Something that we should have known about], Σύγχρονη Γυναίκα [ Modern Woman ], 26 (n.d.), DAC; Anon., ' Η αυτό μ ατη ά μ βλωση ' [The 'spontaneous' abortion], Modern Woman , 59 (1988), DAC. - 59 Anon., unknown title, Κίνηση για την Α π ελευθέρωση των γυναικών [ Publication of the Movement for Liberation of Women ], 1 (1978), DAC. - 60 A. Ntaifa, ' Η έκτρωση δεν είναι αντισύλληψη ' [Abortion is not contraception], ∏ όλη των γυναικών [ City of Women ], 7 (1982), DAC. - 61 Anon., ' Εκτρώσεις ! Τακτική ' στρουθοκα μ ηλισ μ ού '' [Abortions: The tactic of hypocrisy], Κίνηση για την α π ελευθέρωση των γυναικών [ Publication of the Movement for Liberation of Women ], 4 (1978), DAC. 2 9 9	[ " ", "DAC", ".", "\n", "-", "55", " ", "Gr", ".", "Mihalopoulos", ",", "'", "Εθνικά", "μ", "ίλησε", "ο", "κ", ".", "Σαρτζετάκης", "'", "[", "Sartzetakis", "spoke", "for", "the", "fatherland", "]", ",", "Unknown", "Newspaper", "(", "1985", ")", ",", " ", "DAC", ".", " ", "For", " ", "the", " ", "history", " ", "of", " ", "the", " ", "slogan", "in", "the", "Greek", "area", ",", "see", "E.", "Gazi", ",", "∏", "ατρίς", ",", "θρησκεία", ",", "οικογένεια", ".", "Ιστορία", "ενός", "συνθή", "μ", "ατος", "1880-", " ", "1930", "[", "Fatherland", ",", "religion", ",", "family", ":", "Exploring", "the", "history", "of", "a", "slogan", "in", "Greece", ",", "1880-", " ", "1930", "]", "(", "Athens", ":", "Polis", "Publications", ",", "2011", ")", ".", "\n", "-", "56", " ", "See", "Avdela", ",", "Papagiannaki", "and", "Sklaveniti", ",", "Abortion", "1976-", " ", "1986", ".", "\n", "-", "57", " ", "Catalog", ",", "Feminism", "in", "the", "Post-", " ", "Colonial", "Years", ".", "\n", "-", "58", " ", "E.", " ", "Roboti", ",", " ", "'", "Αντισύλληψη", ":", "Κάτι", "π", "ου", "θα", "έ", "π", "ρε", "π", "ε", "να", "ξέρου", "μ", "'", " ", "[", "Contraception", ":", "ε", "Something", " ", "that", " ", "we", " ", "should", " ", "have", " ", "known", " ", "about", "]", ",", "Σύγχρονη", "Γυναίκα", "[", "Modern", "Woman", "]", ",", " ", "26", " ", "(", "n.d", ".", ")", ",", " ", "DAC", ";", " ", "Anon", ".", ",", " ", "'", "Η", "αυτό", "μ", "ατη", "ά", "μ", "βλωση", "'", " ", "[", "The", " ", "'", "spontaneous", "'", "abortion", "]", ",", "Modern", "Woman", ",", "59", "(", "1988", ")", ",", "DAC", ".", "\n", "-", "59", " ", "Anon", ".", ",", "unknown", "title", ",", "Κίνηση", "για", "την", "Α", "π", "ελευθέρωση", "των", "γυναικών", "[", "Publication", "of", "the", "Movement", "for", "Liberation", "of", "Women", "]", ",", "1", "(", "1978", ")", ",", "DAC", ".", "\n", "-", "60", " ", "A.", "Ntaifa", ",", "'", "Η", "έκτρωση", "δεν", "είναι", "αντισύλληψη", "'", "[", "Abortion", "is", "not", "contraception", "]", ",", "∏", "όλη", "των", "γυναικών", "[", "City", "of", "Women", "]", ",", "7", "(", "1982", ")", ",", "DAC", ".", "\n", "-", "61", " ", "Anon", ".", ",", "'", "Εκτρώσεις", "!", "Τακτική", "'", "στρουθοκα", "μ", "ηλισ", "μ", "ού", "''", "[", "Abortions", ":", "The", "tactic", "of", " ", "hypocrisy", "]", ",", "Κίνηση", "για", "την", "α", "π", "ελευθέρωση", "των", "γυναικών", "[", "Publication", "of", "the", "Movement", "for", "Liberation", "of", "Women", "]", ",", "4", "(", "1978", ")", ",", "DAC", ".", "\n\n", "2", "\n\n", "9", "\n\n", "9" ]	[ { "end": 2, "label": "CITATION_ID", "start": 0 }, { "end": 402, "label": "CITATION_ID", "start": 400 }, { "end": 472, "label": "CITATION_ID", "start": 470 }, { "end": 527, "label": "CITATION_ID", "start": 525 }, { "end": 821, "label": "CITATION_ID", "start": 819 }, { "end": 964, "label": "CITATION_ID", "start": 962 }, { "end": 1103, "label": "CITATION_ID", "start": 1101 }, { "end": 1314, "label": "CITATION_SPAN", "start": 1105 }, { "end": 1098, "label": "CITATION_SPAN", "start": 966 }, { "end": 959, "label": "CITATION_SPAN", "start": 823 }, { "end": 816, "label": "CITATION_SPAN", "start": 529 }, { "end": 522, "label": "CITATION_SPAN", "start": 474 }, { "end": 467, "label": "CITATION_SPAN", "start": 408 }, { "end": 129, "label": "CITATION_SPAN", "start": 4 }, { "end": 397, "label": "CITATION_SPAN", "start": 190 } ]
occasionally available beyond their country of publication. Building on such scholarly precedents but also attempting to overcome some of their limitations, the chapters in this volume examine the in/ visibility of women across several specialized and non- specialized sites of sciencemaking, practice and circulation: the laboratory, the university, the clinic, the hospital, the home, the school and the media. By zooming in on various sites of science, but treating them in an interconnected manner, we also hope to probe the ways in which the construction of gendered identities in science, engineering and medicine in the twentieth century was not simply a matter of discourse but also of practice. This line of investigation allows us to address a related conundrum, namely the common conflation between being present in science and exercising agency. Understanding how women negotiated their positions and the gendered norms of science, engineering and medicine both at the level of discourse and practice will hopefully take us a step closer towards documenting their agency, not only their presence, in STEMM. ## In/ visibilities across sites of science ## Laboratory cultures: Invisible innovators, visible scientific rebels	[ "occasionally", "available", "beyond", "their", "country", "of", "publication", ".", "\n\n", "Building", "on", "such", "scholarly", "precedents", "but", "also", "attempting", "to", "overcome", "some", "of", "their", "limitations", ",", "the", "chapters", "in", "this", "volume", "examine", "the", "in/", " ", "visibility", "\n\n", "of", " ", "women", " ", "across", " ", "several", " ", "specialized", " ", "and", " ", "non-", " ", "specialized", " ", "sites", " ", "of", " ", "sciencemaking", ",", "practice", "and", "circulation", ":", "the", "laboratory", ",", "the", "university", ",", "the", "clinic", ",", "the", "hospital", ",", "the", "home", ",", "the", "school", "and", "the", "media", ".", "By", "zooming", "in", "on", "various", "sites", "of", "science", ",", "but", "treating", "them", "in", "an", "interconnected", "manner", ",", "we", "also", "hope", "to", "probe", "the", "ways", "in", "which", "the", "construction", "of", "gendered", "identities", "in", "science", ",", "engineering", "and", "medicine", "in", "the", "twentieth", "century", "was", "not", "simply", "a", "matter", "of", "discourse", "but", "also", "of", "practice", ".", "This", "line", "of", "investigation", "allows", "us", "to", "address", "a", " ", "related", " ", "conundrum", ",", " ", "namely", " ", "the", " ", "common", " ", "conflation", " ", "between", " ", "being", " ", "present", "in", "science", "and", "exercising", "agency", ".", "Understanding", "how", "women", "negotiated", "their", "positions", "and", "the", "gendered", "norms", "of", "science", ",", "engineering", "and", "medicine", "both", "at", "the", "level", "of", "discourse", "and", "practice", "will", "hopefully", "take", "us", "a", "step", "closer", "towards", "documenting", "their", "agency", ",", "not", "only", "their", "presence", ",", "in", "STEMM", ".", "\n\n", "#", "#", "In/", " ", "visibilities", "across", "sites", "of", "science", "\n\n", "#", "#", "Laboratory", "cultures", ":", "Invisible", "innovators", ",", "visible", "scientific", "rebels" ]	[]
me keep succeeding today because I would boldly beat my chest and say, if not for Miss Gracia, I definitely wouldn't be who I am today. She brought out the giant in me. Yeah, that's what I'd say. So that alone is more than enough for her to do for me. ## 11. Tell me about your favorite subject in school. And I'd say science because of the amazing teacher that was teaching. That was Ms. Gracia. Definitely, I can't love any other subjects because I wasn't really flowing with the teachers like the way I was with Miss Gracia. So I'd say science, yeah. I had an amazing science teacher throughout my academic journey. Each of these has helped me to grow and develop my love for science, most especially biology. She inspired me to pursue my love for science, and I'm forever grateful to her for that. If there was a space where I could express myself, explore my creativity, and connect with others on a deeper level. I really appreciate that. ## Why do you think you liked science the best? Well, I just see. And what I think is the best thing to say is, okay, my dad was a lover of science, though I said he didn't really have the opportunity to go to college. So that's why they are kind of like believing and hoping in me. They are really, really good. And they are. They are really big fans of science. Yeah, you know, they really, really love science a lot. So I think actually succeeding in that part would actually make them feel happy because they didn't get the opportunity to. And now, meeting an amazing teacher like Miss Gracia, who actually guided me throughout, making sure that the dreams I had came to pass. Yeah, that alone should make me glad. And I also have a passion for science, not just because my parents want me to study science. ## 12. Describe how you feel you were represented as a Hispanic American in the ## curriculum. Okay, I'd say, growing up, I really did not see myself. None of my experiences were reflected in the curriculum. You know, I'd say we Hispanic Americans were mentioned occasionally. It wasn't often. I said I was thinking, growing up. I really didn't see myself or my experiences reflected in the curriculum. 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Nanotechnology and materials in Georgia Georgia For the case of Georgia, only in the case of two E&I domains was it possible to find a S&T coun- terpart, namely: ■for the ‘Food Processing and Manufacturing’ cluster, the ‘Agrifood’ S&T domain could be aligned with the manufacturing of food and beverages E&I domains. This concordance was produced by both patents and publications; ■for the ‘Metalworking Technology’ cluster, the ‘Nanotechnology and materials’ S&T domain could be matched with the ‘Manufacture of fabricated metal products’ E&I domain. The mapping was, in this case, elicited by publi- cations only, but a closer inspection of the se- mantic content of the S&T domain confirms that the alignment is well-suited here. The most relevant keywords for these Georgian S&T domains that match E&I domains can be found in the figures below; similar figures were also shown in Part 3 when characterising the S&T for the whole EaP region. GEORGIA Concordance between E&I analysis and S&T analysis Economic clusterE&I domains (NACE sectors)S&T domains Food Processing and Manufacturing10 Manufacture of food products 11 Manufacture of beverages• Agrifood Media Production and Distribution18 Printing and reproduction of recorded media Metalworking Technology25 Manufacture of fabricated metal products, except machinery and equipment• Nanotechnology and materials Hospitality and Tourism55 Accommodation 56 Food and beverage service activities Computer Programming and Financial Services62 Computer programming, consultancy and related activities 64 Financial service activities, except insurance and pension fundingTable 4.4. Combined EIST specialisation domains in Georgia Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation241 Moldova For Moldova, the following concordances between E&I and S&T domains were identified: ■for the cluster ‘Food Processing and Manu- facturing’, the ‘Agrifood’ S&T domain could be matched with the corresponding food and beverage manufacturing E&I domains. The concordance was triggered by both patents and publications; ■for the cluster ‘Leather, Apparel & Footwear’, a concordance between the ‘Nanotechnology and materials’ S&T domain could be identified with the textile and leather manufacturing E&I domains. The concordance was, in this case, produced by publications exclusively. A qual- itative inspection of the semantic content of the ‘Nanotechnology and materials’ S&T do- main suggests, however, that this S&T domain is primarily focused on the characterisation of metallic materials. For this reason, it was de- cided to manually remove the identified con- cordance; ■for the ‘Wood Products’ cluster, a concordance was obtained between the respective E&I do- main and the ‘Chemistry and	[ "Nanotechnology", "\n", "and", "materials", "in", "Georgia", "\n", "Georgia", "\n", "For", "the", "case", "of", "Georgia", ",", "only", "in", "the", "case", "of", "two", "\n", "E&I", "domains", "was", "it", "possible", "to", "find", "a", "S&T", "coun-", "\n", "terpart", ",", "namely", ":", "\n ", "■", "for", "the", "‘", "Food", "Processing", "and", "Manufacturing", "’", "\n", "cluster", ",", "the", "‘", "Agrifood", "’", "S&T", "domain", "could", "be", "\n", "aligned", "with", "the", "manufacturing", "of", "food", "and", "\n", "beverages", "E&I", "domains", ".", "This", "concordance", "was", "\n", "produced", "by", "both", "patents", "and", "publications", ";", "\n ", "■", "for", "the", "‘", "Metalworking", "Technology", "’", "cluster", ",", "the", "\n", "‘", "Nanotechnology", "and", "materials", "’", "S&T", "domain", "could", "be", "matched", "with", "the", "‘", "Manufacture", "of", "\n", "fabricated", "metal", "products", "’", "E&I", "domain", ".", "The", "\n", "mapping", "was", ",", "in", "this", "case", ",", "elicited", "by", "publi-", "\n", "cations", "only", ",", "but", "a", "closer", "inspection", "of", "the", "se-", "\n", "mantic", "content", "of", "the", "S&T", "domain", "confirms", "\n", "that", "the", "alignment", "is", "well", "-", "suited", "here", ".", "\n", "The", "most", "relevant", "keywords", "for", "these", "Georgian", "\n", "S&T", "domains", "that", "match", "E&I", "domains", "can", "be", "\n", "found", "in", "the", "figures", "below", ";", "similar", "figures", "were", "\n", "also", "shown", "in", "Part", "3", "when", "characterising", "the", "S&T", "\n", "for", "the", "whole", "EaP", "region", ".", "\n", "GEORGIA", "\n", "Concordance", "between", "E&I", "analysis", "and", "S&T", "analysis", "\n", "Economic", "clusterE&I", "domains", " \n", "(", "NACE", "sectors)S&T", "domains", "\n", "Food", "Processing", "and", "\n", "Manufacturing10", "Manufacture", "of", "food", "products", "\n", "11", "Manufacture", "of", "beverages•", "Agrifood", "\n", "Media", "Production", "and", "Distribution18", "Printing", "and", "reproduction", "of", "\n", "recorded", "media", "\n", "Metalworking", "Technology25", "Manufacture", "of", "fabricated", "metal", "\n", "products", ",", "except", "machinery", "and", "\n", "equipment•", "Nanotechnology", "and", "materials", "\n", "Hospitality", "and", "Tourism55", "Accommodation", "\n", "56", "Food", "and", "beverage", "service", "\n", "activities", "\n", "Computer", "Programming", "and", "\n", "Financial", "Services62", "Computer", "programming", ",", "\n", "consultancy", "and", "related", "activities", "\n", "64", "Financial", "service", "activities", ",", "except", "\n", "insurance", "and", "pension", "fundingTable", "4.4", ".", "Combined", "EIST", "specialisation", "domains", "in", "Georgia", "\n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation241", "\n", "Moldova", "\n", "For", "Moldova", ",", "the", "following", "concordances", "between", "\n", "E&I", "and", "S&T", "domains", "were", "identified", ":", "\n ", "■", "for", "the", "cluster", "‘", "Food", "Processing", "and", "Manu-", "\n", "facturing", "’", ",", "the", "‘", "Agrifood", "’", "S&T", "domain", "could", "\n", "be", "matched", "with", "the", "corresponding", "food", "and", "\n", "beverage", "manufacturing", "E&I", "domains", ".", "The", "\n", "concordance", "was", "triggered", "by", "both", "patents", "\n", "and", "publications", ";", "\n ", "■", "for", "the", "cluster", "‘", "Leather", ",", "Apparel", "&", "Footwear", "’", ",", "\n", "a", "concordance", "between", "the", "‘", "Nanotechnology", "\n", "and", "materials", "’", "S&T", "domain", "could", "be", "identified", "\n", "with", "the", "textile", "and", "leather", "manufacturing", "E&I", "\n", "domains", ".", "The", "concordance", "was", ",", "in", "this", "case", ",", "\n", "produced", "by", "publications", "exclusively", ".", "A", "qual-", "\n", "itative", "inspection", "of", "the", "semantic", "content", "of", "\n", "the", "‘", "Nanotechnology", "and", "materials", "’", "S&T", "do-", "\n", "main", "suggests", ",", "however", ",", "that", "this", "S&T", "domain", "\n", "is", "primarily", "focused", "on", "the", "characterisation", "of", "metallic", "materials", ".", "For", "this", "reason", ",", "it", "was", "de-", "\n", "cided", "to", "manually", "remove", "the", "identified", "con-", "\n", "cordance", ";", "\n ", "■", "for", "the", "‘", "Wood", "Products", "’", "cluster", ",", "a", "concordance", "\n", "was", "obtained", "between", "the", "respective", "E&I", "do-", "\n", "main", "and", "the", "‘", "Chemistry", "and" ]	[]
In other counties, restrictions on movement and gatherings in social and public spaces remained in force (IMF, 2021[24]). ## 2.3. Kenya's proactive COVID-19 health response In its FY2019/20 budget (ending 30 June 2020), the government allocated KES 40 billion (EUR 296 million) for the immediate COVID-19 response, part of which was directed towards the health sector. Consequently, the health sector's budget increased from 4.4% in 2019 to 6.2% in 2020, marginally exceeding the budget target of 6%. Key initiatives included enhanced surveillance and laboratory services, setting up isolation units (including the use of private facilities), and procuring equipment and supplies (IMF, 2021[24]). Kenya activated its pre-existing nationwide network of laboratories (private and public) for COVID-19 testing, enhanced screening at points of entry, and accelerated capacity building for health and frontline workers for rapid response, case management, contact tracing, and infection prevention and control at all levels (World Bank, 2020[23]; Government of Kenya, 2020[21]). Between April and December 2020, 292 rapid response teams were formed, and 10 000 additional health workers were recruited (World Bank, 2020[23]).	[ "In", "other", "counties", ",", "restrictions", "on", "movement", "and", "gatherings", "in", "social", "and", "public", "spaces", "remained", "in", "force", "(", "IMF", ",", "2021[24", "]", ")", ".", "\n\n", "#", "#", "2.3", ".", "Kenya", "'s", "proactive", "COVID-19", "health", "response", "\n\n", "In", "its", "FY2019/20", "budget", "(", "ending", "30", "June", "2020", ")", ",", "the", "government", "allocated", "KES", "40", "billion", "(", "EUR", "296", "million", ")", "for", "the", "immediate", "COVID-19", "response", ",", "part", "of", "which", "was", "directed", "towards", "the", "health", "sector", ".", "Consequently", ",", "the", "health", "sector", "'s", "budget", "increased", "from", "4.4", "%", "in", "2019", "to", "6.2", "%", "in", "2020", ",", "marginally", "exceeding", "the", "budget", "target", "of", "6", "%", ".", "Key", "initiatives", "included", "enhanced", "surveillance", "and", "laboratory", "services", ",", "setting", "up", "isolation", "units", "(", "including", "the", "use", "of", "private", "facilities", ")", ",", "and", "procuring", "equipment", "and", "supplies", "(", "IMF", ",", "2021[24", "]", ")", ".", "Kenya", "activated", "its", "pre", "-", "existing", "nationwide", "network", "of", "laboratories", "(", "private", "and", "public", ")", "for", "COVID-19", "testing", ",", "enhanced", "screening", "at", "points", "of", "entry", ",", "and", "accelerated", "capacity", "building", "for", "health", "and", "frontline", " ", "workers", " ", "for", " ", "rapid", " ", "response", ",", " ", "case", " ", "management", ",", " ", "contact", " ", "tracing", ",", " ", "and", " ", "infection", " ", "prevention", " ", "and", "control", "at", "all", "levels", "(", "World", "Bank", ",", "2020[23", "]", ";", "Government", "of", "Kenya", ",", "2020[21", "]", ")", ".", "Between", "April", "and", "December", "2020", ",", "292", "rapid", "response", "teams", "were", "formed", ",", "and", "10", "000", "additional", "health", "workers", "were", "recruited", "(", "World", "Bank", ",", "2020[23", "]", ")", "." ]	[ { "end": 119, "label": "CITATION_REF", "start": 106 }, { "end": 109, "label": "AUTHOR", "start": 106 }, { "end": 115, "label": "YEAR", "start": 111 }, { "end": 118, "label": "CITATION_ID", "start": 116 }, { "end": 696, "label": "CITATION_REF", "start": 683 }, { "end": 686, "label": "AUTHOR", "start": 683 }, { "end": 692, "label": "YEAR", "start": 688 }, { "end": 695, "label": "CITATION_ID", "start": 693 }, { "end": 1054, "label": "CITATION_REF", "start": 1034 }, { "end": 1085, "label": "CITATION_REF", "start": 1056 }, { "end": 1044, "label": "AUTHOR", "start": 1034 }, { "end": 1050, "label": "YEAR", "start": 1046 }, { "end": 1053, "label": "CITATION_ID", "start": 1051 }, { "end": 1075, "label": "AUTHOR", "start": 1056 }, { "end": 1081, "label": "YEAR", "start": 1077 }, { "end": 1084, "label": "CITATION_ID", "start": 1082 }, { "end": 1232, "label": "CITATION_REF", "start": 1212 }, { "end": 1222, "label": "AUTHOR", "start": 1212 }, { "end": 1228, "label": "YEAR", "start": 1224 }, { "end": 1231, "label": "CITATION_ID", "start": 1229 } ]
\| \| Figura 17.7 \| Los países másricos suelen fijar cualificaciones mínimas máselevadas para el profesorado que los países con menos recursos económicos............................................................................................................................................................................................................... \| 270 \| \| Figura 18.1 \| En 2022, el África subsahariana representaba el 21 % de la población mundial en edad escolar, pero tan solo el 1,6 % del gasto público mundial en educación .......................................................................................................................................................................... \| 276 \| \| Figura 18.2 \| El gasto público mundial en educación ha disminuido ligeramente desde 2015............................................................................................ \| 277 \| \| Figura 18.3 \| Desde 2015, los gobiernos conceden a la educación una menor prioridad en sus presupuestos estatales ....................................... \| 277 \| \| Figura 18.4 \| Aproximadamente un 70 % de los países han reducido, desde 2015, la prioridad que conceden a la educación............................... \| 278 \| \| Figura 18.5 \| Másdeunodecada tres países no consigue alcanzar los dos puntos de referencia internacionales de gasto \| público.................280 \| \| Figura 18.6 \| Los salarios de las y los directores de centros escolares aumentan de manera proporcional al nivel educativo.............................281 \| \| \| Figura 18.7 \| Los salarios de las y los directores de centros escolares son especialmente competitivos en algunos países.................................282 \| \| \| Figura 18.8 \| Los salarios de las y los directores de centros educativos suelen coincidir o incluso superar el crecimiento económico, especialmente en los centros de educación primaria.................................................................................................................................................283 \| \| \| Figura 18.9 \| Las y los directores de centros escolares perciben salarios relativos elevados en algunos países de ingresos medios-bajos.........283 \| \| \| Figura 18.10 \| El salario inicial de las y los directores de centros escolares es, por término medio, un 20 % máselevado que el de los docentes con experiencia previa.........................................................................................................................................................................................284 \| \| \| Figura 18.11 \| La ayuda a la educación alcanzó los 16 600 millones de dólares en 2022......................................................................................................... \| 287 \| \| Figura 18.12 \| El reciente aumento de la ayuda a la educación se destina principalmente a los países de ingresos medios-bajos.......................288 \| \| \| Figura 18.13 \| El Banco Mundial aumentó su ayuda a la educación en casi un 90 % en cinco años.......................................................................................289 \| \| \| Figura 18.14 \| La ayuda china a la educación disminuyó durante la pandemia de la COVID-19............................................................................................. \| 291 \| \| Figura 18.15 \| La financiación de la lucha contra el cambio climático se estima en 1,3 billones de dólares, sin embargo la parte destinada a la educación sigue siendo mínima...................................................................................................................................................................................	[ "\|", "\n", "\|", "Figura", "17.7", " ", "\|", "Los", "países", "másricos", "suelen", "fijar", "cualificaciones", "mínimas", "máselevadas", "para", "el", "profesorado", "que", "los", "países", "con", "menos", "recursos", "económicos", "...............................................................................................................................................................................................................", " ", "\|", "270", " ", "\|", "\n", "\|", "Figura", "18.1", " ", "\|", "En", "2022", ",", "el", "África", "subsahariana", "representaba", "el", "21", "%", "de", "la", "población", "mundial", "en", "edad", "escolar", ",", "pero", "tan", "solo", "el", "1,6", "%", "del", "gasto", "público", "mundial", "en", "educación", "..........................................................................................................................................................................", " ", "\|", "276", " ", "\|", "\n", "\|", "Figura", "18.2", " 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".................", "280", "\|", "\n", "\|", "Figura", "18.6", " ", "\|", "Los", "salarios", "de", "las", "y", "los", "directores", "de", "centros", "escolares", "aumentan", "de", "manera", "proporcional", "al", "nivel", "educativo", ".............................", "281", " ", "\|", " ", "\|", "\n", "\|", "Figura", "18.7", " ", "\|", "Los", "salarios", "de", "las", "y", "los", "directores", "de", "centros", "escolares", "son", "especialmente", "competitivos", "en", "algunos", "países", ".................................", "282", " ", "\|", " ", "\|", "\n", "\|", "Figura", "18.8", " ", "\|", "Los", "salarios", "de", "las", "y", "los", "directores", "de", "centros", "educativos", "suelen", "coincidir", "o", "incluso", "superar", "el", "crecimiento", "económico", ",", "especialmente", "en", "los", "centros", "de", "educación", "primaria", ".................................................................................................................................................", 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".........................................................................................................", " ", "\|", "287", " ", "\|", "\n", "\|", "Figura", "18.12", " ", "\|", "El", "reciente", "aumento", "de", "la", "ayuda", "a", "la", "educación", "se", "destina", "principalmente", "a", "los", "países", "de", "ingresos", "medios", "-", "bajos", ".......................", "288", " ", "\|", " ", "\|", "\n", "\|", "Figura", "18.13", " ", "\|", "El", "Banco", "Mundial", "aumentó", "su", "ayuda", "a", "la", "educación", "en", "casi", "un", "90", "%", "en", "cinco", "años", ".......................................................................................", "289", " ", "\|", " ", "\|", "\n", "\|", "Figura", "18.14", " ", "\|", "La", "ayuda", "china", "a", "la", "educación", "disminuyó", "durante", "la", "pandemia", "de", "la", "COVID-19", ".............................................................................................", " ", "\|", "291", " ", "\|", "\n", "\|", 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high risks and costs incurred in this phase. This treatment creates various auditing complexities for tax officials, including ensuring that the expenditures are eligible, how to treat indirect expenditures, and guarding against the risk of transferring expenditures across different operations (Wilcox, 2013).3.0 THE BENEFITS AND RISKS OF RING -FENCING 4.0 DESIGNING RING -FENCING RULES 5.0 THE IMPLEMENTATION OF RING -FENCING RULES 6.0 CONCLUSION 2.0 THE FUNDAMENTALS OF RING -FENCING 1.0 INTRODUCTION 19 Ring-Fencing Mining Income: A toolkit for tax administrators and policy-makers3.1.3 Ring-Fencing Encourages New Entrants to the Mining Sector Mining involves large upfront expenses and long lead times before income is derived. In the absence of ring-fencing rules, a mining investor with producing mines can obtain a tax benefit to offset exploration and development costs from new projects in the same country against their existing income within that country. This results in tax and cash flow savings. A new entrant, with no existing operations within the country, does not have access to this tax benefit, and as a result, the incumbent mining operators have an advantage compared to the new entrants. These tax benefits to the incumbent can be significant. Ring-fencing removes the incumbent’s advantage, creating a more equal playing field for new entrants, and potentially contributing to more diversified investors. This benefit can conflict with a country’s objective to expand investment by the incumbent investors. 3.2 The Risks 3.2.1 Ring-Fencing May Discourage Future Mining Investment by Existing Investors Ring-fencing could discourage companies from making new or additional investments in the host country. These are especially critical in mining marginal ore bodies, which are very costly (Daniel et al., 2010). From an investor’s perspective, the deferral of tax caused by consolidation is justified, as it is a result of further investment in the source country. Whether consolidation contributes to making the new investment or investments into the marginal ore deposits needs to be evaluated based on the merits of each specific case. This disadvantage of ring-fencing rules is valid only in cases of investors who can actually benefit from the consolidation effect. It is important to consider that any impact on investment is likely to be limited by the location-specific nature of mineral resources, which makes investors less mobile than in other sectors. It needs to be considered whether these new investments would have taken place anyway due to their commercial attractiveness, and the tax deferral benefit plays a	[ "high", "risks", "and", "costs", "incurred", "in", "this", "phase", ".", "This", "treatment", "creates", "various", "\n", "auditing", "complexities", "for", "tax", "officials", ",", "including", "ensuring", "that", "the", "expenditures", "\n", "are", "eligible", ",", "how", "to", "treat", "indirect", "expenditures", ",", "and", "guarding", "against", "the", "risk", "of", "\n", "transferring", "expenditures", "across", "different", "operations", "(", "Wilcox", ",", "2013).3.0", "THE", "BENEFITS", "\n", "AND", "RISKS", "OF", " \n", "RING", "-FENCING", "\n", "4.0", "DESIGNING", "\n", "RING", "-FENCING", "\n", "RULES", "\n", "5.0", "THE", "\n", "IMPLEMENTATION", "\n", "OF", "RING", "-FENCING", "\n", "RULES", "\n", "6.0", "CONCLUSION", "2.0", "THE", "\n", "FUNDAMENTALS", " \n", "OF", "RING", "-FENCING", "1.0", "INTRODUCTION", "\n", "19", "\n", "Ring", "-", "Fencing", "Mining", "Income", ":", "A", "toolkit", "for", "tax", "administrators", "and", "policy", "-", "makers3.1.3", "Ring", "-", "Fencing", "Encourages", "New", "Entrants", "to", "the", "\n", "Mining", "Sector", "\n", "Mining", "involves", "large", "upfront", "expenses", "and", "long", "lead", "times", "before", "\n", "income", "is", "derived", ".", "In", "the", "absence", "of", "ring", "-", "fencing", "rules", ",", "a", "mining", "investor", "\n", "with", "producing", "mines", "can", "obtain", "a", "tax", "benefit", "to", "offset", "exploration", "and", "\n", "development", "costs", "from", "new", "projects", "in", "the", "same", "country", "against", "their", "\n", "existing", "income", "within", "that", "country", ".", "This", "results", "in", "tax", "and", "cash", "flow", "savings", ".", "\n", "A", "new", "entrant", ",", "with", "no", "existing", "operations", "within", "the", "country", ",", "does", "not", "have", "\n", "access", "to", "this", "tax", "benefit", ",", "and", "as", "a", "result", ",", "the", "incumbent", "mining", "operators", "\n", "have", "an", "advantage", "compared", "to", "the", "new", "entrants", ".", "These", "tax", "benefits", "to", "\n", "the", "incumbent", "can", "be", "significant", ".", "Ring", "-", "fencing", "removes", "the", "incumbent", "’s", "\n", "advantage", ",", "creating", "a", "more", "equal", "playing", "field", "for", "new", "entrants", ",", "and", "\n", "potentially", "contributing", "to", "more", "diversified", "investors", ".", "This", "benefit", "can", "conflict", "\n", "with", "a", "country", "’s", "objective", "to", "expand", "investment", "by", "the", "incumbent", "investors", ".", "\n", "3.2", "The", "Risks", "\n", "3.2.1", "Ring", "-", "Fencing", "May", "Discourage", "Future", "Mining", "\n", "Investment", "by", "Existing", "Investors", "\n", "Ring", "-", "fencing", "could", "discourage", "companies", "from", "making", "new", "or", "additional", "\n", "investments", "in", "the", "host", "country", ".", "These", "are", "especially", "critical", "in", "mining", "\n", "marginal", "ore", "bodies", ",", "which", "are", "very", "costly", "(", "Daniel", "et", "al", ".", ",", "2010", ")", ".", "From", "an", "\n", "investor", "’s", "perspective", ",", "the", "deferral", "of", "tax", "caused", "by", "consolidation", "is", "\n", "justified", ",", "as", "it", "is", "a", "result", "of", "further", "investment", "in", "the", "source", "country", ".", "Whether", "\n", "consolidation", "contributes", "to", "making", "the", "new", "investment", "or", "investments", "\n", "into", "the", "marginal", "ore", "deposits", "needs", "to", "be", "evaluated", "based", "on", "the", "merits", "\n", "of", "each", "specific", "case", ".", "This", "disadvantage", "of", "ring", "-", "fencing", "rules", "is", "valid", "only", "in", "\n", "cases", "of", "investors", "who", "can", "actually", "benefit", "from", "the", "consolidation", "effect", ".", "It", "\n", "is", "important", "to", "consider", "that", "any", "impact", "on", "investment", "is", "likely", "to", "be", "limited", "\n", "by", "the", "location", "-", "specific", "nature", "of", "mineral", "resources", ",", "which", "makes", "investors", "\n", "less", "mobile", "than", "in", "other", "sectors", ".", "It", "needs", "to", "be", "considered", "whether", "these", "\n", "new", "investments", "would", "have", "taken", "place", "anyway", "due", "to", "their", "commercial", "\n", "attractiveness", ",", "and", "the", "tax", "deferral", "benefit", "plays", "a" ]	[ { "end": 311, "label": "CITATION_REF", "start": 299 }, { "end": 305, "label": "AUTHOR", "start": 299 }, { "end": 311, "label": "YEAR", "start": 307 }, { "end": 1867, "label": "CITATION_REF", "start": 1848 }, { "end": 1861, "label": "AUTHOR", "start": 1848 }, { "end": 1867, "label": "YEAR", "start": 1863 } ]
exports in transporta- tion and travel dominate total services exports, as shown in Figure 2.5. Exports of transportation ser- vices account for more than 65% of Ukrainian ser- vices exports. Exports of travel services account for almost 60% of services exports in Armenia, Azerbaijan and Georgia. Exports of communica- tion services exceed 10% of the total exports in Moldova, exports of construction services exceed 10% of the total exports in Armenia, exports of computer and information services exceed 10% of exports in Ukraine. 1_Transportation 2_Travel 3_Communications services 4_Construction services 5_Insurance services 6_Financial services 7_Computer and information services 8_Royalties and license fees 9_Other business services 10_Personal, cultural, and recreational services 11_Government services, n.i.e.Armenia Azerbaijan Belarus Georgia Moldova Ukraine EaP countries0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Figure 2.5. Distribution of services exports (2011-2019) by EBOPS one-digit* * The category ‘other business services’ includes the following: research and development services; professional and management consulting services; technical, trade-related and other business services; waste treatment and de-pollution, agricultural and mining services; operating leasing services; and trade-related services. 80 Part 2 Analysis of economic and innovation potential Data for 8 years have been used (2011-2018) for the mapping analysis, divided in three periods to measure changes over time similar to the eco- nomic mapping using Orbis data, i.e. 2011-2014, 2013-2016 and 2015-2018. Methodology Export specialisation is measured by comparing relative export shares for each country to the un- weighted average export shares of the EaP coun- tries: ■service categories with a current strength, including specialised service cate- gories with critical mass, where the degrees of specialisation for export volumes are above predefined thresholds; ■service categories with an emerging strength, including emerging service catego- ries with increasing degrees of specialisation, where the change in the degree of speciali- sation for export volumes is above predefined thresholds. For all service categories, the following indicators have been calculated for each EaP country: ■the degree of specialisation for export values for each year in the 2011-2018 period; ■average relative share of export values for each year in the 2011-2018 period; ■rate of change in degree of specialisation for export values for three time periods: between 2011 and 2014, between 2013 and 2016 and between 2015 and 2018. Degrees of specialisation have been calculat- ed relative to the unweighted average of the six EaP countries. Specialised service categories with critical mass are identified as those service categories	[ "exports", "in", "transporta-", "\n", "tion", "and", "travel", "dominate", "total", "services", "exports", ",", "as", "\n", "shown", "in", "Figure", "2.5", ".", "Exports", "of", "transportation", "ser-", "\n", "vices", "account", "for", "more", "than", "65", "%", "of", "Ukrainian", "ser-", "\n", "vices", "exports", ".", "Exports", "of", "travel", "services", "account", "\n", "for", "almost", "60", "%", "of", "services", "exports", "in", "Armenia", ",", "\n", "Azerbaijan", "and", "Georgia", ".", "Exports", "of", "communica-", "\n", "tion", "services", "exceed", "10", "%", "of", "the", "total", "exports", "in", "\n", "Moldova", ",", "exports", "of", "construction", "services", "exceed", "\n", "10", "%", "of", "the", "total", "exports", "in", "Armenia", ",", "exports", "of", "\n", "computer", "and", "information", "services", "exceed", "10", "%", "of", "\n", "exports", "in", "Ukraine", ".", "\n", "1_Transportation", "\n", "2_Travel", "\n", "3_Communications", "services", "\n", "4_Construction", "services", "\n", "5_Insurance", "services", "\n", "6_Financial", "services", "\n", "7_Computer", "and", "information", "services", "\n", "8_Royalties", "and", "license", "fees", "\n", "9_Other", "business", "services", "\n", "10_Personal", ",", "cultural", ",", "and", "recreational", "services", "\n", "11_Government", "services", ",", "n.i.e", ".", "Armenia", "\n", "Azerbaijan", "\n", "Belarus", "\n", "Georgia", "\n", "Moldova", "\n", "Ukraine", "\n", "EaP", "\n", "countries0", "%", "10", "%", "20", "%", "30", "%", "40", "%", "50", "%", "60", "%", "70", "%", "80", "%", "90", "%", "100%Figure", "2.5", ".", "Distribution", "of", "services", "exports", "(", "2011", "-", "2019", ")", "by", "EBOPS", "one", "-", "digit", "", "\n", "", "The", "category", "‘", "other", "business", "services", "’", "includes", "the", "following", ":", "research", "and", "development", "services", ";", "professional", "and", "\n", "management", "consulting", "services", ";", "technical", ",", "trade", "-", "related", "and", "other", "business", "services", ";", "waste", "treatment", "and", "de", "-", "pollution", ",", "\n", "agricultural", "and", "mining", "services", ";", "operating", "leasing", "services", ";", "and", "trade", "-", "related", "services", ".", "\n", "80", "\n ", "Part", "2", "Analysis", "of", "economic", "and", "innovation", "potential", "\n", "Data", "for", "8", "years", "have", "been", "used", "(", "2011", "-", "2018", ")", "for", "\n", "the", "mapping", "analysis", ",", "divided", "in", "three", "periods", "to", "\n", "measure", "changes", "over", "time", "similar", "to", "the", "eco-", "\n", "nomic", "mapping", "using", "Orbis", "data", ",", "i.e.", "2011", "-", "2014", ",", "\n", "2013", "-", "2016", "and", "2015", "-", "2018", ".", "\n", "Methodology", "\n", "Export", "specialisation", "is", "measured", "by", "comparing", "\n", "relative", "export", "shares", "for", "each", "country", "to", "the", "un-", "\n", "weighted", "average", "export", "shares", "of", "the", "EaP", "coun-", "\n", "tries", ":", "\n ", "■", "service", "categories", "with", "a", "current", "\n", "strength", ",", "including", "specialised", "service", "cate-", "\n", "gories", "with", "critical", "mass", ",", "where", "the", "degrees", "\n", "of", "specialisation", "for", "export", "volumes", "are", "above", "\n", "predefined", "thresholds", ";", "\n ", "■", "service", "categories", "with", "an", "emerging", "\n", "strength", ",", "including", "emerging", "service", "catego-", "\n", "ries", "with", "increasing", "degrees", "of", "specialisation", ",", "\n", "where", "the", "change", "in", "the", "degree", "of", "speciali-", "\n", "sation", "for", "export", "volumes", "is", "above", "predefined", "\n", "thresholds", ".", "\n", "For", "all", "service", "categories", ",", "the", "following", "indicators", "\n", "have", "been", "calculated", "for", "each", "EaP", "country", ":", "\n ", "■", "the", "degree", "of", "specialisation", "for", "export", "values", "\n", "for", "each", "year", "in", "the", "2011", "-", "2018", "period", ";", "■", "average", "relative", "share", "of", "export", "values", "for", "\n", "each", "year", "in", "the", "2011", "-", "2018", "period", ";", "\n ", "■", "rate", "of", "change", "in", "degree", "of", "specialisation", "for", "\n", "export", "values", "for", "three", "time", "periods", ":", "between", "\n", "2011", "and", "2014", ",", "between", "2013", "and", "2016", "and", "\n", "between", "2015", "and", "2018", ".", "\n", "Degrees", "of", "specialisation", "have", "been", "calculat-", "\n", "ed", "relative", "to", "the", "unweighted", "average", "of", "the", "six", "\n", "EaP", "countries", ".", "Specialised", "service", "categories", "\n", "with", "critical", "mass", "are", "identified", "as", "those", "service", "\n", "categories" ]	[]
to achieve load balancing among the set of MHUs. Example [0204] includes the method of example [0203] and/or some other example(s) herein, wherein achieving the load balancing includes: activating or deactivating different combinations of MHUs of the set of MHUs to optimize power and air consumption. Example [0205] includes the method of examples [0203]-[0204] and/or some other example(s) herein, wherein achieving the load balancing includes: activating or deactivating sorting technologies within individual MHUs to optimize minimum power and air consumption. Example [0206] includes the method of example [0205] and/or some other example(s) herein, wherein the sorting technologies include detection mechanism and action mechanisms. Example [0207] includes the method of examples [0197]-[0206] and/or some other example(s) herein, wherein the controlling individual MHUs of the set of MHUs based on the adjusted sorting logic includes: dynamically causing a subset of MHUs of the set of MHUs to move to different locations within the MRF based on variations in material flow and material composition of the waste stream over a period of time. Example [0208] includes the method of example [0207] and/or some other example(s) herein, wherein the dynamically causing the subset of MHUs to move includes: sending instructions to the subset of MHUs to move to the different locations, wherein the instructions are to cause the subset of MHUs to move to specified locations indicated by the instructions. Example [0209] includes the method of examples [0207]-[0208] and/or some other example(s) herein, wherein the movement of the subset of MHUs takes place via robotics, cranes, tracks, and/or any other means of movement. Example [0210] includes the method of examples [0207]-[0209] and/or some other example(s) herein, wherein the dynamically causing the subset of MHUs to move includes: causing an individual MHU of the set of MHUs to relocate to service center when the operating condition of the individual MHUs indicates that service is needed. Example [0211] includes the method of examples [0197]-[0210] and/or some other example(s) herein, wherein at least one MHU of the set of MHUs includes a conveyor, and the controlling individual MHUs of the set of MHUs based on the adjusted sorting logic includes: alternating a direction and/or orientation of the conveyor. Example [0212] includes the method of examples [0211] and/or some other example(s) herein, wherein one or more MHUs of the set of MHUs include end effectors, and at least some of the end effectors include manipulation elements. Example [0213]	[ "to", "achieve", "load", "balancing", "among", "the", "set", "of", "MHUs", ".", "\n\n", "Example", "[", "0204", "]", "includes", "the", "method", "of", "example", "[", "0203", "]", "and/or", "some", "other", "example(s", ")", "herein", ",", "wherein", "achieving", "the", "load", "balancing", "includes", ":", "activating", "or", "deactivating", "different", "combinations", "of", "MHUs", "of", "the", "set", "of", "MHUs", "to", "optimize", "power", "and", "air", "consumption", ".", "\n\n", "Example", "[", "0205", "]", "includes", "the", "method", "of", "examples", "[", "0203]-[0204", "]", "and/or", "some", "other", "example(s", ")", "herein", ",", "wherein", "achieving", "the", "load", "balancing", "includes", ":", "activating", "or", "deactivating", "sorting", "technologies", "within", "individual", "MHUs", "to", "optimize", "minimum", "power", "and", "air", "consumption", ".", "\n\n", "Example", "[", "0206", "]", "includes", "the", "method", "of", "example", "[", "0205", "]", "and/or", "some", "other", "example(s", ")", "herein", ",", "wherein", "the", "sorting", "technologies", "include", "detection", "mechanism", "and", "action", "mechanisms", ".", "\n\n", "Example", "[", "0207", "]", "includes", "the", "method", "of", "examples", "[", "0197]-[0206", "]", "and/or", "some", "other", "example(s", ")", "herein", ",", "wherein", "the", "controlling", "individual", "MHUs", "of", "the", "set", "of", "MHUs", "based", "on", "the", "adjusted", "sorting", "logic", "includes", ":", "dynamically", "causing", "a", "subset", "of", "MHUs", "of", "the", "set", "of", "MHUs", "to", "move", "to", "different", "locations", "within", "the", "MRF", "based", "on", "variations", "in", "material", "flow", "and", "material", "composition", "of", "the", "waste", "stream", "over", "a", "period", "of", "time", ".", "\n\n", "Example", "[", "0208", "]", "includes", "the", "method", "of", "example", "[", "0207", "]", "and/or", "some", "other", "example(s", ")", "herein", ",", "wherein", "the", "dynamically", "causing", "the", "subset", "of", "MHUs", "to", "move", "includes", ":", "sending", "instructions", "to", "the", "subset", "of", "MHUs", "to", "move", "to", "the", "different", "locations", ",", "wherein", "the", "instructions", "are", "to", "cause", "the", "subset", "of", "MHUs", "to", "move", "to", "specified", "locations", "indicated", "by", "the", "instructions", ".", "\n\n", "Example", "[", "0209", "]", "includes", "the", "method", "of", "examples", "[", "0207]-[0208", "]", "and/or", "some", "other", "example(s", ")", "herein", ",", "wherein", "the", "movement", "of", "the", "subset", "of", "MHUs", "takes", "place", "via", "robotics", ",", "cranes", ",", "tracks", ",", "and/or", "any", "other", "means", "of", "movement", ".", "\n\n", "Example", "[", "0210", "]", "includes", "the", "method", "of", "examples", "[", "0207]-[0209", "]", "and/or", "some", "other", "example(s", ")", "herein", ",", "wherein", "the", "dynamically", "causing", "the", "subset", "of", "MHUs", "to", "move", "includes", ":", "causing", "an", "individual", "MHU", "of", "the", "set", "of", "MHUs", "to", "relocate", "to", "service", "center", "when", "the", "operating", "condition", "of", "the", "individual", "MHUs", "indicates", "that", "service", "is", "needed", ".", "\n\n", "Example", "[", "0211", "]", "includes", "the", "method", "of", "examples", "[", "0197]-[0210", "]", "and/or", "some", "other", "example(s", ")", "herein", ",", "wherein", "at", "least", "one", "MHU", "of", "the", "set", "of", "MHUs", "includes", "a", "conveyor", ",", "and", "the", "controlling", "individual", "MHUs", "of", "the", "set", "of", "MHUs", "based", "on", "the", "adjusted", "sorting", "logic", "includes", ":", "alternating", "a", "direction", "and/or", "orientation", "of", "the", "conveyor", ".", "\n\n", "Example", "[", "0212", "]", "includes", "the", "method", "of", "examples", "[", "0211", "]", "and/or", "some", "other", "example(s", ")", "herein", ",", "wherein", "one", "or", "more", "MHUs", "of", "the", "set", "of", "MHUs", "include", "end", "effectors", ",", "and", "at", "least", "some", "of", "the", "end", "effectors", "include", "manipulation", "elements", ".", "\n\n", "Example", "[", "0213", "]" ]	[]

carried out in Steps 3-6 is provided in Annex 9. Carrying out Steps 3-5 enabled S&T domains to be mapped to NACE via publications. 6. For each EaP country, E&I domains identified in Part 2 and expressed in terms of NACE sec- tors were aligned with S&T domains via the concordances obtained in the previous steps. In particular, an S&T domain was considered to be aligned with an E&I domain if a concord- ance was brokered by a combination of at least three patent classes and/or subject fields. If no alignment could be found in this way, a loos- er concordance via two matches was allowed, but only with the top 5 S&T domains in terms of critical mass or specialisation. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation233 7. NACE sectors were manually grouped into sectoral clusters, in a qualitative fashion, in- formed by the results presented in the report Methodology and Findings Report for a Clus- ter Mapping of Related Sectors produced by the European Cluster Observatory. The final result of this process is: ■a list of clusters of economic activities, with names inspired by the report Methodolo- gy and Findings Report for a Cluster Mapping of Related Sectors; ■the E&I domains (identified in Part 2) con- tained in each cluster, expressed as NACE codes; and ■their corresponding S&T domains (identi- fied in Part 3) resulting from the mapping. Table 4.1 illustrates which channel (patents and/or publications) could be exploited to map any given S&T domain to E&I domains, for each EaP country, AM AZ BY GE MD UA Agrifood Biotechnology Chemistry and chemical engineering Electric and electronic technologies Energy Environmental sciences and industries Fundamental physics and mathematics Governance, culture, education and the economy Health and wellbeing ICT and computer science Mechanical engineering and heavy machinery Mapping Nanotechnology and materials Publications only Optics and photonics Patents only Transportation BothTable 4.1. Means that could be exploited to derive concordances between S&T and E&I domains. To achieve such concordances, tables mapping the IPC classes of the patents and the bibliometric categories of publications belonging to each domain to NACE sectors were exploited.while the following two sections describe, in more detail, Steps 1-2 and 3-5, respectively. Clearly, the mapping channels outlined in Table 4.1 could only be exploited if the corresponding NACE sectors emerged in the respective country from the E&I analysis carried out in Part

[ "carried", "out", "in", "Steps", "3", "-", "6", "is", "\n", "provided", "in", "Annex", "9", ".", "Carrying", "out", "Steps", "3", "-", "5", "\n", "enabled", "S&T", "domains", "to", "be", "mapped", "to", "NACE", "\n", "via", "publications", ".", "\n", "6", ".", "For", "each", "EaP", "country", ",", "E&I", "domains", "identified", "\n", "in", "Part", "2", "and", "expressed", "in", "terms", "of", "NACE", "sec-", "\n", "tors", "were", "aligned", "with", "S&T", "domains", "via", "the", "\n", "concordances", "obtained", "in", "the", "previous", "steps", ".", "\n", "In", "particular", ",", "an", "S&T", "domain", "was", "considered", "\n", "to", "be", "aligned", "with", "an", "E&I", "domain", "if", "a", "concord-", "\n", "ance", "was", "brokered", "by", "a", "combination", "of", "at", "least", "\n", "three", "patent", "classes", "and/or", "subject", "fields", ".", "If", "no", "\n", "alignment", "could", "be", "found", "in", "this", "way", ",", "a", "loos-", "\n", "er", "concordance", "via", "two", "matches", "was", "allowed", ",", "\n", "but", "only", "with", "the", "top", "5", "S&T", "domains", "in", "terms", "\n", "of", "critical", "mass", "or", "specialisation", ".", "\n", "Smart", "Specialisation", "in", "the", "Eastern", "Partnership", "countries", "-", "Potential", "for", "knowledge", "-", "based", "economic", "cooperation233", "\n", "7", ".", "NACE", "sectors", "were", "manually", "grouped", "into", "\n", "sectoral", "clusters", ",", "in", "a", "qualitative", "fashion", ",", "in-", "\n", "formed", "by", "the", "results", "presented", "in", "the", "report", "\n", "Methodology", "and", "Findings", "Report", "for", "a", "Clus-", "\n", "ter", "Mapping", "of", "Related", "Sectors", "produced", "by", "\n", "the", "European", "Cluster", "Observatory", ".", "\n", "The", "final", "result", "of", "this", "process", "is", ":", "\n ", "■", "a", "list", "of", "clusters", "of", "economic", "activities", ",", "\n", "with", "names", "inspired", "by", "the", "report", "Methodolo-", "\n", "gy", "and", "Findings", "Report", "for", "a", "Cluster", "Mapping", "\n", "of", "Related", "Sectors", ";", "\n ", "■", "the", "E&I", "domains", "(", "identified", "in", "Part", "2", ")", "con-", "\n", "tained", "in", "each", "cluster", ",", "expressed", "as", "NACE", "\n", "codes", ";", "and", "\n ", "■", "their", "corresponding", "S&T", "domains", "(", "identi-", "\n", "fied", "in", "Part", "3", ")", "resulting", "from", "the", "mapping", ".", "\n", "Table", "4.1", "illustrates", "which", "channel", "(", "patents", "and/or", "\n", "publications", ")", "could", "be", "exploited", "to", "map", "any", "given", "\n", "S&T", "domain", "to", "E&I", "domains", ",", "for", "each", "EaP", "country", ",", "\n", "AM", "AZ", "BY", "GE", "MD", "UA", "\n", "Agrifood", "\n", "Biotechnology", "\n", "Chemistry", "and", "chemical", "engineering", "\n", "Electric", "and", "electronic", "technologies", "\n", "Energy", "\n", "Environmental", "sciences", "and", "industries", "\n", "Fundamental", "physics", "and", "mathematics", "\n", "Governance", ",", "culture", ",", "education", "and", "the", "economy", "\n", "Health", "and", "wellbeing", "\n", "ICT", "and", "computer", "science", "\n", "Mechanical", "engineering", "and", "heavy", "machinery", "Mapping", "\n", "Nanotechnology", "and", "materials", " ", "Publications", "only", "\n", "Optics", "and", "photonics", " ", "Patents", "only", "\n", "Transportation", " ", "BothTable", "4.1", ".", "Means", "that", "could", "be", "exploited", "to", "derive", "concordances", "between", "S&T", "and", "E&I", "domains", ".", "\n", "To", "achieve", "such", "\n", "concordances", ",", "tables", "\n", "mapping", "the", "IPC", "\n", "classes", "of", "the", "patents", "\n", "and", "the", "bibliometric", "\n", "categories", "of", "\n", "publications", "belonging", "\n", "to", "each", "domain", "to", "\n", "NACE", "sectors", "were", "\n", "exploited.while", "the", "following", "two", "sections", "describe", ",", "in", "more", "\n", "detail", ",", "Steps", "1", "-", "2", "and", "3", "-", "5", ",", "respectively", ".", "Clearly", ",", "the", "\n", "mapping", "channels", "outlined", "in", "Table", "4.1", "could", "only", "\n", "be", "exploited", "if", "the", "corresponding", "NACE", "sectors", "\n", "emerged", "in", "the", "respective", "country", "from", "the", "E&I", "\n", "analysis", "carried", "out", "in", "Part" ]

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based on the International Council of Mines and Minerals' Mining Contribution Index. The 25 countries with the highest mineral rents as a percentage of GDP were selected as the initial sample jurisdictions, and 13 more were added through further research. through desk-based research, the laws and regulations of 38 resource-rich jurisdictions were considered, and mining ring-fencing rules were identified in 25 of them (see Figure 1). The survey further identified five mining contracts from three resource-rich countries that include ring-fencing provisions. Once ring-fencing rules were identified, the text of the rules was analyzed to identify policy objectives, legislative design, and policy implications. The methodology involved purely desk-based research supplemented by interviews with government officials where ring-fencing rules were found. A comparison of the ring-fencing rules in these 25 countries facilitated the analysis of most common legislative designs of ring-fencing rules applied by resource-rich countries. 6 Most jurisdictions in our sample introduced ring-fencing rules after 2000. 7 PNG, South Africa, and Tanzania have all applied ring-fencing rules for mining for over 40 years. Lastly, we observed and identified that the ring-fencing rules are also frequently used in the oil and gas sector. The Ernst and Young 2019 Global Oil and Gas Tax Guide , which summarizes the oil and gas corporate tax regimes in 86 countries, was used to scope the prevalence of oil and gas ring-fencing. Through this report and further research, ring-fencing rules for oil and gas were identified in 34 jurisdictions. This is indicative of similar issues and considerations being present in the oil and gas sector, and they can be considered as a source of inspiration from which the mining sector can learn valuable lessons. 6 Some country-specific case studies have been included in this practice note to provide practical examples of the economic effects of implementing ring-fencing rules. These studies provide a strong empirical basis for other resource-rich countries to consider similar options when deciding whether to implement ring-fencing rules. 7 The use of mining tax incentives peaked during the 1990s. The experience granting tax incentives was mixed during the 2000s, when jurisdictions decided to accelerate extractive revenues using different tax measures, including ring-fencing rules. ## 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 ## 2.2.1 Ring-Fencing Worldwide: Geographical spread Based on the survey, ring-fencing rules for

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dropped the most (Vortisch, 2024). Continued on next page... (by 1.5 times) ( Figure 16.4a ). Only the Least Developed Countries increased their number of international students at a significantly faster pace than the rest of the world (by 3.7 times).  Between 2000 and 2021, only the Least Developed Countries increased their number of international students at a significantly faster pace than the rest of the world  At the same time, the number of students from some of these countries attending tertiary education at home also increased. As a result, the outbound mobility ratio, which expresses the number of students from a given country studying abroad as a percentage of total tertiary enrolment in that country, did not necessarily increase between 2000 and 2021. In Northern Africa, it remained the same at about 2.6%, tracking the global trend. The outbound mobility rate fell sharply in sub-Saharan Africa, from 7.3% in 2000 to 4.7% in 2021. It also fell overall but has bounced back since ## BOX 16.1 CONTINUED: ## FIGURE 16.3: ## In Germany, the number of students from low- and lower-middle-income countries has increased almost fivefold in the past ## 20 years - a. Number of international students, by country income level, Germany, 2000-23  GEM StatLink: https:/ /bit.ly/GEM2024\_fig16\_3 Source: Germany Ministry of Education and Research (2023). - b. Growth in the population of international students and ODA allocation by type, 2010-22 (2010=100)  Source: Germany Ministry of Education and Research (2023) and OECD Creditor Reporting System database. ## FIGURE 16.4: ## The number of international students has been steadily rising since 2000 a. Number of outbound international students, by region, 2000-21 b. Outbound mobility ratio, by region, 2000-21   GEM StatLink: https:/ /bit.ly/GEM2024\_fig16\_4 Source: UIS database. reaching a low point in the Least Developed Countries (since 2012) and in the small island developing states (since 2008) ( Figure 16.4b ). These average trends mask different national trajectories. Between 2013 and 2021, the outbound mobility ratio dropped in Chad and Niger by about 10 percentage points but significantly increased in the Lao People's Democratic Republic (by 6 points) and Nepal (by 12 points) ( Figure 16.5 ). Since the number of international students increased in all four countries - by around 50% in Chad and Niger, 75% in the Lao People's Democratic Republic, and

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effort to support local processes. This study has also analysed the potential con- cordances or synergies between the above E&I and S&T specialisation domains by means of ex- isting concordance tables adapted and validat- ed for the current effort – as described in Part 4. From these, several combined EIST domains emerged, whereby scientific and technological ac- tivities were found to directly connect with some of the economic clusters selected for each country. Thus, beyond the S&T domains identified via spe- cialisation, critical mass and excellence indicators, there is an additional set of S&T domains which are relevant for priority-setting because they can clearly contribute to knowledge-based develop- ment pathways in the E&I specialisation domains. The most common areas of combined E&I and S&T specialisation throughout the EaP countries are Agrifood and Electric and electronic technolo- gies, while the top identified scientific domains in the EaP region in publications are Nanotechnology and materials, Fundamental physics and mathe- matics, Health and wellbeing. The top technolog- ical domains in numbers of patents in the EaP region are Mechanical engineering and heavy ma- chinery, Health and wellbeing, Electric and elec- tronic technologies. Domains where a direct concordance was found would benefit the most from demand-side pol- icies connecting companies with the knowledge sector, such as subsidised contract research or in- novation vouchers, from investment in technolog- ical platforms and from networking instruments such as clusters. 4 Executive summary Main results – The economic, innovation, scientific and technological (EIST) specialisation domains of Eastern Partnership countries The mapping phase indicated in the S3 Framework is built on a set of recommended economic, in- novation and scientometric indicators, which are obtained from official national statistics and other sources. This report follows this structure, using international data sources to provide a general overview of the EaP region and inform nation- al-level processes, both during the design phase and later updates. To support the national-level mapping exercises, the organisation of the entrepreneurial discovery process and, eventually, Smart Specialisation pri- ority-setting, this project aims to answer the fol- lowing research questions: 1. What are the sub-sectoral specialisations of the EaP countries in terms of economic critical mass, emerging sectors and innovative activi- ties of companies? 2. Which of these specialisations are common in the EaP region and which specific to each country? 3. What are the areas of specialisation and ex- cellence in EaP STI systems that can be

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Industries with current strength include Grain mill products, starches and starch products (106); Beverages (110); Printing and service activities related to printing (181); and Pharmaceuticals, medicinal chemicals, etc. (210). Industries with emerging strength include Prepared animal feeds (108); Beverages (110); Manufacture of textiles (13); and Manufacture of fabricated metal products, except machinery and equipment (25). ## Table 2.11. Economic mapping results for Manufacturing for Georgia n.e.c. = not elsewhere classified | | | Employ- ment | Turnover | Employ- ment & turnover | Employ- ment | Turnover | Employ- ment & turnover | |-----|---------------------------------------------------------------------------------------------------------------------------------|----------------|------------|---------------------------|----------------|------------|---------------------------| | | | Current | Current | Current | Emerging | Emerging | Emerging | | | | 5 | 8 | 4 | 11 | 5 | 4 | | 103 | Processing/preserving of fruit, vegetables | | X | | | | | | 105 | Dairy products | | | | | X | | | 106 | Grain mill products, starches and starch products | X | X | X | | | | | 108 | Prepared animal feeds | | | | X | X | X | | 110 | Beverages | X | X | X | X | X | X | | 13 | Manufacture of textiles | | | | X | X | X | | 16 | Manufacture of wood and of products of wood and cork, except furniture; manufacture of articles of straw and plaiting materials | | X | | | | | | 160 | Wood products, cork, straw, plaiting materials | | | | X | | | | 181 | Printing and service activities related to printing | X | X | X | X | | | | 20 | Manufacture of chemicals and chemical products | | | | X | | | | 210 | Pharmaceuticals, medicinal chemicals, etc. | X | X | X | | | | | 22 | Manufacture of rubber and plastic products | | | | X | | | | 23 | Manufacture of other non-metallic mineral products | | X | | | | | | 24 | Manufacture of basic metals | X | | | | | | | 25 | Manufacture of fabricated metal products, except machinery and equipment | | | | X | X | X | | 27 | Manufacture of

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[]

inclusivas. Prevenir el acoso y garantizar la seguridad del alumnado son objetivos clave para las y los líderes de los centros escolares. En Estados Unidos, los directores adaptaron el currículum académico para dar prioridad al bienestar social y emocional durante la pandemia de la COVID-19. En Malta, los directores trabajaron con las comunidades para desarrollar una cultura escolar inclusiva para las personas migrantes con apoyo lingüístico. ## Un liderazgo eficaz exige prácticas de contratación justas, confianza y oportunidades de crecimiento. - La captación y retención de talentos requiere procesos de contratación abiertos y competitivos. Limitar la discrecionalidad política en el nombramiento de las y los directores de escuela mejora los resultados escolares. Sin embargo, a nivel mundial, solo un 63 % de los países cuenta con procesos de contratación de directores de centros de enseñanza primaria y secundaria abiertos y competitivos. - Los mejores profesores no son necesariamente los mejores directores. Sin embargo, aunque el 76 % de los países exige que las y los directores sean docentes plenamente cualificados, solo 3 de cada 10 exigen también experiencia previa en el ámbito de la administración. - La autonomía puede liberar el potencial de las y los líderes. Los sistemas educativos con mejores resultados tienden a conceder una mayor autonomía a los directores de los centros escolares sobre las decisiones relativas a los recursos humanos y financieros. Sin embargo, en los países más prósperos, menos de la mitad de las y los directores son responsables del contenido de los cursos o de establecer los niveles salariales del profesorado. Además, casi un 40 % de los países no reconoce por ley la autonomía de los establecimientos de educación superior. - Los líderes profesionales necesitan preparación y formación. Los estándares de liderazgo escolar pueden ayudar a orientar los programas de formación indicando las competencias requeridas, las cuales la mayoría de países ya tienen aprobadas y establecidas. Sin embargo, casi la mitad de las y los directores de los países más ricos no reciben ninguna formación antes de su nombramiento y solo el 31 % de los países cuentan con normas establecidas para los procesos de iniciación de los nuevos directores. Las competencias prácticas, como el uso de datos, la gestión financiera y la alfabetización digital, también son esenciales; sin embargo, una cuarta parte de las y los directores de los países más ricos carecen de una formación adecuada en

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[]

outline of this system seeks the perspectives of classroom teachers (as opposed to guidance counselors or other out-of-classroom staff) who are responsible for ELL students in their rooms. A total of six participants committed to this study. Data Collection A link to the Informed Consent (Appendix B) was embedded in the Invitation 39 to Participate, posted on social media. Interested participants simply clicked on the link to open the Informed Consent, which they signed electronically. The Invitation to Participate clearly stated that the survey would take approximately 20 minutes to complete. Participants could choose a time and location that was comfortable and convenient for them to complete the survey. The Informed Consent further stated that survey results would be forwarded to the principal investigator via Google Forms and the data would be de-identified to ensure anonymity. These de-identified data forms will be kept for three years upon completion of this study on the researcher’s password-protected computer. Upon receipt of the completed survey, the researcher contacted the participants via the email they provided to set up one-on-one Zoom interviews, which lasted approximately 60 minutes each. Participants could pick a time and setting that was comfortable and convenient for them to facilitate their privacy. An interview protocol was followed, as stated above (Appendix D). Pseudonyms were assigned to all participants. With permission from the participants, all Zoom interviews were recorded, and the Zoom feature "closed caption" was enabled so that a written transcript was generated. This transcript helped ensure the accuracy of participants’ recorded responses. The researcher submitted the transcripts to each participant for verification and clarification. After the transcripts were verified, the researcher deleted the Zoom recordings. The written transcripts will be maintained for three years after the completion of the study on the researcher’s password-protected computer. Data Analysis Mixed methods data analysis involves examining both quantitative and 40 qualitative data to uncover perspectives surrounding a phenomenon (Johnson & Christensen, 2020). In this case study, the quantitative data was collected via a structured survey, and the qualitative data was collected via a semistructured Zoom interview. The methods used to analyze both quantitative and qualitative data are discussed in the following sections. Each method offered distinct perspectives, and when combined, they contributed to a thorough comprehension of the study's conclusions. Quantitative Data Analysis Quantitative data was collected via classroom teachers’ responses to the Likert scale survey, and all six participants completed this

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countries focus on principal certification varies by country ................................................................. 65 Figure 3.10 Principals in some countries spend at least twice as much time in teaching-related tasks than in other countries ........................................................................................................................................................................................ 68 Figure 3.11 Principals appear to enjoy high levels of job satisfaction .............................................................................................................. 69 Figure 4.1 A variety of stakeholders are represented in school management teams .............................................................................. 80 Figure 4.2 Most teachers in middle leadership positions are involved in teacher appraisal .................................................................. 83 Figure 4.3 Parents are more likely than community members to be mandated to participate in school management committees ........................................................................................................................................................................ 91 Figure 4.4 Parental engagement in school governance is high in Latin America ........................................................................................ 92 Figure 5.1 In Latvia, one third of education ministry officials reported high levels of professional development on commissioning and using research ..................................................................................................................................................... 104 Figure 5.2 In Latvia, one half of local education officials reported high levels of need for professional development on methodological and subject support to teachers .................................................................................................................... 104 Figure 5.3 External school inspection is becoming less common in OECD countries ............................................................................. 107 Figure 6.1 Curriculum emphasis varies by type of political regime .............................................................................................................. 118 Figure 6.2 Teacher hiring and firing is politically influenced in many countries ....................................................................................... 120 Figure 6.3 Within two years of their appointment, 51% of education ministers have left office ........................................................ 123 Figure 7.1 A country-led process will be used to make decisions on education statistics ................................................................... 146 Figure 7.2 Some SDG 4 indicators have been under scrutiny due to low data coverage ....................................................................... 147 Figure 8.1 Since 2015, the out-of-school population has stagnated ........................................................................................................... 152 Figure 8.2 Sub-Saharan Africa accounts for more than half of the total number out-of-school children and adolescents ........................................................................................................................................................................................ 154 Figure 8.3 COVID-19 does not appear to have had a negative impact on out-of-school rates ........................................................... 155 xvi 2024/5 • GLOBAL EDUCATION MONITORING REPORT Figure 8.4 The gaps between timely and ultimate completion rates have remained persistently high in sub-Saharan Africa .................................................................................................................................................................... 158 Figure 8.5 In Yemen, conflict has compromised the education opportunities of an entire generation ............................................ 159 Figure 8.6 Completion rates in Yemen show significant regional variation ............................................................................................... 159 Figure 8.7 Adolescents’ learning outcome levels fell in reading and especially mathematics between 2018 and 2022 ........... 160 Figure 8.8 Since 2012, the percentage of students achieving minimum proficiency has fallen by 12 percentage points in reading and 6 percentage points in mathematics ........................................................................................................ 162 Figure 8.9 Those who drop out

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[]

265 Kevin Liptak, Samantha Waldenberg, and Oren Liebermann, “T rump pauses military aid to Ukraine after Oval Office argument with Zelensky, White House official says,” CNN, March 3, 2025, https://edition.cnn. com/2025/03/03/politics/trump-administration-ukraine -aid/index.html . 266 Zoe Kleinman and Liv McMahon, “UK and US refuse to sign international AI declaration,” BBC, February 11, 2025, https://www.bbc.com/news/articles/c8edn0n58gwo . 267 Tianyu Fang and Tim Hwang, “Digital Solidarity in U.S. Foreign Policy,” New America, September 5, 2024, https://www .newamerica.org/oti/reports/digital-solidarity-in-us-foreign-policy /. 268 Hillary Rodham Clinton, “Remarks on Internet Freedom,” speech, U.S. Department of State, January 21, 2010, https://2009-2017. state.gov/secretary/20092013clinton/rm/2010/01/135519.htm ; Matt Perault, “Internet Freedom 10 Years In,” Lawfare, January 21, 2020, https://www.lawfaremedia.org/article/ internet-freedom-10-years . 269 Milton Mueller, “Internet Fragmentation Exists, But Not In the Way That You Think,” Council on Foreign Relations, June 12, 2017, https://www.cfr.org/blog/internet-fragmentation-exists-not- way-you-think . 270 “Safeguarding Democracy: Navigating the Complex Landscape of Foreign Interference in Elections,” Kofi Annan Foundation, September 1, 2023, https://www.kofiannanfoundation.org/news/ foreign-interference-in-elections -how-to-define-it/ . 271 “The State Internet Censorship: A Global Overview,” Go-Globe, July 1, 2024, https://www. go-globe.com/ the-state-internet-censorship-a-global-overview/ . 272 Xiao Qiang, “China’s Role in Global Digital Repression,” Global Policy, March 28, 2023, https://www. globalpolicyjournal.com/blog /28/03/2023/chinas-role-global-digital-repression ; Mark Raymond and Justin Sherman, “Authoritarian multilateralism in the global cyber regime complex: The double transformation of an international diplomatic practice,” Contemporary Security Policy 45, no.1 (October 2023), https://www. tandfonline.com/doi /full/10.1080/13523260.2023.2269809 . 273 Tom Temin, “State Department pursues digital solidarity with like-minded countries,” Federal News Network, May 17, 2024, https://federalnewsnetwork.com/management/2024/05/ state-department-pursues-digital- solidarity-with-like-minded-countries/ . 274 Gatra Priyandita, Dirk van der Kley, and Benjamin Herscovitch, “Localization and China’s Tech Success in Indonesia,” Carnegie Endowment for International Peace, July 11, 2022, https://carnegieendowment.org/ research/2022/07/localization-and-chinas-tech -success-in-indonesia?lang=en . Steven Feldstein, editor | 79275 Gautam Chikermane, “Excluding Huawei from India is part of a policy continuum,” Observer Research Foundation, May 7, 2021, https://www.orfonline.org/expert- speak/excluding-huawei-from-india- is-part-of-a-policy- continuum . 276 “The Intricacies of 5G Development in Southeast Asia,” ISEAS Perspective 130 (November 2020), https:// www.iseas.edu.sg /wp-content/uploads/2020/11/ISEAS_Perspective_2020_130.pdf . 277 Priyandita, van der Kley, and Herscovitch, “Localization and China’s Tech Success in Indonesia.” 278 Christopher S. Chivvis and Beatrix Geaghan-Breiner, “Emerging Powers and the Future of American Statecraft,” Carnegie Endowment for International Peace, April 9, 2024, https://carnegieendowment .org/ research/2024/04/emerging-powers-and-the-future-of-american -statecraft?lang=en . 279 Eva Dou, “T rump dreamt of a ‘Huawei killer.’ Biden is trying to unleash it,” Washington Post , February 12, 2024, https://www.washingtonpost.com/technology/2024/02/12/ oran-biden-china-huawei-technology/ . 280 Gagandeep Kaur, “India, US formulate open RAN roadmap,” Light Reading, January 18. 2024, https :// www.lightreading.com/open-ran/india-us-formulate-open-ran -roadmap ; “USTDA, Indonesia Partner on Next Generation Network Deployment,” USTDA, February 22, 2024, https://www.ustda.gov/ustda-indone - sia-partner -on-next-generation-network-deployment/ ; “United States, Philippines Step Closer to Launching First Open RAN Laboratory in Manila,” U.S. Embassy Manila, June 5, 2024, https://ph.usembassy.gov/ united -states-philippines-step-closer-to-launching-first-open-ran-laboratory -in-manila/ .

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Yorozu Department of Anesthesiology, Kyorin University School of Medicine, 6-20-2 Shinkawa, Mitaka,Tokyo 181-8611, Japane-mail: [email protected] 123J Anesth (2014) 28:477 DOI 10.1007/s00540-013-1739-9

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In June 2021, USD 130 million in additional financing for CHERP was approved to facilitate affordable and equitable access to COVID-19 vaccines through the African Vaccine Acquisition Task Team (AVATT) and COVAX initiatives. The top-up funds were also directed to boost Kenya's cold chain storage capacity, including establishing 25 county vaccine stores, strengthening the capacity of 36 sub-county stores, and equipping 1 177 health facilities with vaccine storage equipment (World Bank, 2021[49]). The World Bank provided further support of USD 750 million in development policy financing to bolster the resilience and recovery of Kenya's economy to the impact of COVID -19. ## International Monetary Fund: Emergency fiscal s upport for Kenya's pandemic response In May 2020, the International Monetary Fund (IMF) approved the disbursement of USD 739 million under the Rapid Credit Facility to support the Kenyan response to COVID-19 even as the pandemic created fiscal pressure and external financing needs. The IMF emergency financing allowed Kenya to address its fiscal needs arising from the large public health and socio-economic response mandates brought about by the pandemic (IMF, 2020[50]). ## African Development Bank: Strengthening health systems and economic recovery in Kenya The African Development Bank's ( AfDB) USD 203 million Emergency Response Support Program (ERSP), approved in May 2020, strengthened the health system for an effective response, enhanced social protection for vulnerable populations, and mitigated the social and economic impacts of the pandemic. The ERSP supported aspects of Kenya's response to the pandemic: a) health systems strengthening for an effective response; b) enhancing economic resilience against the pandemic; and c) improving the ability of the poor and vulnerable to cope with the impacts of the pandemic. To further reinforce Kenya's economic recovery, the AfDB financed the Public Debt Management Support Project (PDMS) and the National Treasury Capacity Strengthening Project (NTCSP) in 2020 and approved a loan of EUR 90 million on 16 June 2021 under the Competitiveness and Economic Recovery Support Programme (CERSP). As with the ERSP, the CERSP was designed as a consecutive general budget support operation covering the fiscal years of 2020-21 and 2021-22 (AfDB, 2023[51]). The programme aimed to sustain Kenya's economic resilience and growth in the post-pandemic environment and was built around fiscal sustainability, strengthening industrial development and competitiveness, and enhancing economic and social inclusion. It is expected that the AfDB's support, along with that of other development partners, especially the IMF and the World Bank,

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devaluing women's observational skills, a devaluation which was intimately connected with their inability to access formal education and enter commensurate scientific careers. As she explains, 'not only were women kept out of science, but science increasingly disregarded skills that were associated with women'. Park's encounter with the US Navy psychologist Bernard Rimland, himself the father of an autistic son and published critic of psychoanalytic accounts that blamed mothers for their children's autism, marked a turning point in her life and career as a parent- expert and, eventually, published author and public speaker on autism. Here, again, we are reminded of the importance of personal and scientific solidarities to navigating difficult circumstances and building visibility that can help open a conversation about, if not always legitimize, forms of knowledge that have been rejected by the professional scientific establishment. ## Towards visible change? Publics, pedagogies and politics of science

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[]

Routray, S. (2022). The Right to Be Counted: The Urban Poor and the Politics of Resettlement in Delhi . Stanford, CA: Stanford University Press. Sharma, P. , and Varma, S. K. (2008). Women Empowerment through Entrepreneurial Activities of Self Help Groups, India Research Journal Extension Education 8 , (1), 46-51. Shipley, B. (2016). Cause and Correlation in Biology. Cambridge, UK: Cambridge University Press. Tarko, V. (2017). Elinor Ostrom: An Intellectual Biography. London: Rowman and Littlefield International Ltd. Varshney, A. (2002). Ethnic Conflict and Civic Life: Hindus and Muslims in India . New Haven, CT: Yale University Press. Verma, T. and Pearl, J. (1988). Causal Networks: Semantics and Expressiveness, in R. Schachter, T. S. Levitt, and L. N. Kanal (eds.) Uncertainty in Artificial Intelligence . Amsterdam: Elsevier, pp. 69-76. Verme P. (2009). Happiness, Freedom and Control, Journal of Economic Behaviour and Organization , 71, 146-161. World Bank . (2004). Measuring Social Capital: An Integrated Questionnaire . Washington, DC: World Bank. Wydick, B. (2016). Microfinance on the Margin: Why Recent Impact Studies May Understate Average Treatment Effects, Journal of Development Effectiveness , 8 (2), 257-265. ## 4 Leading the slums Governance, politics and brokers  By 'polycentric' I mean a system where citizens are able to organise not just one but multiple governing authorities, as well as private arrangements, at different scales …. Polycentric systems are themselves complex adaptive systems without one dominating central authority ( Ostrom, 2003, pp. 142-159) . ## Introduction Elinor Ostrom's quote above refers to polycentricity. A system in which multiple, overlapping decision-making centres operate independently but also interact and cooperate. That is how groups of people at different levels are able to self-organ -ise, leading to better long-term outcomes for the community. The different levels considered in this chapter are those of the community and their choice of broker, known as the community leader. We investigate the perceived characteristics of a successful community leader/broker in each of our settlements. We seek to explore and then dispel the myth that residents are helpless and illustrate that they are actively trying to improve their neighbourhood with the support of their brokers, who are passionate to help and part of a polycentric system. The labyrinths of very narrow lanes in Sanjay colony provide paths between brightly painted bricks of three storey buildings, each exuding its own identity not only in shape and texture but housing a multitude of

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the GISCO country boundaries, highlighting the challenges of accurately representing complex archipelagos at a scale of 1:100,000. Figure 4. Comparison between a high -resolution satellite image and the 2024 GISCO country boundaries in the Finnish Islands . Source: JRC using data from Eurostat /GISCO (2024b) and ESRI World Imagery 17 The exclusion of significant areas from the country boundaries can affect the accuracy of forest index extraction. To address the limitations of the current GISCO products, we proposed expanding country coastlines using EEZ. By combining GISCO country boundaries (CNTR) with EEZ (CNTR+EEZ), we could create a more comprehensive and complete representation of country boundaries, extending up to 200 nautical miles from the coastline. This expanded boundary includes all land surfaces detected through RS analysis. 3.2.1 Merging GISCO and EEZ To create an expanded count ry boundary dataset, CNTR+EEZ, we merged the GISCO country boundaries version 2024 (Eurostat /GISCO , 2024b) with the EEZ dataset v. 12 ( Flanders Marine Institute, 2023 ). However, this process was not straightforward due to the incompatibility between the EEZ coastlines, defined using the ESRI world country boundaries , and the GISCO coastlines. The ESRI world country dataset (and the related EEZ) differs from the GISCO c ountry dataset not only in terms of geometries (coastlines and country boundaries) but also in country definitions, nomenclatures and codes , as discussed in detail in chapter 2.2.2 . For example, in the 2024 version of the GISCO country boundaries dataset, the CNTR_UR field contains codes that do not conform to the ISO 3166 -1 alpha -3 standard for Belarus, Greece, and Slovakia (see Table 4 in Annex 1). Although GISCO h ad previously provided a n EEZ product harmonised with the country coastlines version 2020 (Eurostat /GISCO , 2020e) , a similar dataset is not available for the version 2024. For this reason , we created an internal version of CNTR+EEZ using the latest version s of both GISCO and EEZ datasets. The procedure for creating the internal CNTR+EEZ involved the following steps ( Figure 5): • Download of EEZ land union v. 4 dated Octob er 2024 ( Flanders Marine Institute , 2024), which provided EEZ already merged with ESRI world country polygons, resulting in a dataset with expanded country polygons but with a different nomenclature and code identification compared to GISCO. • Clip and inserted the GISCO countries 2024 into EEZ land union layer, ensuring

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impacted at least 5 million people have led to school closures. Pimchanok Buaklee, a student from Baan Som Dej School, is drinking water from a tank on the school premises. The extremely high temperatures not only cause drought but also contribute to water contamination from pathogens, a major source of concern. Credit: © UNICEF/UNI419970/Preechapanich* 238 CHAPTER 15 • TARGET 4. A – EDuCATIoN fACIlITIES AND lEARNING ENvIRoNMENTS 15 CHAPTER 15 TARGET 4.a 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non -violent, inclusive and effective learning environments for all. GLOBAL INDICATOR 4.a.1 - Proportion of schools offering basic services, by type of service THEMATIC INDICATORS 4.a.2 - Percentage of students experiencing bullying in the last 12 months 4.a.3 - Number of attacks on students, personnel and institutionsEducation facilities and learning environments 2024/5 • GLOBAL EDUCATION MONITORING REPORT 239 CHAPTER 15 • TARGET 4. A – EDuCATIoN fACIlITIES AND lEARNING ENvIRoNMENTS 15 SDG target 4.a calls for “safe, non-violent, inclusive and effective learning environments for all”. At the core of this target is the understanding that learning needs to take place in adequate facilities that ensure students’ well-being. For example, there is growing concern over whether school buildings are prepared for – and, if not, how they can be protected from – the impact of climate change, which is being felt all over the world ( Focus 15.1). SDG global indicator 4.a.1 is the ‘proportion of schools offering basic services’, including water, sanitation and hygiene (WASH); electricity; computers; internet ( Box 15.1); and adapted infrastructure and materials for students with disabilities. WATER, SANITATION AND HYGIENE WASH services are an important dimension of schools’ physical environment, essential both to students’ health and welfare and to schools’ resilience to crises. WASH services were vital during the COVID-19 pandemic. They can help mitigate the impact of natural hazards, for example by avoiding sewage contamination after floods. Global indicator 4.a.1 monitors the share of schools with access to basic drinking water, sanitation and handwashing facilities.WASH facilities must meet a minimum set of requirements to be considered under the SDG monitoring framework. Access to basic drinking water requires an improved water source from which water is available at the time of survey. Basic sanitation facilities must be improved (where human waste is hygienically separate from human contact in a private setting), usable and single sex. Basic handwashing facilities

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[]

and they cannot be manufactured just as “gold or diamonds cannot be manufactured but can only be mined.” The mineral was thus not extracted until the extensive processes of crushing, milling, and separation were complete. Accordingly, the court of first instance found that Foskor carried out mining operations. Compared to the court of first instance, the SCA found that Foskor was carrying out manufacturing. For the SCA, the submission that phosphates occurred naturally in the earth and so could not be manufactured was too simplistic because it ignored the complexity of the processes that the ore had to be subjected to in order to access the phosphates. The SCA also considered the fact that during the separation 20 The allowance provided in terms of Section 15(a) read with Section 36 is not, in all cases, a 100% upfront allowance. Certain categories of expenditures (such as expenditure incurred on shaft sinking or mine equipment) will be eligible for a 100% upfront deduction; some categories will be eligible for a partial allowance deductible over a 5 to 10 year period (such as expenditure incurred in respect of the acquisition or construction of employee housing, which is eligible for a 10% annual allowance for over a period of 10 years); in exceptional cases, an annual allowance in excess of 100% is possible (such as expenditure incurred in respect of renewable energy plants brought into use before March 1, 2025 which is eligible for a 125% upfront deduction).3.0 THE BENEFITS AND RISKS OF RING -FENCING 4.0 DESIGNING RING -FENCING RULES 5.0 THE IMPLEMENTATION OF RING -FENCING RULES 6.0 CONCLUSION 2.0 THE FUNDAMENTALS OF RING -FENCING 1.0 INTRODUCTION 38 Ring-Fencing Mining Income: A toolkit for tax administrators and policy-makersprocess, several minerals other than phosphates are separated and sold independently. Lastly, it considered that the ore is not saleable before the complex separation process. The SCA thus found that the end products that emerge are significantly different from the raw ore, and as such, Foskor’s operations include manufacturing. In this case, mining operations are considered to end when the ore is extracted from the soil, and any processing beyond extraction constitutes manufacturing. Source: Southern African Legal Information Institute . T o prevent the mixing of mining and non-mining income, resource-rich countries should include clear definitions of mining activities. There is an argument for aligning the treatment in the tax legislation by the regulatory definitions and application

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[ { "end": 733, "label": "CITATION_ID", "start": 731 } ]

and should not be seen as heroes; it is not possible for them to do everything and do it on their own. They need to lead through collaboration to achieve common goals so that all stakeholders are motivated to work in the same direction using their respective strengths. Leadership status needs to have deeper roots than a position of power. It needs to be earned through daily practice that demonstrates integrity, commitment, ability and humanity. These qualities are strengthened if leadership functions are shared, formally and informally, with members of a management team (e.g. the vice principal or heads of department), teachers and school support staff, students, parents, and community members. School principals need to know how to meaningfully use structures, such as school management committees and student councils, as forums for consultation and engagement. Such collaborative relationships strengthen governance, improve decision making, 2024/5 • GLOBAL EDUCATION MONITORING REPORT 19 CHAPTER 1 • INTRODUCTION 1 enhance accountability, and foster inclusive and resilient environments. Policies on shared school leadership should be developed and implemented. Yet only about half of countries emphasize teacher collaboration in their leadership standards. And barely one third of leadership programmes reviewed for this report focused on developing school leaders’ preparedness to share responsibilities through openness, collaboration and partnerships. Professional development programmes should, therefore, help school principals to clarify roles; delegate responsibilities; empower colleagues, students and parents and recognize their unique contributions; create an environment where everyone feels valued; establish clear communication channels and regular feedback mechanisms; build teams; and see the school as a learning organization that works toward common goals. RECOMMENDATION 4. INVEST IN SYSTEM LEADERS Develop education officials’ capacity to serve as system leaders Education system leaders are among the least studied education actors – and quite possibly not sufficiently prepared. Yet they are entrusted with major responsibilities to initiate and implement education system reforms instigated by the government and to support quality assurance processes. Sometimes, instead of empowering them, their functions are outsourced or transferred to new governance structures. The same challenges that affect the professionalization of school principals are exacerbated for these civil servants. Recruitment and selection processes are slow to change because public administration reforms move at a slow pace. Preparation and professional development are hampered by the fact that education sector expertise may not be a prerequisite. This makes it very difficult for officials to fulfil one of their main functions:

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EUI video, described below. - EUI video: This video starts with the Sun as viewed from Earth. The grey images were taken by the SWAP extreme ultraviolet telescope on ESA’s Proba-2 spacecraft. The dashed red-green lines show the solar latitudes and longitudes (Stonyhurst grid), while the solid yellow lines show the centre of Earth’s view. We then rotate to Solar Orbiter’s tilted view, shown in yellow, and zoom in to the Sun’s south pole. Solar Orbiter used its Extreme Ultraviolet Imager (EUI) instrument to take these images. What you see is million-degree charged gas moving in the Sun’s outer atmosphere, the corona. Every now and then, a bright jet or plume lights up this gas. Credit: ESA & NASA/Solar Orbiter/EUI Team, D. Berghmans (ROB) & ESA/Royal Observatory of Belgium. License: CC BY-SA 3.0 IGO and ESA Standard Licence - Middle: This collage shows Solar Orbiter's view of the Sun's south pole on 16–17 March 2025, from a viewing angle of around 15° below the solar equator. This was the mission’s first high-angle observation campaign, a few days before reaching its current maximum viewing angle of 17°. These data were recorded by three of Solar Orbiter’s scientific instruments: the Polarimetric and Helioseismic Imager (PHI), the Extreme Ultraviolet Imager (EUI), and the Spectral Imaging of the Coronal Environment (SPICE) instrument. Credit: ESA & NASA/Solar Orbiter/PHI, EUI and SPICE Teams. License: CC BY-SA 3.0 IGO and ESA Standard Licence - Bottom: This image shows a magnetic field map from Solar Orbiter's Polarimetric and Helioseismic Imager (PHI) instrument, centred on the Sun's south pole. Blue indicates positive magnetic field, pointing towards the spacecraft, and red indicates negative magnetic field. Credit: ESA & NASA/Solar Orbiter/PHI Team, J. Hirzberger (MPS). License: CC BY-SA 3.0 IGO and ESA Standard Licence ## Media contact ## Mark Greaves m.greaves [at] ucl.ac.uk +44 (0)20 3108 9485 ### Follow us ### ## Information for - Current students - Staff - Alumni - Business - Donors ## Visit - Maps - Library, museums and collections - Bloomsbury Theatre - UCL East - Tours and visits ## Connect with UCL - Jobs - Media Relations - Events - UCL and London - UCL Shop - University College London, Gower Street, London, WC1E 6BT Tel: +44 (0) 20 7679 2000 - Copyright © 2025 UCL - Disclaimer - Freedom of Information - Accessibility - Privacy and Cookies - Slavery statement - Contact Us Cookies

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animals, and for all species across life. They analyzed data on each clade's species richness, age, and estimated diversification rate: that is, the accumulation of new species over time. They focused on 10 phyla, 140 orders, and 678 families of land plants, jointly spanning more than 300,000 species; 31 orders and 870 families of insects, encompassing more than one million known species; 12 classes of vertebrates, encompassing more than 66,000 species; and 28 phyla and 1,710 families of animals with more than 1.5 million species. Finally, they analyzed 17 kingdoms and 2,545 families across all of life, including more than 2 million species. The results were clear and consistent: irrespective of hierarchical level or group of organisms, the majority of extant species proved to be restricted to a few disproportionately large clades with higher-than-average diversification rates.   Report Ad 'Rapid radiations' of species are thought to occur when a new ecological niche opens up: for example, when a flock of grassquit birds dispersed from Central America to the virgin territory of the Galápagos Islands approximately 2.5 million years ago to diversify into the famous Darwin's finches; or when an evolutionary innovation like powered flight prompted the radiation of bats 50 million years ago. Seeing the forest for the trees "Our results imply that most of life's diversity is explained by such relatively rapid radiations. We also suggest key traits that might explain these rapid radiations, based on our results and results of earlier studies," said Wiens. "These traits include multicellularity in plants, animals, and fungi across the kingdoms of life; the invasion of land and the adoption of a plant-based diet in arthropods among animal phyla; and the emergence of flowers and insect pollination in flowering plants among plant phyla," said Wiens. However, one 'known unknown' remains: the distribution of species within the kingdom bacteria. Approximately 10,000 species of bacteria are known to science, but current estimates for the true number range from millions to trillions. However, the origin of bacteria dates back to 3.5 billion years ago, and so the overall diversification rate among them is actually quite low. "If actual bacterial richness really is much higher than described richness for other groups, then a clade with low diversification rates [namely bacteria] would contain the majority of species across life - this would be in stark contrast to our results. Therefore, we caution that

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# Nearly 80% of whale sharks in this marine tourism hotspot have human-caused scars Human-caused injuries are common in endangered whale sharks off Indonesian Papua, but simple changes to local fishing practices could help protect them Frontiers image: Whale shark in Cendrawasih Bay view more Credit: M.V. Erdmann  Whale sharks, the largest living fish species, are classified as endangered on the IUCN Red List of Threatened Species. Over the past 75 years, populations have declined by more than 50% worldwide, and by up to 63% in the Indo-Pacific region. Because whale sharks take up to 30 years to become sexually mature, populations can only recover slowly from threats like hunting for fins, meat, and oil, habitat loss, and entanglement in fishing nets. Now, an international group of researchers has shown that in the Bird’s Head Seascape off Indonesian West Papua, 62% of whale sharks have scars and injuries from preventable human causes. They argue that simple interventions could greatly lessen this burden on the local population of these gentle giants. “We found that scars and injuries were mainly from anthropogenic causes, such as collisions with ‘bagans’ – traditional fishing platforms with lift nets – and whale shark-watching tour boats,” said Dr Edy Setyawan, the lead conservation scientist at the Elasmobranch Institute Indonesia, and the study’s corresponding author. “Relatively harmless minor abrasions were the most common. Serious injuries from natural causes such as predator attacks, or from boat propellers were much less common." Whale shark spotting Between 2010 and 2023, Setyawan and colleagues studied presence by whale sharks to Cenderawasih Bay, Kaimana, Raja Ampat, and Fakfak within the Bird’s Head Seascape, a region hosting a network of 26 marine protected areas and a hotspot for marine megafauna and tropical marine biodiversity. Each whale shark sports its own unique pattern of white spots and stripes, which enabled the scientists to use photos by researchers and citizen scientists to identify each one individually. Setyawan et al. also recorded the date and time of each sighting, its GPS coordinates, the shark’s sex and maturity status, size, behavior, and any visible injuries. Over this period, they observed a total of 268 unique whale sharks, of which 98% were sighted in Cenderawasih Bay and Kaimana. Whale shark sightings were almost exclusively seen near bagans, where they typically fed on baitfish like anchovies, herrings, and sprats – either swimming horizontally or in a vertical

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... more topics Computers & Math Artificial Intelligence Mathematics Quantum Computers Robotics Virtual Reality ... more topics Enviro View all the latest top news in the environmental sciences, or browse the topics below: Plants & Animals Agriculture and Food Biology Biotechnology Extinction Microbes and More ... more topics Earth & Climate Climate Earthquakes Geology Global Warming Pollution ... more topics Fossils & Ruins Anthropology Archaeology Dinosaurs Evolution Paleontology ... more topics Society View all the latest top news in the social sciences & education, or browse the topics below: Science & Society Arts & Culture Economics Privacy Issues Public Health Sports ... more topics Business & Industry Computers & Internet Energy & Resources Engineering Medical Technology Transportation ... more topics Education & Learning Creativity Educational Psychology Infant & Preschool Learning Disorders STEM Education ... more topics Quirky Top News Human Quirks Odd Creatures Bizarre Things Weird World Keyword: Search Free Subscriptions Stay informed with ScienceDaily's free email newsletter, updated daily and weekly. Or view our many newsfeeds in your RSS reader: Email Newsletter RSS Feeds Follow Us Keep up to date with the latest news from ScienceDaily via social networks: Facebook X / Twitter Have Feedback? Tell us what you think of ScienceDaily -- we welcome both positive and negative comments. Have any problems using the site? Questions? Leave Feedback Contact Us About This Site | Staff | Contribute | Advertise | Privacy Policy | Editorial Policy | Terms of Use Copyright 1995-2025 ScienceDaily or by other parties, where indicated. All rights controlled by their respective owners. Content on this website is for information only. It is not intended to provide medical or other professional advice. Views expressed here do not necessarily reflect those of ScienceDaily, contributors or partners. Financial support for ScienceDaily comes from advertisements and referral programs. Share this page ... This tiny iron catalyst could transform the future of clean energy https://www.sciencedaily.com/releases/2025/08/250827010717.htm Hydrogen fuel cells could power cars, devices, and homes with nothing but water as a byproduct—but platinum’s cost holds them back. Chinese researchers have now unveiled a breakthrough iron-based catalyst that could rival platinum while boosting efficiency and durability. With its clever “inner activation, outer protection” design, this new catalyst not only reduces harmful byproducts but also shatters performance records, potentially paving the way for cleaner, cheaper, and more practical hydrogen energy. Facebook Twitter Pinterest LinkedIN Email Close Update Privacy Settings What is this?

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la financiación climática para movilizar los recursos en educación ................................................................292 | | | Gasto de los hogares ...................................................................................................................................................................................................................... | 296 | | Anexo | | | Cuadros estadísticos ...................................................................................................................................................................................................................... | 301 | | Cuadros de ayuda............................................................................................................................................................................................................................. | 387 | | Glosario ............................................................................................................................................................................................................................................... | 396 | | Acrónimos y abreviaturas............................................................................................................................................................................................................. | 401 | | Referencias........................................................................................................................................................................................................................................ | 404 | ## Lista de figuras, ## cuadros y recuadros ## FIGURAS | Figura 1.1 | El liderazgo escolar es el núcleo del marco de la calidad de la educación ............................................................................................................. | 12 | |--------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------| | Figura 2.1 | En los países de altos ingresos, las y los directores de los centros escolares han afirmado haber visto disminuida su supervisión de las actividades docentes............................................................................................................................................................................27 | | | Figura 2.2 | Másdeunodecada tres directores de centros escolares afirma tener una responsabilidad importante en la determinación del contenido de los cursos......................................................................................................................................................................................................28 | | | Figura 2.3 | Las y los directores de los centros escolares tienen un gran poder de decisión a la hora de fijar las políticas disciplinarias, pero no los salarios del profesorado....................................................................................................................................................................................39 | | | Figura 2.4 | Los sistemas educativos con mejores resultados suelen conceder a las y los directores escolares una mayor autonomía en las decisiones sobre recursos humanos y financieros............................................................................................................................................40 | | | Figura 2.5 | No todas las dimensiones del liderazgo están igualmente integradas en las normas profesionales nacionales................................ | 41 | | Figura 3.1 | Las cualificaciones académicas de las y los directores de centros escolares varían de un país a otro.....................................................53 | | | Figura 3.2 | En los países másprósperos, la permanencia media de las y los directores de centros escolares es tres veces superior..............54 | | | Figura 3.3 | Las mujeres tienen muchas menos probabilidades de ser directoras de centros escolares que profesoras........................................55 | | | Figura 3.4 | En el África francófona, las directoras de centros escolares tienen menos experiencia en administración escolar que sus homólogos varones.....................................................................................................................................................................................................................56 | | | Figura 3.5 | El número de directores de centros escolares que comienzan su mandato habiendo hecho un curso de administración escolar es relativamente escaso ...........................................................................................................................................................................................57 | | | Figura 3.6 | Una cuarta parte de las y los directores de centros escolares afirma necesitar formación profesional .................................................58 | | | Figura 3.7 | No se hace suficiente hincapié en la formación inicial y previa a la incorporación.............................................................................................59 | | | Figura 3.8 | Solo

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"escolar", "es", "relativamente", "escaso", "...........................................................................................................................................................................................", "57", " ", "|", " ", "|", "\n", "|", "Figura", "3.6", " ", "|", "Una", "cuarta", "parte", "de", "las", "y", "los", "directores", "de", "centros", "escolares", "afirma", "necesitar", "formación", "profesional", ".................................................", "58", " ", "|", " ", "|", "\n", "|", "Figura", "3.7", " ", "|", "No", "se", "hace", "suficiente", "hincapié", "en", "la", "formación", "inicial", "y", "previa", "a", "la", "incorporación", ".............................................................................................", "59", " ", "|", " ", "|", "\n", "|", "Figura", "3.8", " ", "|", "Solo" ]

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| Date | Code | Title | Description | |------------|--------|-----------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | 2022-12-15 | AS | Assignment | Owner name: EMERGING ACQUISITIONS, LLC, OREGON Free format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNORS:PARR, CHRISTOPHER;BROOKS, THOMAS;COLE, JAMES;REEL/FRAME:062110/0309 Effective date: 20210618 | | 2022-12-15 | FEPP | Fee payment procedure | Free format text: ENTITY STATUS SET TO UNDISCOUNTED (ORIGINAL EVENT CODE: BIG.); ENTITY STATUS OF PATENT OWNER: SMALL ENTITY | | 2023-01-05 | FEPP | Fee payment procedure | Free format text: ENTITY STATUS SET TO SMALL (ORIGINAL EVENT CODE: SMAL); ENTITY STATUS OF PATENT OWNER: SMALL ENTITY | | 2023-06-12 | STPP | Information on status: patent application and granting procedure in general | Free format text: NOTICE OF ALLOWANCE MAILED -- APPLICATION RECEIVED IN OFFICE OF PUBLICATIONS | | 2023-09-08 | STPP | Information on status: patent application and granting procedure in general | Free format text: PUBLICATIONS -- ISSUE FEE PAYMENT RECEIVED | | 2023-09-12 | STPP | Information on status: patent application and granting procedure in general | Free format text: PUBLICATIONS -- ISSUE FEE PAYMENT VERIFIED | | 2023-10-11 | STCF | Information on status: patent grant | Free format text: PATENTED CASE | | 2024-09-23 | AS | Assignment | Owner name: TRUE WEST CAPITAL PARTNERS FUND II, LP, CALIFORNIA Free format text: SECURITY INTEREST;ASSIGNOR:EMERGING ACQUISITIONS, LLC;REEL/FRAME:068666/0377 Effective date: 20240920 | | 2024-09-25 | AS | Assignment | Owner name: PNC BANK, NATIONAL ASSOCIATION, PENNSYLVANIA Free format text: SECURITY INTEREST;ASSIGNORS:EMERGING ACQUISITIONS, LLC;NATIONAL RECOVERY TECHNOLOGIES, LLC;NIHOT RECYCLING TECHNOLOGY B.V.;REEL/FRAME:068690/0685 Effective date: 20240920 |

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a percentage of the population in that age group. - Total net enrolment rate. Enrolment of the official age group in any level of education , expressed as a percentage of the population in that age group. New entrants. Students entering a given level of education for the first time; the difference between enrolment and repeaters in the first grade of the level. Never been to school rate. Percentage of children aged three to five years older than the official entrance age into primary education who have never been to school. For example, in a country where the official entrance age is 6 years, the indicator is calculated over the age group 9 to 11 years. • Out-of-school number. Those not enrolled, defined over the following populations: - Children of official primary school age. - Adolescents of official lower secondary school age. - Youth of official upper secondary school age. Out-of-school rate. Those of the official age group for a given level of education not enrolled, expressed as a percentage of the population in that age group. Over-age for grade rate. The percentage of students in each level of education (primary, lower secondary and upper secondary) who are two years or more above the intended age for their grade. Parity index. A measure of inequality defined as the ratio of the values of an education indicator of two population groups. Typically, the numerator is the value of the disadvantaged group and the denominator is the value of the advantaged group. An index value between 0.97 and 1.03 indicates parity. A value below 0.97 indicates disparity in favour of the advantaged group. A value above 1.03 indicates disparity in favour of the disadvantaged group. An adjusted parity index is symmetrical around 1 and limited to a range between 0 and 2. Groups can be defined by: - Gender. Ratio of female to male values of a given indicator. - Location. Ratio of rural to urban values of a given indicator. - Wealth/income. Ratio of the poorest 20% to the richest 20% of a given indicator. Private institutions. Institutions that are not operated by public authorities but are controlled and managed, whether for profit or not, by private bodies such as non-government organizations, religious bodies, special interest groups, foundations or business enterprises. Public expenditure on education. Total current and capital expenditure on education by local,

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SEPTEMBER 2024The future of European competitiveness Part A | A competitiveness strategy for EuropeAcknowledgment This report would not exist without the generosity of many extraordinary people who have at heart the future of Europe. First, I would like to acknowledge the President of the European Commission Ursula von der Leyen for her constant support, and to thank the President of the European Central Bank Christine Lagarde for lending valuable resources. Paolo D’Aprile and Pauline Rouch coordinated all the work contained in the report. Jonathan Yiangou drafted exten - sive parts of it. Without their dedication and hard work this report would not have been possible. The analysis and the policy advice contained in the report owes much to the contributions of: Philippe Aghion, Laurence Boone, Vittorio Colao, Francesco Decarolis, Robbert Dijkgraaf, Francesco Giavazzi, Luigi Guiso, Claudio Michelacci, Marco Pagano, Raffaella Sadun, Fabiano Schivardi, Fiona M. Scott Morton, Michael Spence, Per Strömberg, Jean Tirole, and John Van Reenen. I would like to thank the Commission team that followed and contributed to the report from beginning to end: Alessandra Falcinelli, Miguel Gil Tertre, Alexandr Hobza, Thomas Hopkins, Sven Langedijk, Dimitri Lorenzani, Vukašin Ostojić, Núria Subirats Rebull, Dirk Van den Steen, Lukas Vogel, and Yoshua Witteveen. I would also like to thank our graphic designer, Camille Palandjian for her work. The team could count on the precious support of Isabela Di Pietro and Maria Grazia Ciorra. I am also grateful for the contributions of the following people and organisations, who were consulted in meetings and/or who sent written contributions. •D. Acemoglu, Massachusetts Institute of Technology •P. Antràs, Harvard University •P. Beria, Politecnico di Milano •O. Blanchard, Massachusetts Institute of Technology •J.P. Bourguignon, Institut des Hautes Études Scientifiques •M. Dewatripont, Université libre de Bruxelles •F. Dudenhoeffer, University of Duisburg-Essen •T. Duso, German Institute for Economic Research •L. Garicano, London School of Economics •F. Gianotti, CERN •D. Helm, University of Oxford •P. T. Jones, KU Leuven •M. Leptin, European Research Council •E. Marique, Radboud University Nijmegen •A. Mas-Colell, Pompeu Fabra University •J. J. Montero Pascual, Florence School of Regulation •E. Moretti, University of California, Berkeley •M. Motta, Pompeu Fabra University •M. Peitz, University of Mannheim •L.H.Roeller, European School of Management and Technology Berlin •A. Sapir, Université libre de Bruxelles •G. Siani, Banca d’Italia •N. Stern, London School of Economics 01 THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | ACKNOWLEDGMENTTHINK TANKS AND RESEARCH INSTITUTIONS BloombergNEF

[ "SEPTEMBER", "2024The", "future", "\n", "of", "European", "\n", "competitiveness", "\n", "Part", "A", "|", "A", "competitiveness", "strategy", "for", "EuropeAcknowledgment", "\n", "This", "report", "would", "not", "exist", "without", "the", "generosity", "of", "many", "extraordinary", "people", "who", "have", "at", "heart", "the", "future", "\n", "of", "Europe", ".", "\n", "First", ",", "I", "would", "like", "to", "acknowledge", "the", "President", "of", "the", "European", "Commission", "Ursula", "von", "der", "Leyen", "for", "her", "constant", "\n", "support", ",", "and", "to", "thank", "the", "President", "of", "the", "European", "Central", "Bank", "Christine", "Lagarde", "for", "lending", "valuable", "resources", ".", "\n", "Paolo", "D’Aprile", "and", "Pauline", "Rouch", "coordinated", "all", "the", "work", "contained", "in", "the", "report", ".", "Jonathan", "Yiangou", "drafted", "exten", "-", "\n", "sive", "parts", "of", "it", ".", "Without", "their", "dedication", "and", "hard", "work", "this", "report", "would", "not", "have", "been", "possible", ".", "\n", "The", "analysis", "and", "the", "policy", "advice", "contained", "in", "the", "report", "owes", "much", "to", "the", "contributions", "of", ":", "Philippe", "Aghion", ",", "\n", "Laurence", "Boone", ",", "Vittorio", "Colao", ",", "Francesco", "Decarolis", ",", "Robbert", "Dijkgraaf", ",", "Francesco", "Giavazzi", ",", "Luigi", "Guiso", ",", "Claudio", "\n", "Michelacci", ",", "Marco", "Pagano", ",", "Raffaella", "Sadun", ",", "Fabiano", "Schivardi", ",", "Fiona", "M.", "Scott", "Morton", ",", "Michael", "Spence", ",", "Per", "\n", "Strömberg", ",", "Jean", "Tirole", ",", "and", "John", "Van", "Reenen", ".", "\n", "I", "would", "like", "to", "thank", "the", "Commission", "team", "that", "followed", "and", "contributed", "to", "the", "report", "from", "beginning", "to", "end", ":", "\n", "Alessandra", "Falcinelli", ",", "Miguel", "Gil", "Tertre", ",", "Alexandr", "Hobza", ",", "Thomas", "Hopkins", ",", "Sven", "Langedijk", ",", "Dimitri", "Lorenzani", ",", "Vukašin", "\n", "Ostojić", ",", "Núria", "Subirats", "Rebull", ",", "Dirk", "Van", "den", "Steen", ",", "Lukas", "Vogel", ",", "and", "Yoshua", "Witteveen", ".", "I", "would", "also", "like", "to", "thank", "our", "\n", "graphic", "designer", ",", "Camille", "Palandjian", "for", "her", "work", ".", "The", "team", "could", "count", "on", "the", "precious", "support", "of", "Isabela", "Di", "Pietro", "\n", "and", "Maria", "Grazia", "Ciorra", ".", "\n", "I", "am", "also", "grateful", "for", "the", "contributions", "of", "the", "following", "people", "and", "organisations", ",", "who", "were", "consulted", "in", "meetings", "\n", "and/or", "who", "sent", "written", "contributions", ".", "\n ", "•D.", "Acemoglu", ",", "Massachusetts", "Institute", "\n", "of", " ", "Technology", "\n ", "•P.", "Antràs", ",", "Harvard", "University", "\n ", "•P.", "Beria", ",", "Politecnico", "di", "Milano", "\n ", "•O.", "Blanchard", ",", "Massachusetts", "Institute", "\n", "of", " ", "Technology", "\n ", "•J.P.", "Bourguignon", ",", "Institut", "des", "Hautes", "Études", " \n", "Scientifiques", "\n ", "•M.", "Dewatripont", ",", "Université", "libre", "de", "Bruxelles", "\n ", "•F.", "Dudenhoeffer", ",", "University", "of", "Duisburg", "-", "Essen", "\n ", "•T.", "Duso", ",", "German", "Institute", "for", "Economic", "Research", "\n ", "•L.", "Garicano", ",", "London", "School", "of", "Economics", "\n ", "•F.", "Gianotti", ",", "CERN", "\n ", "•D.", "Helm", ",", "University", "of", "Oxford", "\n ", "•P.", "T.", "Jones", ",", "KU", "Leuven", "•M.", "Leptin", ",", "European", "Research", "Council", "\n ", "•E.", "Marique", ",", "Radboud", "University", "Nijmegen", "\n ", "•A.", "Mas", "-", "Colell", ",", "Pompeu", "Fabra", "University", "\n ", "•J.", "J.", "Montero", "Pascual", ",", "Florence", "School", "\n", "of", " ", "Regulation", "\n ", "•E.", "Moretti", ",", " ", "University", "of", "California", ",", "Berkeley", "\n ", "•M.", "Motta", ",", "Pompeu", "Fabra", "University", "\n ", "•M.", "Peitz", ",", "University", "of", "Mannheim", "\n ", "•L.H.Roeller", ",", "European", "School", "of", "Management", "\n", "and", " ", "Technology", "Berlin", "\n ", "•A.", "Sapir", ",", "Université", "libre", "de", "Bruxelles", "\n ", "•G.", "Siani", ",", "Banca", "d’Italia", "\n ", "•N.", "Stern", ",", "London", "School", "of", "Economics", "\n", "01", "\n", "THE", "FUTURE", "OF", "EUROPEAN", "COMPETITIVENESS", " ", "—", "PART", "A", "|", "ACKNOWLEDGMENTTHINK", "TANKS", "AND", "RESEARCH", "INSTITUTIONS", "\n", "BloombergNEF", "\n" ]

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University Gender Equality Award (2017) and the Prime Minister’s Commendation for Gender Equality (2022). Andrea Pet ő is a historian and Professor in the Department of Gender Studies at the Central European University, Vienna, a Research Affiliate at the CEU Democracy Institute, Budapest, and a Doctor of Science of the Hungarian Academy of Sciences. Her works on gender, politics, the Holocaust and war have been translated into twenty- three languages. She was awarded the 2018 All European Academies (ALLEA) Madame de Staël Prize for Cultural Values and the 2022 University of Oslo Human Rights Award. She is Doctor Honoris Causa of Södertörn University, Stockholm. Recent publi - cations include The Women of the Arrow Cross Party: Invisible Hungarian Perpetrators in the Second World War (Palgrave Macmillan, 2020) and xv xv Contributors Forgotten Massacre: Budapest 1944 (De Gruyter, 2021). She writes op- ed pieces on academic freedom and illiberal higher education for many inter - national and national media outlets. Saurav Kumar Rai completed his MPhil and PhD in the History Department, University of Delhi, on the social history of health and medicine, under the supervision of the late Dr Biswamoy Pati. His monograph, Ayurveda, Nation and Society: United Provinces, c.1890– 1950 , was published with Orient BlackSwan in 2024, as part of the York University Series ‘New Perspectives in South Asian History’. He has several articles to his credit in reputed jour - nals, including Indian Economic and Social History Review , History and Sociology of South Asia and Social Scientist . Previously a senior research assistant at the Nehru Memorial Museum and Library, Saurav is currently Research Officer at the Gandhi Smriti and Darshan Samiti, New Delhi. Emily Rees Koerner is a historian specializing in gender and technology and Visiting Fellow at the School of Philosophy, Religion and History of Science, University of Leeds. Her doctoral research, undertaken at the University of Nottingham, was on the domestication of television in Britain, with a particular focus on the gendered aspects of this process. She was the post - doctoral research assistant on the AHRC- funded public engagement project ‘Electrifying Women’ (2019– 2020) on the history of women in engineer - ing. Her most recent research continues this theme within a transnational context. Marga Vicedo is Professor of the History of Science in the Institute for the History and Philosophy of Science and Technology (IHPST) at the University of Toronto. She

[ "University", "Gender", "Equality", "Award", "(", "2017", ")", "and", "the", "Prime", "Minister", "’s", "\n", "Commendation", "for", "Gender", "Equality", "(", "2022", ")", ".", "\n", "Andrea", "Pet", "ő", "is", "a", "historian", "and", "Professor", "in", "the", "Department", "of", "Gender", "Studies", "\n", "at", "the", "Central", "European", "University", ",", "Vienna", ",", "a", "Research", "Affiliate", "at", "the", "CEU", "\n", "Democracy", "Institute", ",", "Budapest", ",", "and", "a", "Doctor", "of", "Science", "of", "the", "Hungarian", "\n", "Academy", "of", "Sciences", ".", "Her", "works", "on", "gender", ",", "politics", ",", "the", "Holocaust", "and", "\n", "war", "have", "been", "translated", "into", "twenty-", "three", "languages", ".", "She", "was", "awarded", "\n", "the", "2018", "All", "European", "Academies", "(", "ALLEA", ")", "Madame", "de", "Staël", "Prize", "for", "\n", "Cultural", "Values", "and", "the", "2022", "University", "of", "Oslo", "Human", "Rights", "Award", ".", "She", "\n", "is", "Doctor", "Honoris", "Causa", "of", "Södertörn", "University", ",", "Stockholm", ".", "Recent", "publi", "-", "\n", "cations", "include", "The", "Women", "of", "the", "Arrow", "Cross", "Party", ":", "Invisible", "Hungarian", "\n", "Perpetrators", "in", "the", "Second", "World", "War", " ", "(", "Palgrave", "Macmillan", ",", "2020", ")", "and", "\n", "xv", "\n", "xv", "\n", "Contributors", "\n", "Forgotten", "Massacre", ":", "Budapest", "1944", " ", "(", "De", "Gruyter", ",", "2021", ")", ".", "She", "writes", "op-", "ed", "\n", "pieces", "on", "academic", "freedom", "and", "illiberal", "higher", "education", "for", "many", "inter", "-", "\n", "national", "and", "national", "media", "outlets", ".", "\n", "Saurav", "Kumar", "Rai", " ", "completed", "his", "MPhil", "and", "PhD", "in", "the", "History", "Department", ",", "\n", "University", "of", "Delhi", ",", "on", "the", "social", "history", "of", "health", "and", "medicine", ",", "under", "the", "\n", "supervision", "of", "the", "late", "Dr", "Biswamoy", "Pati", ".", "His", "monograph", ",", "Ayurveda", ",", "Nation", "\n", "and", "Society", ":", "United", "Provinces", ",", "c.1890", "–", "1950", ",", "was", "published", "with", "Orient", "\n", "BlackSwan", "in", "2024", ",", "as", "part", "of", "the", "York", "University", "Series", "‘", "New", "Perspectives", "\n", "in", "South", "Asian", "History", "’", ".", "He", "has", "several", "articles", "to", "his", "credit", "in", "reputed", "jour", "-", "\n", "nals", ",", "including", "Indian", "Economic", "and", "Social", "History", "Review", ",", "History", "and", "\n", "Sociology", "of", "South", "Asia", " ", "and", "Social", "Scientist", ".", "Previously", "a", "senior", "research", "\n", "assistant", "at", "the", "Nehru", "Memorial", "Museum", "and", "Library", ",", "Saurav", "is", "currently", "\n", "Research", "Officer", "at", "the", "Gandhi", "Smriti", "and", "Darshan", "Samiti", ",", "New", "Delhi", ".", "\n", "Emily", "Rees", "Koerner", " ", "is", "a", "historian", "specializing", "in", "gender", "and", "technology", "and", "\n", "Visiting", "Fellow", "at", "the", "School", "of", "Philosophy", ",", "Religion", "and", "History", "of", "Science", ",", "\n", "University", "of", "Leeds", ".", "Her", "doctoral", "research", ",", "undertaken", "at", "the", "University", "\n", "of", "Nottingham", ",", "was", "on", "the", "domestication", "of", "television", "in", "Britain", ",", "with", "a", "\n", "particular", "focus", "on", "the", "gendered", "aspects", "of", "this", "process", ".", "She", "was", "the", "post", "-", "\n", "doctoral", "research", "assistant", "on", "the", "AHRC-", "funded", "public", "engagement", "project", "\n", "‘", "Electrifying", "Women", "’", "(", "2019", "–", "2020", ")", "on", "the", "history", "of", "women", "in", "engineer", "-", "\n", "ing", ".", "Her", "most", "recent", "research", "continues", "this", "theme", "within", "a", "transnational", "\n", "context", ".", "\n", "Marga", "Vicedo", " ", "is", "Professor", "of", "the", "History", "of", "Science", "in", "the", "Institute", "for", "the", "\n", "History", "and", "Philosophy", "of", "Science", "and", "Technology", "(", "IHPST", ")", "at", "the", "University", "\n", "of", "Toronto", ".", "She" ]

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recording or reproducing apparatus X 762Reception apparatus for radio-broadcasting, whether or not combined, in the same housing, with sound recording or reproducing apparatus or a clock 763Sound recording or reproducing apparatus; video recording or reproducing apparatus; whether or not incorporating a video tuner 764 Telecommunications equipment, n.e.s., and parts, n.e.s., and accessories of apparatus falling within division 76 X X 771 Electric power machinery (other than rotating electric plant of group 716) and parts thereof X X 772Electrical apparatus for switching or protecting electrical circuits or for making connections to or in electrical circuits (e.g., switches, relays, fuses, lightning arresters, voltage limiters, surge suppressors, plugs and sockets, lamp-holders and junction boxes); electrical resistors (including rheostats and potentiometers), other than heating resistors; printed circuits; boards, panels (including numerical control panels), consoles, desks, cabinets and other bases, equipped with two or more apparatus for switching, protecting or for making connections to or in electrical circuits, for electric control or the distribution of electricity (excluding switching apparatus of subgroup 764.1) X X X 773 Equipment for distributing electricity, n.e.s. X X 774 Electrodiagnostic apparatus for medical, surgical, dental or veterinary purposes, and radiological apparatus Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation317 318 Annexes ARMENIA AZERBAIJAN BELARUS GEORGIA MOLDOVA UKRAINE SITC Goods name Current Emerging Current Emerging Current Emerging Current Emerging Current Emerging Current Emerging 19 12 3 8 65 64 18 26 41 23 51 52 775 Household-type electrical and non-electrical equipment, n.e.s. X X 776Thermionic, cold cathode or photo-cathode valves and tubes (e.g., vacuum or vapour or gas-filled valves and tubes, mercury arc rectifying valves and tubes, cathode-ray tubes, television camera tubes); diodes, transistors and similar semiconductor devices; photosensitive semiconductor devices; light-emitting diodes; mounted piezoelectric crystals; electronic integrated circuits and microassemblies; parts thereof X 778 Electrical machinery and apparatus, n.e.s. X X X 781Motor cars and other motor vehicles principally designed for the transport of persons (other than motor vehicles for the transport of ten or more persons, including the driver), including station-wagons and racing cars X X 782 Motor vehicles for the transport of goods and special-purpose motor vehicles X X 783 Road motor vehicles, n.e.s. X 784 Parts and accessories of the motor vehicles of groups 722, 781, 782 and 783 X X 785 Motor cycles (including mopeds) and cycles, motorized and non-motorized; invalid carriages 786Trailers and semi-trailers; other vehicles, not mechanically-propelled; specially designed

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[]

received by the antenna, the electronic device can display a video, data, or the like on a display portion. When the electronic device includes the antenna and a secondary battery, the antenna may be used for contactless power transmission. The electronic device of one embodiment of the present invention may include a sensor (a sensor having a function of measuring force, displacement, position, speed, acceleration, angular velocity, rotational frequency, distance, light, liquid, magnetism, temperature, a chemical substance, sound, time, hardness, electric field, current, voltage, electric power, radioactive rays, flow rate, humidity, gradient, oscillation, a smell, or infrared rays). The electronic device of one embodiment of the present invention can have a variety of functions. For example, the electronic device can have a function of displaying a variety of data (a still image, a moving image, a text image, and the like) on a display portion, a touch panel function, a function of displaying a calendar, date, time, and the like, a function of executing a variety of software (programs), a wireless communication function, and a function of reading out a program or data stored in a recording medium. illustrates examples of electronic devices. [Mobile Phone] illustrates a mobile phone (smartphone), which is a type of information terminal. An includes a and a . As input interfaces, a touch panel is provided in the and a button is provided in the . The can execute an application utilizing artificial intelligence, with the use of the computer of one embodiment of the present invention. Examples of the application utilizing artificial intelligence include an application for interpreting a conversation and displaying its content on the ; an application for recognizing letters, figures, and the like input to the touch panel of the by a user and displaying them on the ; and an application for biometric authentication using fingerprints, voice prints, or the like. [Information Terminal] illustrates a . The includes a of the information terminal, a , and a . Like the described above, the can execute an application utilizing artificial intelligence, with the use of the computer of one embodiment of the present invention. Examples of the application utilizing artificial intelligence include design-support software, text correction software, and software for automatic menu generation. Furthermore, with the use of the , novel artificial intelligence can be developed. Note that in the above description, a smartphone and a desktop information terminal are shown

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[]

98 Table 2.35. Descriptive statistics for trademarks in a number of combined manufacturing industries .......................................................................................................................................................... 99 Table 2.36. Trademark specialisations for a number of combined manufacturing industries ....................................................................................................................................................... 100 Table 2.37. Industrial design applications .................................................................................... 102 Table 2.38. Crunchbase – key descriptive statistics ................................................................. 103 Table 2.39. Largest industry groups – Armenia ......................................................................... 104 Table 2.40. Largest industry groups – Azerbaijan ..................................................................... 104 Table 2.41. Largest industry groups – Georgia ........................................................................... 105 Table 2.42. Largest industry groups – Moldova ......................................................................... 106 Table 2.43. Largest industry groups – Ukraine ........................................................................... 106 Table 2.44. Specialised industry groups – Armenia .................................................................. 107 Table 2.45. Specialised industry groups– Azerbaijan .............................................................. 108 Table 2.46. Specialised industry groups – Georgia ................................................................... 109 Table 2.47. Specialised industry groups – Moldova .................................................................. 109 Table 2.48. Specialised industry groups – Ukraine ................................................................... 110 Table 2.49. Armenia ................................................................................................................................ 112 Table 2.50. Azerbaijan ............................................................................................................................ 112 Table 2.51. Georgia .................................................................................................................................. 112 Table 2.52. Moldova ................................................................................................................................ 113 Table 2.53. Ukraine .................................................................................................................................. 113 266 List of figures and tables Table 2.54. Recommended industry groups for start-ups and venture capital-backed companies ..................................................................................................................................................... 115 Table 2.55. Concordance between NACE industries and recommended industry groups for start-ups and venture capital-backed companies ............................................................... 116 Table 2.56. Number of cluster organisations by EaP country .............................................. 117 Table 2.57. Number of identified cluster organisations by country and sector .......... 119 Table S.1. Summary table of mapping results for Armenia .................................................. 123 Table S.2. Summary table of mapping results for Azerbaijan ............................................. 125 Table S.3. Summary table of mapping results for Georgia ................................................... 127 Table S.4. Summary table of mapping results for Moldova .................................................. 131 Table S.5. Summary table of mapping results for Ukraine ................................................... 135 Table 2.58. E&I specialisation domains in terms of NACE sectors .................................... 142 Table 3.1. Characterisation of the data sources used in topic modelling, including the name of the source, its scope, the data extraction criteria and the number of records .................................................................................................................................................... 145 Table 3.2. Distribution of records per type and per country ................................................. 146 Table 3.3a. List of identified S&T specialisation domains .................................................... 149 Table 3.3b. List of 50 most relevant keywords for each S&T domain ............................. 149 Table 3.4. Number of records per labelled topic group (i.e. ‘domain’) in the Eastern Partnership region ..................................................................................................................................... 153 Table 3.5. Characterisation of the EaP S&T domains according to the internal distribution of the S&T data sources ......................................................................................................................... 156 Table 3.6. Temporal evolution of S&T domains in the

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[]

# Navigation - Skip to Content - Studies - Research - Services - University - Prospective students - Alumni - International students - Companies and organizations - Media CG  - CV Horacio Saggion - Competitive Research Projects - PhD and Student Projects - Deep Document Summarization: Combining Text and Images - Mining, Understanding, and Summarizing Academic Social Networks - Publications - Journal Articles - Books - Book Chapters - Resources - Supervision - Workshops and tutorials - SignON - Natural Language Understanding and Text Generation Horacio Saggion - CV Horacio Saggion - Competitive Research Projects - PhD and Student Projects - Deep Document Summarization: Combining Text and Images - Mining, Understanding, and Summarizing Academic Social Networks - Publications - Journal Articles - Books - Book Chapters - Resources - Supervision - Workshops and tutorials - SignON - Natural Language Understanding and Text Generation - Studies - Research - Services - University - Prospective students - Alumni - International students - Companies and organizations - Media CG - inici / - Publications - Journal Articles # Journal Articles No results founds | Mut Alt¿n L.S.; Saggion H.. Review of Offensive Language Detection on Social Media: Current Trends and Opportunities. Lecture Notes in Networks and Systems 2024; 960: 62-76. Publication link | |--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Przyby¿a P.; Wu B.; Shvets A.; Mu Y.; Sheang K.C.; Song X.; Saggion H.. Overview of the CLEF-2024 CheckThat! Lab Task 6 on Robustness of Credibility Assessment with Adversarial Examples (InCrediblAE). CEUR Workshop Proceedings 2024; 3740(0): 321-338. | | Saggion H.; O¿Flaherty J.; Blanchet T.; Sharoff S.; Sanfilippo S.; Muñoz L.; Gollegger M.; Rascon A.; Marti J.L.; Szasz S.; Bott S.; Sayman V.. Making Democratic Deliberation and Participation more Accessible: The iDEM Project. CEUR Workshop Proceedings 2024; 3729(0): 36-40. | | Beauchemin D, Saggion H, Khoury R,. MeaningBERT: assessing meaning preservation between sentences. Frontiers in Artificial Intelligence 2023; 6. Publication link | | Przybyla P, Saggion H. ERINIA: Evaluating the Robustness of Non-Credible Text Identification by Anticipating Adversarial Actions. CEUR Workshop Proceedings 2023; 3525(0): 45-52. | | Sheang KC, Saggion H. Multilingual Controllable Transformer-Based Lexical Simplification. Procesamiento del Lenguaje Natural 2023; 71. | | Egea Gomez S.; Chiruzzo L.; McGill E.; Saggion H.. Linguistically Enhanced Text to Sign Gloss Machine Translation. Lecture Notes in Computer Science 2022; 13286: 172-183. Publication link Full text | | Štajner S.; Ferres D.; Shardlow M.; North K.; Zampieri M.; Saggion H.. Lexical simplification benchmarks for English, Portuguese, and Spanish. Frontiers in Artificial Intelligence 2022; 5. Publication link Full text

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192192 Amnesty International ReportIn February a new authority named the Sovereignty Protection Of ûce began investigating organizations and individuals considered to be a threat to national sovereignty. Its remit gave it broad discretionary powers to stigmatize and intimidate those critical of the authorities. The ofûce launched investigations against NGOs, including Transparency International Hungary, and an investigative media outlet. Reports published by the of ûce concluded that Transparency International and other civil society organizations served foreign interests and harmed the political, economic and societal interests of Hungary. Due to concerns about the activities of the Sovereignty Protection Of ûce, the European Commission launched an infringement procedure against Hungary and referred the country to the Court of Justice of the EU (CJEU) in October. Despite several calls from civil society, the commission did not request an interim measure from the court. The case was pending at the end of the year. In November the parliament overturned a ban on physical contact between prisoners and their visitors, which had been in place since 2017. Although plexiglass separation screens would remain in some settings, the new rules would allow approximately 5,000 prisoners more intimate and personal contact with their loved ones from March 2025. The changes followed a European Court of Human Rights decision against the ban in 2023. Following a death in police custody in 2018, the Supreme Court in April repealed the former judgment acquitting a police of ûcer and ordered a new investigation to assess whether the police had used unlawful force. The 2024 Gender Equality Index, published by the European Institute of Gender Equality, ranked Hungary 26th out of the 27 EUmember states based on its overall performance, and placed it last in the domain of gender equality in positions of political and economic power. An EU survey published in November found that 55% of Hungarian women had faced gender-based violence at some point and that 8% were currently living in an abusive relationship. In March the Budapest Metropolitan Court found that the National Authority for Data Protection and Freedom of Information had violated the human rights of four citizens targeted by Pegasus spyware, by not investigating their complaints effectively. Temporary protection of people üeeing from Ukraine was prolonged until 4 March 2025. However, the government decided that, after 21 August, only pregnant women, children, people living with disabilities, and those aged 65 and older üeeing from <active combat zones=

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fabrics, whether or not knitted or crocheted (other than those for babies) X 848 Articles of apparel and clothing accessories of other than textile fabrics; headgear of all materials X 851 Footwear X X 871 Optical instruments and apparatus, n.e.s. X 872 Instruments and appliances, n.e.s., for medical, surgical, dental or veterinary purposes X 873 Meters and counters, n.e.s. X 874 Measuring, checking, analysing and controlling instruments and apparatus, n.e.s. X X X 881 Photographic apparatus and equipment, n.e.s. 882 Photographic and cinematographic supplies 883Cinematographic film, exposed and developed, whether or not incorporating soundtrack or consisting only of soundtrack 884 Optical goods, n.e.s. 885 Watches and clocks X 891 Arms and ammunition 892 Printed matter X X X X 893 Articles, n.e.s., of plastics X X X X X 894 Baby carriages, toys, games and sporting goods X 895 Office and stationery supplies, n.e.s. 896 Works of art, collectors' pieces and antiques 897 Jewellery, goldsmiths' and silversmiths' wares, and other articles of precious or semiprecious materials, n.e.s. X 898Musical instruments and parts and accessories thereof; records, tapes and other sound or similar recordings (excluding goods of groups 763 and 883) 899 Miscellaneous manufactured articles, n.e.s. X 9 Commodities and transactions not classified elsewhere in the SITC 911 Postal packages not classified according to kind 931 Special transactions and commodities not classified according to kind X X 941 Complete industrial plant not elsewhere specified 951 Confidential trade 961 Coin (other than gold coin), not being legal tender 971 Gold, non-monetary (excluding gold ores and concentrates) X X 972 Gold, monetary and gold coin and current coin 998 Total for countries whose data are confidential 999 Confidential trade Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation321 Annex 4. Concordance between IPC and NACE NACE IPC 10 A01H A21D A23B A23C A23D A23F A23G A23J A23K A23L A23P C12J C13B C13F C13J C13K 10.5 A01J 11 A23L C12C C12F C12G C12H 12 A24B A24D A24F 13 D04D D04G D04H D06C D06J D06M D06N D06P D06Q 14 A41B A41C A41D A41F 15 A43B A43C B68B B68C 16 B27D B27H B27M B27N 17 B42F D21C D21H D21J 18.1 B41M B42D B44F 19 C10G C10L 20.1B01J B09B B09C C01B C01C C01D C01F C01G C02F C05B C05C C05D C05F C05G C07B C07C C07F C07G C08B C08F C08G C08J C08K C08L C09B C09C C09K C10B C10C C10H C10J C10K C12S C25B F17C F17D

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[]

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Ring-Fencing Mining Income A toolkit for tax administrators and policy-makers © 2025 International Institute for Sustainable Development and Organisation for Economic Co-operation and Development This publication is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License . This work is published under the responsibility of International Institute for Sustainable Development and the Secretary-General of the Organisation for Economic Co-operation and Development (OECD). The opinions expressed and arguments employed herein do not necessarily reflect the official views of the member countries of the OECD and the Intergovernmental Forum on Mining, Minerals, Metals and Sustainable Development (IGF). The names and representation of countries and territories used in this joint publication follow the practice of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries, and to the name of any territory, city, or area. This practice note has been prepared under a program of cooperation between the OECD Centre for T ax Policy and Administration Secretariat and the IGF's Global Mining T ax Initiative as part of a wider effort to address the challenges developing countries are facing in raising revenue from their mining sectors, particularly on the topic of mineral pricing. It complements action by the Platform for Collaboration on T ax and others to produce practice notes on top-priority tax issues facing developing countries. It reflects a broad consensus between the OECD Secretariat and IGF and should not be regarded as the officially endorsed view of either organization or of their member countries. The examples included in the practice note are for illustrative purposes only. They are not intended as a presentation of a recommended approach. The OECD’s work on this publication was co-funded by the governments of Germany, Ireland, Japan, Luxembourg, the Netherlands, Norway, Spain, Sweden, Switzerland, the United Kingdom, and the European Union. The IGF’s work on this publication was funded by the Government of the United Kingdom’s Foreign, Commonwealth and Development Office. Its contents are the sole responsibility of the IGF and OECD and do not necessarily reflect the views of the governments funding the publication or the European Union. IISD HEAD OFFICE 111 Lombard Avenue Suite 325 Winnipeg, Manitoba Canada R3B 0T4 IISD.org X @IISD_newsIGF/IISD OTTAWA OFFICE 123 Slater Street Suite 1001 Ottawa, Ontario Canada K1P 5G4 IGFMining.org X @IGFMining OECD HEAD

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[]

the distribution predicted by the Zipf law; Honore ’s, Sichel ’s, and Simpson ’s scores; 2.5 Perplexity-Based Filtering This method is based on conventional n-gram language models. A language model is entirely de ﬁned by the set of conditional probabilities {pðwjhÞ,h2H}, where hdenotes the n−1words long history (sequence of n-grams) ofw,and H is the set of all sequences of length n−1over a ﬁxed vocabulary. A standard way to estimate how well a language model p predicts a text T¼ w1...wNis to compute its perplexity over T, where the perplexity is de ﬁned as: PPðpTÞ¼2HðT;pÞ¼2/C01 NPN i¼1log2pðwijhiÞ ð1Þ Here, the perplexities are computed with the SRILM Toolkit [ 18]. 2.6 A Fake Content Detector Based on Relative Entropy This method seeks to detect Marcovian generators, patchworks and word stuf ﬁng, and it uses a short-range information between words [ 14]. Language model pruning can be performed using conditional probability estimates [ 15] or relative entropy between n-gram distributions [ 16]. The given entropy-based detector uses a similar strategy to score n-grams according to the semantic relation between their ﬁrst and last words. This is done by ﬁnding useful n-grams, means n-grams that can help detect arti ﬁcial text. Let{p(/C1|h)}denote an n-gram language model, h′- the truncated history, that is the sufﬁx of length n−2ofh.For each history h, the Kullback-Leibler (KL) divergence between the conditional distributions p(/C1|h)and p(/C1|h′)([17]) is calculated. Then the penalty score assigned to an n-gram (h, w), which represents a progressive penalty fornot respecting the strongest relationship between the ﬁrst word of the history h and a possible successor: argmax PKL(h, v) is computed. The total score S(T) of a text Tis computed by averaging the scores of all its n-grams with known histories.Computer-Generated Text Detection Using Machine Learning 4232.7 Method of Hidden Style Similarity The method [ 3] identi ﬁes automatically generated texts on the Internet using a (hidden) style similarity measure based on extra-textual features in HTML source code. Theﬁrst step is to extract the content by removing any alphanumeric character from the HTML documents and keeping into account the remaining characters usingn-grams. The second step is to model the “style ”of the documents by converting the content into a model suitable for comparison. The similarity measure of the texts is computed using Jaccard index. For similarity clustering is used the technique called ﬁngerprinting: theﬁngerprint of a document Dis stored as a sorted list of mintegers. 2.8

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in an efficient manner to reach a collective target for material recovery and purity. Examples of the second example implementation are shown by FIGS. 5 - 7 . - the data stream data 342 and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) 312 to optimize the functionality of individual MHUs 322 . - the AI/ML system(s) 312 can determine optimal operational parameters 343 for the individual MHUs 322 to conserve energy, reduce resource consumption overhead, and/or reduce wear on different components. - the operational parameters 343 can include activating or deactivating sorting technologies, changing directions of conveyors, altering detection capabilities of different on-board sensors 321 , and/or other actions of individual MHUs 322 to achieve results with minimum power, air, and consumption of other resources. - the AI/ML system(s) 312 can include models trained to predict when individual MHUs 322 , sensors 321 , and/or other MRF components need to be serviced and/or replaced. - the data stream data 342 and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) 312 to expand the MRF functionality to pre or post material processing based on one or more data streams 331 , 332 . - the expansion of the MRF functionality can include retasking individual MHUs 322 (e.g., mobile robotics, balers, loaders, and/or the like) to perform different functions within the MRF based on different trigger events, conditions, parameters, and/or criteria. - the data stream data 342 and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) 312 to autonomously control (or cause the control system 302 to control) the infeed of material to the facility by altering/adjusting and/or mixing inbound material(s) to achieve a desirable (semi-)homogeneous commodity distribution. - the data stream data 342 and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) 312 to autonomously control (or cause the control system 302 to control) the output of different recovered materials into different bales or packaging machines. - the operational parameters 343 provided by the AI/ML system(s) 312 to the control system 302 can cause the control system 302 to queuing different material bales based on material composition (e.g., purity percentages and the like) and/or market conditions based on data streams 332 from different MHUs 322 and/or based on data streams 331 from different sensors 321 . - material composition e.g., purity percentages and the

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[]

scenario, the remote computer may be connected to the through any type of network (e.g., network ). The is a set of computers that share resources located on or otherwise provided by a set of network nodes. The set of computers making up the can use one or more communication protocols and/or access technologies (such as any of those discussed herein) to communicate with one another and/or with other computers outside of the network (e.g., and/or ), and may be connected with one another or otherwise arranged in a variety of network topologies. As examples, the can represent the Internet, one or more cellular networks, local area networks (LANs), wide area networks (WANs), wireless LANs (WLANs), Transfer Control Protocol (TCP)/Internet Protocol (IP)-based networks, Personal Area Networks (e.g., Bluetooth® and/or the like), Digital Subscriber Line (DSL) and/or cable networks, data networks, cloud computing services, edge computing networks, proprietary and/or enterprise networks, and/or any combination thereof. In some implementations, the is associated with network operator who owns or controls equipment and other elements necessary to provide network-related services, such as one or more network access nodes (NANs) (e.g., base stations, access points, and the like), one or more servers for routing digital data or telephone calls (e.g., a core network or backbone network), and the like. Other networks can be used instead of or in addition to the Internet, such as an intranet, an extranet, a virtual private network (VPN), an enterprise network, a non-TCP/IP based network, any LAN, WLAN, WAN, and/or the like. In either implementation, the comprises computers, network connections among various computers (e.g., between the , client device(s) , , and/or the like), and software routines to enable communication between the computers over respective network connections. Connections to the network (and/or compute nodes therein) may be via a wired and/or a wireless connections using the various communication protocols such as any of those discussed herein. More than one network may be involved in a communication session between the illustrated devices. Connection to the may require that the computers execute software routines that enable, for example, the layers of the OSI model of computer networking or equivalent in a wireless (or cellular) phone network. The remote system (also referred to as a “service provider”, “application server(s)”, “app server(s)”, “external platform”, and/or the like) comprises one or more physical and/or virtualized computing systems owned and/or operated by a company, enterprise, and/or

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[]

who could leverage more scientific prestige and important institutional positions.19 ‘When it [was] no longer possible … to render the women’s share of the work invisible’, Abir- Am reminds us, ‘society’s solution has been to regard [their] contribution[s] as merely derivative’.20 A study of the journal Theoretical Population Biology provides a striking illustration of the mechanisms by which female scientists’ work has been rendered invisible. Only 7 per cent of the authors published in the 1970s were women, but the situation changed dramatically when researchers turned their attention to footnotes, where they represented more than half (59 per cent) of the programmers acknowledged in the pages of the journal. This example demonstrates that women’s computing work was insepara - ble from knowledge- making in population genetics, but it was relegated to the footnotes of professional science and, until very recently at least, the footnotes of history- writing as well.21 As we go forward, we should strive to mainstream such ‘footnotes’ into the history of science through research, writing, teaching and public engagement – until that is achieved, our understanding of processes of knowledge- making in STEMM can only be incomplete at best. Indeed, as Maria Bucur emphasizes in a related context, ‘writing histories that highlight the specific qualities, achievements, failures, and overall con - tributions’ of women to science is a ‘core element of how we understand our past’.22 Studying the lives, collective and individual, of women in STEMM is an opportunity to reflect on how we have defined ‘science’, what has counted as ‘scientific labour’ and who has counted as a ‘scientist’ in different 8 Negotiating in/visibility geographical and historical contexts. As the next section discusses, there is much to learn in this respect by bringing different geographies and strands of scholarly literature in conversation with each other, especially gender and feminist scholarship, histories of science and imperialism, and investigations of gender and power in (post- )socialist societies. Multisited histories of gender, science and power Any assessment of the present volume’s contribution to the extant literature on women, gender and science must begin with the recognition that there are significant variations in how scholars have engaged with this topic in different regional and academic contexts. Since the early 1980s, a growing body of literature has been published in various parts of the world examin - ing the lives and career trajectories of women scientists as well as the socio-

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vaccines that could save yet more lives. In 2021, the WHO recommended the first vaccine against malaria , which is now being rolled out to millions of young children in 20 African countries. Governments are clamouring for doses — malaria kills roughly 600,000 people every year. Hopes are also high that an experimental tuberculosis vaccine , now in late-stage clinical trials, could help to combat one of the world’s most deadly diseases. Tuberculosis kills more than one million people a year globally. Now is not the time to take the foot off the accelerator on such innovations — which is another reason more coordination and cooperation is needed. Declining vaccination rates in poor countries not only put the lives of vulnerable people — especially children — at risk from infectious disease, but can also raise the danger of disease outbreaks around the world. Will RFK Jr’s vaccine agenda make America contagious again? The rapid response to a 2024 Marburg virus outbreak in Rwanda, with only ten days between the declaration of an outbreak and the first vaccination ( C. T. Nutt N. Engl. J. Med . 392 , 625–627; 2025 ), stands as a positive example of what can be achieved when countries have the resources and preparation to coordinate and therefore respond aggressively. That outbreak — one of the largest ever of Marburg virus — was quenched by the Rwandan health authorities in less than three months. If the response had not been so swift, the outbreak could have spread farther, taken more lives and drained more resources. Gavi will continue to search for places to cut costs. At the same time, some African countries, which themselves have contributed more than $1 billion to Gavi since 2008, are exploring how their health-care systems will need to adapt to this financial climate, according to Jean Kaseya, director-general of the Africa Centres for Disease Control and Prevention, based in Addis Ababa. But because only 3% of Gavi’s budget goes to administrative costs, a relatively low figure compared with other charities, that leaves little to cut before important programmes are under threat. More funds will be needed, so there is an opportunity for donors to step forward to fill the gap, Nishtar says. “We’re preparing for all scenarios, because that’s the responsible thing to do,” she says. “But we have every reason to hope for a very positive future.” If donors care

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elevators; parts for such pumps and liquid elevatorsX 0.4% 745Non-electrical machinery, tools and mechanical apparatus and parts thereof, n.e.s.X 0.1% 771Electric power machinery (other than rotating electric plant of group 716) and parts thereof X 0.4% 772Electrical apparatus for switching or protecting electrical circuits or for making connections to or in electrical circuits (e.g., switches, relays, fuses, lightning arresters, voltage limiters, surge suppressors, plugs and sockets, lamp- holders and junction boxes); electrical resistors (including rheostats and potentiometers), other than heating resistors; printed circuits; boards, panels (including numerical control panels), consoles, desks, cabinets and other bases, equipped with two or more apparatus for switching, protecting or for making connections to or in electrical circuits, for electric control or the distribution of electricity (excluding switching apparatus of subgroup 764.1)X 0.6% X 0.6% 773 Equipment for distributing electricity, n.e.s. X 12.1% 781Motor cars and other motor vehicles principally designed for the transport of persons (other than motor vehicles for the transport of ten or more persons, including the driver), including station-wagons and racing cars X 0.4% 792Aircraft and associated equipment; spacecraft (including satellites) and spacecraft launch vehicles; parts thereof X 0.2% 8 Miscellaneous manufactured articles 821Furniture and parts thereof; bedding, mattresses, mattress supports, cushions and similar stuffed furnishingsX 5.1% X 5.1% 831Trunks, suitcases, vanity cases, executive cases, briefcases, school satchels, spectacle cases, binocular cases, camera cases, musical instrument cases, gun cases, holsters and similar containers; travelling bags, insulated food or beverages bags, toilet bags, rucksacks, handbags, shopping bags, wallets, purses, map cases, cigarette cases, tobacco pouches, tool bags, sports bags, bottle cases, jewellery boxes, powder boxes, cutlery cases and similar containers, of leather or of composition leather, of sheeting of plastics, of textile materials, of vulcanized fibre or of paperboard, or wholly or mainly covered with such materials or with paper; travel sets for personal toilet, sewing or shoe or clothes cleaningX 0.7% 841Men’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 2.4% 74 Part 2 Analysis of economic and innovation potential SITC Goods nameCurrent strength% share of exportsEmerging strength% share of exports 41 78.7% 23 33.8% 842Women’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 3.5% 843Men’s or boys’ coats,

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[]

by law they were entitled to such positions. 157 157 Female doctors in schools in interwar Romania What seems to have been an isolated case turned out to be a frequent dilemma that school authorities had to find a solution for. Even though the law stated that female physicians were to be assigned to the available positions in girls’ schools if there were no suitable candidates, the prin - cipal of the institution could have accepted male doctors as a temporary solution. A similar case to the one in Curtea de Argeș is documented for another small town, this time from the province of Oltenia, Caracal. In November 1929, Petre Ioanițoiu wrote to the Ministry of Instruction, ask - ing to be appointed doctor to the town’s high school for girls. The head of the Elementary Schools Department ( Direcțiunea Învățământului Primar ) cautiously allowed him to fill the position, since the doctor formerly work - ing there had resigned, but pointed out that this was a temporary meas - ure. A few days later, the position was also requested by Xenia Ralef, a female doctor; interestingly enough, the reviser who received the document wrote that the same position had been requested first by Dr Ioanițoiu. His comment seems to imply that the order of the requests mattered when the Ministry assigned such positions, only because this criterion was clearly advantageous to the male doctor. In the end, school authorities in Bucharest followed the law, assigning the position to Dr Ralef.42 This case reveals a common misconception among local school authori - ties, from revisers to high- school principals, namely that male doctors were better suited for such positions, while women doctors were young and inex - perienced. This is precisely what the principal of the Dej Girls’ High School, a woman herself, argued in November 1929, when she pleaded that the Ministry of Instruction allow the male doctor already working in the school to continue. The document was a response to a job request made by Emilia Ciuta, a female doctor working at the public hospital in town who pursued the same position, but was dismissed by the principal, since she was per - ceived as not having a similar level of experience.43 Such attitudes were generated by the mistrust in female doctors’ ability to work in schools, even though many women were already working in hospi - tals,

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the ring-fenced activity (see Section 5). 15 Most tax regimes provide preferential tax treatment for mineral exploration to offset the high risks and costs incurred in this phase. This treatment creates various auditing complexities for tax officials, including ensuring that the expenditures are eligible, how to treat indirect expenditures, and guarding against the risk of transferring expenditures across different operations (Wilcox, 2013). 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 ## 3.1.3 Ring-Fencing Encourages New Entrants to the Mining Sector Mining involves large upfront expenses and long lead times before income is derived. In the absence of ring-fencing rules, a mining investor with producing mines can obtain a tax benefit to offset exploration and development costs from new projects in the same country against their existing income within that country. This results in tax and cash flow savings. A new entrant, with no existing operations within the country, does not have access to this tax benefit, and as a result, the incumbent mining operators have an advantage compared to the new entrants. These tax benefits to the incumbent can be significant. Ring-fencing removes the incumbent's advantage, creating a more equal playing field for new entrants, and potentially contributing to more diversified investors. This benefit can conflict with a country's objective to expand investment by the incumbent investors. ## 3.2 The Risks ## 3.2.1 Ring-Fencing May Discourage Future Mining Investment by Existing Investors Ring-fencing could discourage companies from making new or additional investments in the host country. These are especially critical in mining marginal ore bodies, which are very costly (Daniel et al., 2010). From an investor's perspective, the deferral of tax caused by consolidation is justified, as it is a result of further investment in the source country. Whether consolidation contributes to making the new investment or investments into the marginal ore deposits needs to be evaluated based on the merits of each specific case. This disadvantage of ring-fencing rules is valid only in cases of investors who can actually benefit from the consolidation effect. It is important to consider that any impact on investment is likely to be limited by the location-specific nature of mineral resources, which makes investors less mobile than in other sectors. It needs to be considered whether these new investments would have taken place anyway due

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a grant from Cape Town University in 1935. She was attached to one of the two women's colleges, Newnham. The day after she arrived, she reported to the Cavendish Laboratory to meet with Deputy Director James Chadwick. At this somewhat tense meeting, Maasdorp asked Chadwick why women could not be members of the university. In the resulting discussion, Chadwick became agitated as, according to him, 'women were bad at administration, and couldn't manage their own affairs let alone the affairs of a university'. 3 After this Figure 1.1 Reinet Maasdorp and the Cavendish Research Group, Cambridge, 1935 (courtesy of Margaret Kettlewell)  first encounter with the deputy director of the Cavendish Laboratory, Maasdorp could have been forgiven for thinking this was not an auspicious start to her studies. Highlighting the changing attitude, or lack thereof, towards women's participation in science during the 1930s and beyond, Maasdorp's experience uncovers the barriers that discouraged women from pursuing a career in science in the twentieth century. Based on a single case study, I do not want to give the impression that Maasdorp is representative or prototypical of an entire group, 'women'. An understanding of intersectionality, as first articulated by Kimberlé Crenshaw in her landmark paper 'Demarginalizing the intersection of race and sex', is implicit in the 4 1 analysis. Crenshaw argues that an analysis of racism and sexism can be distorted if attention is paid to members of privileged groups because these ideas are founded on experiences that only apply to some, not all. 4 In this context, the gap between Maasdorp's experience and those of Black South African women at the time is immense. Maasdorp was a white woman living in a country that perpetuated intense discrimination against the nonwhite population. The privilege afforded to Maasdorp in gaining entry to Cambridge University was something undreamed of for non- white women at that time. The situation for Black researchers is today still highly disappointing, with only 2 per cent of Black researchers, both women and men, participating in STEMM doctoral programmes in the UK. 5 What Maasdorp's experience at Cambridge in the 1930s can show is how white women from across the British Empire entered the workplace and navigated social and professional networks in a male- dominated profession such as academic science. Recovering women's experience and history, Guglielmo suggests, is a way of 're- collecting women's stories … [often] written out

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histories, and the cultures they represented were often Eurocentric; yeah, they were Eurocentric. Little attention is given to the contributions and experiences of Hispanic Americans. I'd say when you mentioned Hispanic Americans, it was often in a superficial or stereotypical way. Yeah, I'd say we were portrayed as primarily interested in food, music, and celebrations rather than as complex individuals with our own unique expressions, experiences, struggles, and achievements. So, overall, I think that the representation of Hispanic Americans in the curriculum needs to be more comprehensive, accurate, and inclusive. We need to move beyond superficial representations and stereotypes and appreciate our experience. ## Did you see any Hispanics represented in the curriculum? Honestly, I didn't see much representation of Hispanics in the curriculum until I was in high school. It was really, really limited, you know. I remember learning about the Spanish conquest. So I'd say it wasn't until I had a teacher, Miss Gracia, who made a conscious effort to introduce more diverse texts and perspectives into the curriculum that I started to see more representation of Hispanics. So, I have to say that even with Miss Gracia's effort, the representation of Hispanics in the curriculum was too limited. There's definitely more work to be done to ensure that Hispanic students see themselves reflected in the curriculum. ## 8. Describe how a teacher connected lessons to you in your life. How do they make it specific to you? I'm sorry, I would say, Mrs. Gracia. She was a master at connecting lessons to my life, the past, and the lives of my peers. She asked me to connect those. So I want to connect themes of our own experiences, asking questions like, how do we navigate multiple cultures in life? So, for me, I'd say that was a powerful moment and an amazing moment. She helped me to see the relevance of the lesson to my life. It wasn't just about analyzing science. This is about exploring my experiences and emotions, too, you know. So, I'd say she helped me develop a deeper understanding of the material and a greater appreciation for the ways in which literature can reflect and shape our understanding of ourselves and the world around us. Because I kind of loved literature, too, but didn't really want to venture into literature. ## You didn't like literature? I kind of like literature. But since I

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since data for these economies became available in 1950. While this relationship may have owed more to automation than it did to open tradexix, the notion that globalisation had exacerbated inequality infiltrated public perceptions, while governments were seen as indifferent. Policymakers should learn from this experience to reflect on how society will change in the future, and how they can ensure that the state is seen as on the side of citizens and attentive to their concerns. A key part of this process will be empowering people. Leaders and policymakers should engage with all actors within their respective societies to define objectives and actions for the transformation of Europe’s economy. More effective and proactive citizens’ involvement and social dialogue, combining trade unions, employers and civil society actors, will be central in building the consensus needed to drive the changes. Transformation can best lead to prosperity for all when accompanied by a strong social contract. 19THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 1BOX 1 Key principles for trade policy in a European industrial strategy The era of open global trade governed by multilateral institutions looks to be passing, and the EU’s trade policy is already adapting to this new reality . The global trading order based on multilateral institu - tions is in deep crisis, and it remains uncertain whether it can be brought back on track. While the EU should continue efforts to reform the WTO – and especially to unlock the dispute settlement mechanism – the EU must adapt its trade policy to a new reality. This process is already underway. In June 2023, the EU adopted a new Economic Security Strategy furnishing itself with a range of instruments to deal with dumping, respond to coercion and address distortions caused by foreign subsidies within the EU, as well as adopting tools to address technology leakage and enforce sanctions. The EU has also continued to expand its bilateral trade network negotiating over 40 individual trade agreements with different countries and regions. Trade policy needs to be fully aligned with the European industrial strategy . Trade policy should be based on careful, case-by-case analysis rather than on generic stances toward trade. In some cases, the EU should use its trade policy arsenal to keep barriers low, in others to level the playing field and in others still to secure critical supply chains. Accelerating innovation and technological progress in

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[ { "end": 144, "label": "CITATION_REF", "start": 141 } ]

Status in Employment in use Low-income Lower-middle-income Upper-middle-income High-income Data as a force for public good | 65 the lead-up to the 2009 euro crisis, and data breaches are all too common in government and private sector databases. 67 Similarly, deidentifying individuals has not always proved to be enough to maintain confidentiality. In the 1990s, the governor of Massachusetts in the United States approved making deidentified medical records of state employees available for researchers. Although key identifiers such as name and address were removed from the data, by triangulating the information avail-able with other public information a researcher was able to identify the medical records of the governor and other individuals (see chapter 6 for more details). 68 One way to minimize these concerns is to ensure that only appropriate data are produced—data that measure con-cepts of interest, have a clear policy purpose, and are not produced from attempts to collect excessive infor - mation or surveil individuals. Such data, of course, can still be misused and mishandled. Why data gaps persist: The political economy of public intent data The previous two sections describe how public intent data can yield great value for development, yet gaps in public intent data are severe, particularly in low-income countries—the countries that stand to benefit most from the data. Why do these data gaps persist? This section answers that question, com-plementing existing data sources with structured interviews with NSOs across all income groups and geographical regions. 69 This approach requires dig - ging one level deeper and understanding the main roadblocks on the pathways to data for public policy, or conversely, the enablers of public intent data. The main roadblocks identified are lack of financing, tech-nical capacity, data governance, and demand for data (figure 2.6). A common reason for these roadblocks is lack of understanding of and commitment to the use of data for policy making. In a positive feedback loop, realiz-ing the value of public intent data increases under - standing of the potential of the data, leading to a com-mitment to the further production and use of public intent data. To spearhead such commitments, SDG Target 17.18 calls for increasing the availability of high- quality, timely, and disaggregated reliable data, and SDG Target 17.19 calls for developing measurements of progress related to statistical capacity building. Deficiencies in financing Underinvestment and misaligned investment priori-ties are perpetuating data gaps. Figure 2.6 A positive feedback

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education outcome may have been the work of several intrinsically motivated people who contributed their commitment and expertise. Portraying these people as followers, who are dependent on a leader, underestimates their contributions. In relation to context, the contrast is between control and the empowerment of people at different levels of the education system to make decisions. Another opposition is rules and the discretion to react at the right moment to local circumstances. Structure can be at odds with agency. While capacity and personal attributes matter, it may only be possible to put them to good use in enabling environments. However, an emphasis on autonomy should not distract from the fact that education leaders work towards achieving results, regardless of the governance regime under which they operate. Leaders also work in constrained contexts. While some leaders have the resources to implement their plans, others have to find solutions under adverse circumstances. While leadership is an appealing concept, it is not clear cut. It is often difficult to distinguish a good leader from a good manager. Despite lofty objectives, education leaders' work tends to be mundane. School principals need to manage school budgets or hold meetings to make disciplinary decisions. Department heads and teacher leaders are likely to spend a lot of time preparing timetables and organizing teacher recruitment. Local education officers will fret over getting textbooks delivered on time or paying subsistence allowances to teachers travelling for a training course. Ministers will need to respond to members of their constituency to satisfy petty requests or fend off media criticism about an official's transgression. All these small acts are a far cry from what leaders are usually associated with. Yet managing daily activities effectively to make time for future planning is at the heart of what leaders do. In reality, there is a continuum of activities and the distinction between education management and leadership can be artificial.  ## It is often difficult to distinguish a good leader from a good manager  A related issue is whether leadership has to be associated with change. Some argue that being a change agent is what distinguishes a leader (Fullan, 1996). While management is about preserving the status quo, leadership is about changing it. Change management refers to implementing a change that has been decided upon. Change leadership is about the need for change and rallying people behind that change.

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in child language and other L2 learning studies. The reader is reminded that the current research aims at investigating to what extent the linguistic processes exhibited in creolization and decreolization parallel those manifested by Arab learners of English in the above study in particular, and those of second/foreign language learning in general. But since the data in Mousa (1994) is enormous, care will be taken to cite only relevant information that serves the purpose of our investigation. Table 3. Sample of Arab learners' pronunciation of /v/ in Mousa (1994) | Gloss | Pronunciation | |--------------|--------------------------| | solve | /so:lv/, /so:lf/ | | relative | /rilætif/ | | van | /fæn/ | | device | /difæis/ | | conversation | /k ʊ nf ə rse: ʃ æn/ | | twelve | /t ə wilf/ | | alive | / ʔ ælæif/ | | clever | /k ə lifær/ | | volvo | /v ʊ lv ʊ /, /f ʊ lf ʊ / | | wives | /wæifs/ | | vocal | /fukæl/ | | eleven | /ilifin/ | ## 7. Analysis and Discussion Our informants' pronunciation of the word 'seven' reflects a marked trace of decreolization. That is, both informants repeatedly produced the word as [se β m], with a bilabial fricative instead of labio-dental fricative. With this, they seem to have acted counter to our expectation. Thus, although the changing of /v/ to /b/ is a characteristic of Jamaican Creole, as in [neba] for 'never' (Cassidy, 1961) and [lob] for 'love' (Wells, 1973), the substitution of a voiced bilabial fricative / β / for the voiced labio-dental fricative is likely to happen among Bahamians, Bermudans and Vincentians (Wells, 1982). This pronunciation is formalized according to the following rule:  According to the above rule, a labio-dental fricative becomes a bilabial fricative before a bilabial nasal. Then, ## where does this fricative come from? Alleyne (1980) argues that the earliest English creoles did not have the fricative /v/. Actually, it is not found in some Atlantic creoles, including Jamaican Creole (Holm, 2000). Even in those creoles whose phonemic inventories display it, the sound is not originally theirs. For instance, although there is no contrast between orthographic /b/ and /v/ in American Spanish, as both are produced as /b/ with the bilabial fricative [ β ] as an allophone, inter-vocalically, /b/ and /v/are two separate phonemes in Papiemento, though a

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# Piotr Przybyła Natural Language Processing Researcher - Email: - WWW: - Phone: - Address: - Links: - [email protected] - https://piotr.phd/ - +34 93 542 1763 - r. 55.424, Edifici Tànger, 08018 Barcelona - Google Scholar, ResearchGate, GitHub, ORCiD I'm a tenure-track professor at the Universitat Pompeu Fabra in Barcelona, Spain and a researcher in the TALN (Natural Language Processing) Research Group there. I am also affiliated with the Linguistic Engineering Group at the Institute of Computer Science, Polish Academy of Sciences (ICS PAS) in Warsaw, Poland. Before, I obtained my PhD degree in Computer Science from ICS PAS and worked as a research fellow in the National Centre for Text Mining (NaCTeM) at the University of Manchester. My most recent research project, ERINIA (Evaluating the Robustness of Non-Credible Text Identification by Anticipating Adversarial Actions), was funded as a Marie Skłodowska-Curie Postdoctoral Fellowship by the European Union. In case you're wondering: my surname is pronounced /pʂɨbɨwa/, as in: Powerful sheikh is bringing in wonderful art. ## News - (08.2025) I started my tenure-track professorship at the UPF. (07.2025) Our article on building a corpus and classifiers of anthropomorphic language in NLP reporting was presented at ACL 2025. (04.2025) At this year's RANLP conference, I will co-organise OMMM 2025: the first Interdisciplinary Workshop on Observations of Misunderstood, Misguided and Malicious Use of Language Models. (03.2025) I am co-organising a shared task on Spotting Machine-Generated Text from Language Models for Polish (ŚMIGIEL) at PolEval 2025. (12.2024) PLOS ONE published our study on the (dubious) consciousness of LLMs and anthropomorphic language in AI reporting. (11.2024) An article describing our work verifying the robustness of misinformation detection agains adversarial attacks, performed in the ERINIA project, was published in the Natural Language Processing journal. (10.2024) We participated in the WMT shared task on translating low-resource Iberian languages, including Aragonese, Aranese and Asturian: see our results. (09.2024) I was in Grenoble for the CLEF 2024 conference, summarising the results of the InCrediblAE shared task and chairing the session including presentation of participants of this task and other within CheckThat! 2024. (08.2024) At this year's ACL, I'm presenting our work on the adaptive search for adversarial examples (at the WASSA workshop) and processing affiliations in scholarly literature (at the SDProc workshop). (08.2024) On the 20th of August, I'll be presenting our work in the ERINIA project at a seminar at the Chulalongkorn University in Bangkok. (08.2024) The

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[bib][paper][corpus] 2. Ł. Kobyliński, M. Ogrodniczuk, P. Rybak, P. Przybyła, P. Pęzik, A. Mikołajczyk, W. Janowski, M. Marcińczuk, A. Smywiński-Pohl, “PolEval 2022/23 Challenge Tasks and Results,” in Proceedings of the 18th Conference on Computer Science and Intelligence Systems (FedCSIS 2023), Warsaw, Poland, 2023. [bib][paper] 3. M. Ogrodniczuk, P. Przybyła, “PolEval 2021 Task 4: Question Answering Challenge,” in Proceedings of the PolEval 2021 Workshop, Online, 2021. [bib][paper][data] 4. P. Przybyła, “How big is big enough? Unsupervised word sense disambiguation using a very large corpus,” Manuscript arXiv:1710.07960 [cs.CL], 2017.[bib][paper] 5. P. Przybyła, “Boosting Question Answering by Deep Entity Recognition,” Manuscript arXiv:1605.08675 [cs.CL], 2016.[bib][paper][data][corpus] 6. P. Przybyła, “Odpowiadanie na pytania w języku polskim z użyciem głębokiego rozpoznawania nazw,” (Question Answering in Polish using Deep Entity Recognition), PhD thesis in Institute of Computer Science, Polish Academy of Sciences in Warsaw, Poland, 2015.[bib][paper][data][corpus] 7. P. Przybyła, “Gathering Knowledge for Question Answering Beyond Named Entities,” in Proceedings of the 20th International Conference on Applications of Natural Language to Information Systems (NLDB 2015), Passau, Germany, 2015.[bib][paper][data][corpus] 8. P. Przybyła and P. Teisseyre, “Analysing Utterances in Polish Parliament to Predict Speaker’s Background,” Journal of Quantitative Linguistics, vol. 21, no. 4, pp. 350–376, 2014.[bib][paper] 9. P. Przybyła, “Question Analysis for Polish Question Answering,” in 51st Annual Meeting of the Association for Computational Linguistics, Proceedings of the Student Research Workshop, Sofia, Bulgaria, 2013.[bib][paper] 10. P. Przybyła, “Question Classification for Polish Question Answering,” in Proceedings of the 20th International Conference on Language Processing and Intelligent Information Systems (LP&IIS 2013), Warsaw, Poland, 2013.[bib][paper] 11. P. Przybyła, “Issues of Polish Question Answering,” in Proceedings of the first conference “Information Technologies: Research and their Interdisciplinary Applications” (ITRIA 2012), Warsaw, Poland, 2012.[bib][paper] ### Text simplification 1. M. Shardlow, P. Przybyła, “Simplification by Lexical Deletion,” in Proceedings of the Second Workshop on Text Simplification, Accessibility and Readability (TSAR 2023), Varna, Bulgaria, 2023. [bib][paper][code] 2. L. Vásquez-Rodríguez, M. Shardlow, P. Przybyła, Sophia Ananiadou, “Document-level Text Simplification with Coherence Evaluation,” in Proceedings of the Second Workshop on Text Simplification, Accessibility and Readability (TSAR 2023), Varna, Bulgaria, 2023. [bib][paper][code] 3. L. Vásquez-Rodríguez, M. Shardlow, P. Przybyła, Sophia Ananiadou, “The Role of Text Simplification Operations in Evaluation,” in Proceedings of the First Workshop on Current Trends in Text Simplification (CTTS 2021), Online, 2021. [bib][paper][code] 4. L. Vásquez-Rodríguez, M. Shardlow, P. Przybyła, Sophia Ananiadou, “Investigating Text Simplification Evaluation,” in Findings of the Association for Computational Linguistics: ACL-IJCNLP 2021, Bangkok, Thailand, 2021. [bib][paper][code]

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for which the degree of specialisa- tion and relative size for both export values are above the thresholds for at least 6 out of 8 years shown in the first two columns in Table 2.21. Emerging service categories with in- creasing degrees of specialisation are identified as those service categories for which the chang- es in the degree of specialisation for export values are above the thresholds shown in the last column in Table 2.21. To identify current strengths for each country, the same minimum relative size of 0.1% has been used, and for the degree of spe- cialisation a minimum location quotient of 1.25. For changes over time, changes in the degree of specialisation have to be positive for at least 2 out of 3 time periods for all countries. Current strengths Emerging strengths* Degree of specialisationRelative size Change in degree of specialisation Armenia > 1.25 > 0.1% > 0 Azerbaijan > 1.25 > 0.1% > 0 Georgia > 1.25 > 0.1% > 0 Moldova > 1.25 > 0.1% > 0 Ukraine > 1.25 > 0.1% > 0Table 2.21. Thresholds used to identify services export specialisations * For the degree of specialisation to increase, services exports in a particular country have to grow faster than the average for all EaP countries. So, if average growth is e.g. 5%, export growth below 5% does not lead to an increasing degree of specialisation and the services exports are not seen as an emerging strength. Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation81 Mapping of services export specialisa- tions – results for Armenia Results of the export mapping for Armenia are shown in Table 2.22. The 5 services categories with current strength represent 65% of the total exports for 2011-2018. Specialised exports in Per-sonal travel account for almost 51% of the to- tal exports, and those in Construction services for 12%. The 10 services categories with emerging strength represent, at 22%, a much smaller share of total exports. All specialised product categories are relatively small, except for Other transport. Current strength% share of exportsEmerging strength% share of exports 5 65.4% 10 22.4% 1.3 Other transport X 9.4% 2.2 Personal travel X 50.8% 3 Communications services X 2.3% 3.2 Telecommunications services X 2.3% 4 Construction services X 12.0% 5 Insurance services X 1.3% X 1.3% 6 Financial services X 0.5% 7.2 Information services X 0.6% 9 Other business

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[]

Ferrario, P. (2024). I dati. Tante iscritte, poche prof e ancora meno rettrici. L'università non è donna [The data. Many members, few teachers and even fewer rectors. The university is not female]. Avvenire . https://www.avvenire.it/ attualita/pagine/universita-tante-studentesse-poche-professoresse-e-ancor-meno-rettrici Galán-Muros, V. and Blancas, A. (2024). Leadership in Higher Education for a Changing World (Background paper for the Global Education Monitoring Report 2024/5 .) https://doi.org/10.54676/IMMZ3691 Gandhi, M. and Sen, K. (2021). Missing women in Indian university leadership: Barriers and facilitators. Educational Management Administration and Leadership , 49 (2), 352-369. Gómez González, S. J. (2023). Autonomia, Gobernanza y Desempeño Universitario en Mexico [Autonomy, Governance and University Performance in Mexico]. ANUIES. http://publicaciones.anuies.mx/libros/264/autonomiagobernanza-y-desempeno-universitario-en-mexico - Klenk, T., Antonowicz, D., Geschwind, L., Pinheiro, R., and Pokorska, A. (2022). Taking women on boards: A comparative analysis of public policies in higher education. Policy Reviews in Higher Education , 6 (2), 128-152. Knot, K. and Knoxx, L. (2024). Untangling the bungled FAFSA launch. Inside Higher Ed . https://www.insidehighered.com/ news/government/student-aid-policy/2024/03/04/how-ambitious-plans-new-fafsa-ended-fiasco Knuth, K., Forrester, J., Miller, J., Halterbeck, M., and Conlon, G. (2024). The Economic Impact of the Russell Group Universities' RandD Activities. Final Report for the Russell Group . London Economics. https://russellgroup.ac.uk/media/6192/ the-economic-impact-of-rd-activities-at-russell-group-universities\_feb-24.pdf Kuagbedzi, F. N., Dhlamini, N., and Njenga, B. K. (2022). The struggle of women for power and leadership in universities. University World News. https://www.universityworldnews.com/post.php?story=20220426094831132 Kuzhabekova, A. (2021). Women's leadership in higher education in Kazakhstan. American Council for Education International Briefs for Higher Education Leaders , 9 . https://www.acenet.edu/Documents/Womens-Rep-in-HigherEd-Leadership-Around-the-World.pdf Lemaître, M. J., Ramírez, A., Baeza, P., and Blanco, C. (2021). Flexible Learning Pathways in Chilean Higher Education: Can a Bottom-Up Approach Work? UNESCO International Institute for Educational Planning. (Country Note/Flexible Learning Pathways 1.) https://unesdoc.unesco.org/ark:/48223/pf0000377998 Li, L. C. and Kam, I. C. P. (2021). Women in higher education leadership: Challenges in Hong Kong. American Council for Education - International Briefs for Higher Education Leaders , 9 . Mackay, A., Barker, N., Redman, K., Clarke, T., and Miller, A. (2022). Education Reimagined: Leadership for a New Era . Centre for Strategic Education (Australia). WISE Agile Leaders of Learning Innovation Network, ALL-IN. https://www.cse. edu.au/education-reimagined-1 Mulwa, M. (2021). The Gender Gap in Universities and Colleges in Sub-Saharan Africa . Education in Sub-Saharan Africa. https://essa-africa.org/node/1421 O'Malley, B. (2016). Fifteen universities closed in purge after failed coup. University World News. https://www.universityworldnews.com/post.php?story=20160722211654519 Ranki, S., Ryky, P., Santamäki, I., and Smidt, H. (2021). Lifelong Learning Governance in the Nordic Countries: A Comparison . Sitra. https://media.sitra.fi/app/uploads/2021/01/lifelong-learning-governance-in-the-nordic-countries-1.pdf Sekmokas, M., Larsson, L., Roberts, A., Erlach, E. von, Guo, Y., and González, G. R. (2024). Updated Framework for Monitoring Adult Learning: Enhancing Data Identification and Indicator Selection . OECD. (Education Working Paper 317.) https://doi.org/10.1787/02bbacdc-en

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Journal Articles - Horacio Saggion (UPF) Navigation Skip to Content Search engine Search engine × upf.edu Studies Research Services University Information addressed to ... Prospective students Alumni International students Companies and organizations Media Contact Online office En CG Campus Global Horacio Saggion CV Horacio Saggion Competitive Research Projects PhD and Student Projects Deep Document Summarization: Combining Text and Images Mining, Understanding, and Summarizing Academic Social Networks Publications Journal Articles Books Book Chapters Resources Supervision Workshops and tutorials SignON - Natural Language Understanding and Text Generation More ... Horacio Saggion CV Horacio Saggion Competitive Research Projects PhD and Student Projects Deep Document Summarization: Combining Text and Images Mining, Understanding, and Summarizing Academic Social Networks Publications Journal Articles Books Book Chapters Resources Supervision Workshops and tutorials SignON - Natural Language Understanding and Text Generation upf.edu Studies Research Services University Information addressed to... Prospective students Alumni International students Companies and organizations Media Contact Menú En CG Campus Global inici / Publications / Journal Articles Journal Articles No results founds Mut Alt¿n L.S.; Saggion H.. Review of Offensive Language Detection on Social Media: Current Trends and Opportunities . Lecture Notes in Networks and Systems 2024; 960: 62-76. Publication link Przyby¿a P.; Wu B.; Shvets A.; Mu Y.; Sheang K.C.; Song X.; Saggion H.. Overview of the CLEF-2024 CheckThat! Lab Task 6 on Robustness of Credibility Assessment with Adversarial Examples (InCrediblAE) . CEUR Workshop Proceedings 2024; 3740(0): 321-338. Saggion H.; O¿Flaherty J.; Blanchet T.; Sharoff S.; Sanfilippo S.; Muñoz L.; Gollegger M.; Rascon A.; Marti J.L.; Szasz S.; Bott S.; Sayman V.. Making Democratic Deliberation and Participation more Accessible: The iDEM Project . CEUR Workshop Proceedings 2024; 3729(0): 36-40. Beauchemin D, Saggion H, Khoury R,. MeaningBERT: assessing meaning preservation between sentences . Frontiers in Artificial Intelligence 2023; 6. Publication link Przybyla P, Saggion H. ERINIA: Evaluating the Robustness of Non-Credible Text Identification by Anticipating Adversarial Actions . CEUR Workshop Proceedings 2023; 3525(0): 45-52. Sheang KC, Saggion H. Multilingual Controllable Transformer-Based Lexical Simplification . Procesamiento del Lenguaje Natural 2023; 71. Egea Gomez S.; Chiruzzo L.; McGill E.; Saggion H.. Linguistically Enhanced Text to Sign Gloss Machine Translation . Lecture Notes in Computer Science 2022; 13286: 172-183. Publication link Full text Štajner S.; Ferres D.; Shardlow M.; North K.; Zampieri M.; Saggion H.. Lexical simplification benchmarks for English, Portuguese, and Spanish . Frontiers in Artificial Intelligence 2022; 5. Publication link Full text AbuRa''ed A.; Saggion H.. A select and rewrite approach to the generation of related work reports . CEUR Workshop Proceedings 2021; 2847: 53-68.

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the bus “Minister’s bus – ha ha ha” informs the driver. “If it kills us, they face no prosecution”. This isn’t helping. Closer and closer the three vehicles approach us at breakneck speed. Our driver holds his nerve. At the very last minute the car pulls in. The bus misses the back of our jeep by about 1cm. The swoosh of air between the two vehicles provides a most audible thud. This book brings under one umbrella empirical data, both quantitative and qualita - tive, along with people’s voices to consider themes around freedom, choice, dig - nity and the role of place for development. It sets out data that were gathered for our project funded through the Rising Tide Foundation in three different slum types in Delhi between September 2021 and August 2024. Taking an approach that gath - ers data from the communities themselves, listening to their voices and seeing and feeling how they go about their daily lives, provides a rich understanding of what works for bottom-up development and why place matters. Our book will add to the literature, knowledge, policy and debates around the meaning of place and space and how these urban contexts affect life’s purpose and meaning. We aim to gener - ate an overall picture of the context in which households operate within the com - munities and the linkages between life’s purpose (community accomplishments, The draw of the city 5 altruism, trust, respect, and well-being) and meaning (individual freedom, choice, engaging in life that has inherent value). Using community voice we look at pat - terns within the slum areas where people self-organise with a wide diversity of institutions in place to solve problems becoming agents of change. By collabo - rating with different disciplines – economists, political scientists, medics, statisti - cians, spatial analysts – and by working in the communities themselves informs the book and its findings. The book is multidisciplinary in its approach bringing to the fore health, politics, entrepreneurship and social anthropology to consider the understudied area of different slum types and the implication of demographic shifts to neighbourhoods that offer different place and space. Why Delhi? Cities act as engine houses for wealth creation, employment and human progress by combining the forces of agglomeration and industrialisation ( UN-Habitat, 2022a ), with 80% of global Gross Domestic Product (GDP) generated in cities (World Bank, 2019 ). By 2050,

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Earth (but not likely in the oceans as the concentrations of the chemicals would likely be too diluted). The reactions are too small to see with a visible-light microscope and were tracked using a range of techniques that are used to probe the structure of molecules, including several types of magnetic resonance imaging (which shows how the atoms are arranged) and mass spectrometry (which shows the size of molecules). The work was funded by the Engineering and Physical Sciences Research Council (EPSRC), the Simons Foundation and the Royal Society. *The Nobel laureate Christian de Duve proposed that life began with a “thioester world” – a metabolism-first theory that envisages life was started by chemical reactions powered by the energy in thioesters. ** Peptides typically consist of two to 50 amino acids, while proteins are larger, often containing hundreds or even thousands of amino acids, and are folded into a 3D shape. As part of their study, the research team showed how, once the amino acids were loaded on to the RNA, they could synthesise with other amino acids to form peptides. Links The paper in Nature Professor Matthew Powner’s academic profile Dr Jyoti Singh’s research profile UCL Chemistry UCL Mathematical & Physical Sciences UCL News story – ‘Compound vital for all life likely played a role in life’s origin’ Image A hot spring in Yellowstone National Park. Credit: iStock / tomolson54 Media contact Mark Greaves m.greaves [at] ucl.ac.uk Share Follow us Information for Current students Staff Alumni Business Donors Visit Maps Library, museums and collections Bloomsbury Theatre UCL East Tours and visits Connect with UCL Jobs Media Relations Events UCL and London UCL Shop University College London, Gower Street, London, WC1E 6BT Tel: +44 (0) 20 7679 2000 Copyright © 2025 UCL Disclaimer Freedom of Information Accessibility Privacy and Cookies Slavery statement Contact Us Cookie settings Cookies on the UCL website Cookies are files saved on your phone, tablet or computer when you visit a website. We use cookies to collect and store information about how you use this website, such as the pages you visit. Find out more: Privacy Policy (opens in new window) Accept non-essential cookies Reject non-essential cookies Manage cookie settings Necessary cookies Necessary cookies enable core functionality such as page navigation and access to secure areas. The website cannot function properly without these cookies, and they can only be disabled by changing your browser preferences. Analytics

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[]

growth (%)  Source: World Bank (2024[17]), World Development Indicators, https://databank.worldbank.org/source/world-development- indicators/preview/on#.  Household-level coping strategies during the pandemic have led to reduced food and non-food consumption, particularly among the urban poor. A World Bank survey from July to September 2020 revealed that more than 50% of the households reported a decrease in consumption (World Bank, 2020[18]). The pandemic also had negative impacts on education, as detailed by UN Women, significantly impeding learning continuity, with girls facing more pronounced challenges than boys (UN Women, 2020[19]). The United Nations Children's Fund ( UNICEF) findings corroborate this, showing that the pandemic had a profound impact on adolescent girls in Kenya, disrupting their education and increasing their vulnerabilities in mental health and financial security (UNICEF, 2021[20]). Additionally, the increase in unpaid care and domestic responsibilities during the COVID-19 crisis disproportionately impacted women and girls, underscoring a gendered burden in the pandemic's socio-economic fallout. Reports by UN Women and UNICEF highlighted that the pandemic exacerbated vulnerabilities in adolescent girls, disrupting their education and increasing their risks related to mental health and financial security. The education sector experienced severe disruptions, with long-term impacts on educational attainment, especially for girls.  ## 2 Kenya's health and socio-economic ## strategies during the pandemic This chapter briefly explores Kenya's response to the COVID-19 pandemic, highlighting the co-ordination mechanisms between ministries and with international partners. It also examines the various containment strategies implemented to manage social interactions and mitigate the spread of the virus. Additionally, the chapter delves into innovative approaches within the health sector aimed at strengthening Kenya's overall health response. ## Box 2.1. Evaluation questions for the analysis The evaluation gathered evidence to answer the following six overarching questions, focusing on four evaluative criteria: - · Descriptive: How did national governments and development and humanitarian actors respond to the COVID-19 pandemic? - · Relevance. To what extent did COVID19 support or meet partner countries' needs and priorities, including those of the most vulnerable? - · Coherent. To what extent did responses align to ensure coherent approaches at global and country levels? - · Effectiveness: What are the early results of the collective response to COVID-19? - · Efficiency: To what extent were funding and programming decisions and interventions timely and informed? - · Learning: What good practices, innovations and lessons emerged from the collective response to COVID-19? ## 2.1. Kenya's co-ordination mechanisms for

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has learned the meaning of a human language can do things like answer questions posed in the language about things in the world (or in this case, in pictures). In other words, what’s interesting here is not that the tasks are impossible, but rather what makes them impossible: what’s missing from the training data. The form of Java programs, to a system that has not observed the inputs and outputs of these programs, does not include information on how to execute them. Similarly, the form of English sentences, to a system that has not had a chance to acquire the meaning relation Cof English, and in the absence of any signal of communicative in- tent, does not include any information about what language-external entities the speaker might be re- ferring to. Accordingly, a system trained only on the form of Java or English has no way learn their respective meaning relations. 6 Human language acquisition One common reason for believing LMs might be learning meaning is the claim that human children can acquire language just by listening to it. This is not supported by scholarly work on language acquisition: rather, we ﬁnd that human language learning is not only grounded in the physical world around us, but also in interaction with other people in that world. Kids won’t pick up a language from passive exposure such as TV or radio: Snow et al. (1976) note in passing that Dutch-speaking kids who watch German TV shows by choice nonethe- less don’t learn German. Kuhl (2007) shows exper- imentally that English-learning infants can learn Mandarin phonemic distinctions from brief interac-tions with a Mandarin-speaking experimenter but not from exposure to Mandarin TV or radio. Baldwin (1995) and others argue that what is critical for language learning is not just interaction but actually joint attention, i.e. situations where the child and a caregiver are both attending to the same thing and both aware of this fact. This theoreti- cal perspective is substantiated with experimental results showing that toddlers (observed at 15 and 21 months) whose caregivers “follow into” their attention and provide labels for the object of joint attention more have larger vocabularies (Tomasello and Farrar, 1986); that toddlers (18–20 months old) don’t pick up labels uttered by someone behind a screen, but do pick up labels uttered by some- one performing joint attention with them (Baldwin, 1995); and that at around 10–11 months

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who require Tier 2 and Tier 3 support. Schools should allocate funding for ongoing professional development in critical areas such as vocabulary, comprehension, fluency, and phonics so teachers can stay up to date with the latest research-based literacy strategies. Prioritizing teacher training and professional development is also necessary. According to the evidence, student achievement is significantly influenced by the views and instructional strategies of teachers. Consequently, legislation ought to mandate continuous professional development in differentiated education, culturally responsive teaching, and research-based literacy techniques. Teachers at Title I schools will be better equipped to handle the varied needs of their students if they have access to high-quality training. A significant takeaway from my research is the importance of data tracking and assessment in ensuring student progress. I recommend that district and school policies mandate longitudinal student data tracking that spans multiple years. Such monitoring will ensure that intervention programs are continuously evaluated and adapted based on performance trends over time, rather than relying on a snapshot of one year s data. By tracking students from grade to ' grade, we can maintain a clear picture of their academic growth and the effectiveness of interventions. I recognize how deeply socioeconomic status impacts students literacy development. To ' address this, education policy should focus on increasing family and community engagement programs in Title I schools. This includes providing resources such as at-home literacy kits, multilingual reading materials for ELLs, and organizing parent workshops on promoting literacy at home. Additionally, expanding learning opportunities through summer literacy programs and after-school reading initiatives can help counteract learning loss and further support students who are at risk of falling behind. Based on the information acquired and the viewpoints of the participating teachers, I suggest several policy recommendations that can promote more equitable literacy education and enhance student results, support more equal literacy instruction, and improve student outcomes. I propose that school districts ensure that intervention resources are allocated equitably, especially in high-poverty communities. Such an action may involve providing additional personnel for pull-out and small group instruction, ensuring that all students receive the necessary literacy support. Funding models should be revised to consider student needs, ensuring that Title I schools are not merely allocated a set number of resources but receive adequate support based on their specific literacy challenges. ' Ensuring that intervention resources are allocated equitably requires a commitment to identifying and addressing disparities in student

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[]

The laboratory is in Petten, NL, and for this research, we used the following equipment: • Three Maccor battery cyclers with the following capabilities: ➢ Series 4000 with 32 channels rated 20 A @ −2/+8 V , and 32 T-Type thermocou- ple inputs. ➢ Series 4000 M with 48 channels rated 5 A @ −2/+8 V , and 32 T-Type thermo- couple inputs. ➢ Series 4000 M with 16 channels rated 25 A @ 0–18 V , and 16 T-Type thermocou- ple inputs. • Three BIA MTH 4.46 units (see Figure 1a), each composed of four independent and identical temperature chambers with a temperature control range between −40◦C and 85◦C. Each chamber has a volume of 46 l. The temperature deviation in the centerBatteries 2025 ,11, 30 4 of 20 of the working space is ±0.5◦C, the temperature homogeneity in space relative to the set value is ±1.5◦C. • Two independent and identical Vötsch VCS3 7060-5 climate chambers (see Figure 1b), with a temperature control range between −55◦C and 155◦C and a humidity range of 10% to 98% RH. Each chamber has a volume of 600 l. The temperature deviation in the center of working space is ±0.5◦C. • Hioki BT3562 battery testers for initial voltage and internal resistance measurements (3 mΩto 3000 Ω/60 V DC). • Nanotom S X-ray computed tomography system (GE Sensing & Inspection Technolo- gies, phoenix X-ray, Wunstorf, Germany). X-ray tube with a maximum output power of 15 W and a maximum voltage of 180 kV , in combination with a 2D detector with a dynamic range of 850:1 which consists of 2304 ×2304 pixels Batteries 2025, 11, x FOR PEER REVIEW 4 of 21 Duracell AAA 900 NiMH Tronic AAA 1000 NiMH GP AAA 650 NiMH Duracell AAA 750 NiMH Duracell C 3000 NiMH GP C 3000 NiMH Energizer C 2500 NiMH Energizer D 2500 NiMH Duracell D 3000 NiMH Phillips D 3000 NiMH Energizer 9V 175 NiMH Agfaphoto AA 2300 NiMH Ansmann C 4500 NiMH RS pro D 10000 NiMH Agfaphoto AAA 900 NiMH Varta C 3000 NiMH GP D 5700 NiMH Duracell 9V 170 NiMH Energizer AAA 700 NiMH Energizer AA N/A Alkaline primary Duracell 9V N/A Alkaline primary Varta AAA N/A Alkaline primary Duracell Plus C N/A Alkaline primary Energizer D N/A Alkaline primary The testing of the batteries is performed at the BESTEST Lab (see Figure 1). The la- boratory is

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Sar-e Pol and Shiritagao running over the northern slopes of the mentioned ridges and rivers on the border with Tajikistan and Uzbekistan - Panj and Amudarya. Rivers of Northern Afghanistan, by the present-day use of their waters for irrigation, availability and location of free, suitable for irrigation lands in their basins, can be divided into three categories : - -Hulm, Balkh, Sar-e Pol and Shirintagao Rivers; - -Panj, Kowkchen and Konduz Rivers; - -Amudarya River. The land stock in the basins of rivers of the first category exceeds much their irrigation potential, thus, in the present-day conditions the flows of these rivers are used practically completely even in the years of high water availability. By the conditions of flow formation the floods on these rivers are observed early (April - May), so cereal crops (up to 70%) that are, in fact, considered conventionally irrigated are cultivated on irrigated lands here. Low water supply of lands at present excludes a possibility, after flow regulation efforts and transfer to optimal irrigation, of maintaining areas of irrigated lands at their present level. While considerable shrinking of irrigated areas in conditions of private land use and availability of multiple small farms is unacceptable, because in this case the majority of these small farms will be left without sustenance. Some saving of water in these and other basins can be attained through refurbishment of the most primitive irrigation systems and improvement of their efficiency. It follows from the above that regulation of the flow of rivers in this category and refurbishment of irrigation systems in their basins can be recommended only if these efforts are combined with additional supply of water from a nearby source - the Amudarya River. Then realization of the recommended measures in each system would lead to irrigation development, and not to shrinking of irrigated areas. Irrigation of lands from rivers referred to the second category , such as Panj, Kowkchen and Konduz, has attained at present a significant scale (especially as refers to Konduz). However, in the basins of these rivers there are found both water reserves and free lands suitable for irrigation. These 1 According to Sredazgyprovodhlopok lands haven't been irrigated so far only because this required construction of diversion dams, long and complicated canals, pumping stations and others. The positive factor in the likely construction of hydraulic structures in the basins of these rivers is that this can

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by students (309 attendees) and faculty (213 attendees). We also had a large number of alumni (102 attendees) and attendees not affiliated with the university (110 attendees). These numbers are not reflective of unique registrants, as some individuals may have registered for multiple lectures. Alumni found out about the lectures from emails that they still received from their department and from social media. Attendees not affiliated with the university discovered the lectures through social media, email from colleagues and, in some cases, they were family members of the speakers. While we did not specifically target these last two groups, it was encouraging to see many of them attend. It helped us think about future lecture series advertising and the format, since many attendees would not have been able to attend if we hosted these lectures only in person. Table 13.2 Number of participants who were staff, students, faculty, alumni and not affiliated with the University of Illinois for the 2020- 21 academic year | Affiliation with the University of Illinois | Number of responses | |-----------------------------------------------|-----------------------| | Staff | 330 | | Students | 309 | | Faculty | 213 | | Not affiliated | 110 | | Alumni | 102 | ## Evaluation In the summer of 2021, a survey was emailed to everyone who had agreed to be a part of the Women in Science mailing list. We received a total of twenty- two responses. One key takeaway from the survey was why people were coming to the lectures. Most attendees came because they wanted to learn about and support women scientists' work on campus. Many were not in the same discipline but attended because they wanted to support women scientists and thought it was important to document their stories. When asked what they learned from the lecture, many responses did not focus on the details of the research but rather the personal stories that shaped the speakers' research. They stated they learned about being flexible in research, finding good mentors, following your passions and other advice that could apply to any scientist or researcher no matter their discipline or gender identity. While most responses focused on these concepts, some did mention that they attended a lecture because it was in their field and they did share specific facts that they learned from the lecture, such as uses for gold in nanotechnology. Another question from the survey asked:

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one can prove that the cover filter is not only necessary, but also sufficient; see Appendix A. /negationslash /negationslash The final filtering method that we describe here is based on the observation that if { x , y 1 1 } and { x , y 2 2 } belong to the same set D e , then { x , y 1 2 } and { x , y 2 1 } will also belong to the same set D e ′ for some e ′ = e , and likewise, { x , x 1 2 } and { y , y 1 2 } will belong to the same set D e ′′ for some e ′′ ∈ { e, e ′ } . To see this, note that if { x , y 1 1 } and { x , y 2 2 } belong to the same set D e , then (by definition) S x ( 1 ) ⊕ S y ( 1 ) = S x ( 2 ) ⊕ S y ( 2 ) = e , and therefore S x ( 1 ) ⊕ S y ( 2 ) = S x ( 2 ) ⊕ S y ( 1 ) = e ⊕ S y ( 1 ) ⊕ S y ( 2 ) = e , etc. Hence, assume that we know two sets D ′ and D ′′ (both already known to cover F 4 2 ), and that { a, b } ∈ D ′ and { a, c } ∈ D ′′ . Now, if { c, d } ∈ D ′ , then for these two sets to both be valid, it must hold that { b, d } ∈ D ′′ . We call this filter the bowtie filter ; if one follows the 'partner' b of a in the set D ′ and jumps to the next set D ′′ to find the partner d of b there and so forth, then one should come back to the pair { a, b } in D ′ after two jumps back and forth between the two sets, hence forming a bowtie-shaped cycle:  ## 3.1 Relaxed Truncated Differentials The method considered so far increments a counter only when there is a single active S-box in the ciphertext pair. The probability of this

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International Monetary Fund. (2010a). International tax issues for the resources sector. - In The taxation of petroleum and minerals: Principles, problems and practice . - International Monetary Fund. (2010b). The taxation of petroleum and minerals: Principles, problems and practice . - International Monetary Fund. (2014). Administering fiscal regimes for extractive industries: A handbook . https://www.elibrary.imf.org/display/book/9781475575170/9781475575170.xml International Monetary Fund. (2017). International taxation and the extractive industries . https://doi.org/10.5089/9781475539660.071 - Land (2008). Resource rent taxation: Theory and experience . Conference on taxing natural resources - New challenges and new perspectives, September 25-27, 2008. https://www. imf.org/external/np/seminars/eng/2008/taxnatural/pdf/land.pdf - Lassourd, T., Readhead, A., Tarus, V., & Lassourd, T. (2023, June 23). Variable royalties: An answer to volatile mineral prices? In A. Readhead, V. Tarus, T. Lassourd, E. Madzivanyika, & B. Schlenther (Eds.). The future of resource taxation: 10 policy ideas to mobilize mining revenues . International Institute for Sustainable Development & African Tax Administration Forum. https://www.iisd.org/publications/guide/future-of-resource-taxation - Minerals Council of Australia. (2023). Future critical: Meeting the minerals investment challenge . Future-Critical\_Meeting-the-minerals-investment-challenge\_2023.pdf - Leger, J. & Nicol, M. (1992). South Africa's gold mining crisis: Challenges for restructuring. Transformation Journal, 20 . https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf& doi=60087bd1c3dbc34c321d0d8aff59e914b435e282 - Nakhle, C. (2010). Petroleum fiscal regimes: Evolution and challenges. In P. Daniel, M. Keen, & C. McPherson (Eds.), The taxation of petroleum and minerals: Principles, problems and practice . Routledge. - Organisation for Economic Co-operation and Development. (2008). Report on the attribution of profits to permanent establishments . https://www.oecd.org/tax/transferpricing/41031455.pdf - Organisation for Economic Co-operation and Development. (2015). Limiting base erosion involving interest deductions and other financial payments , Action 4 - 2015 final report. https://www.oecd.org/tax/limiting-base-erosion-involving-interest-deductions-andother-financial-payments-action-4-2015-final-report-9789264241176-en.htm - Organisation for Economic Co operation and Development & Intergovernmental Forum on Mining, Minerals, Metals and Sustainable Development. (2018). Tax incentives in mining: Minimising risks to revenue [Practice note]. OECD Centre for Tax Policy and Administration & IGF. https://www.oecd.org/content/dam/oecd/en/about/programmes/beps-in-mining/ tax-incentives-in-mining-minimising-risks-to-revenue.pdf - Organisation for Economic Co-operation and Development. (2020). Guiding principles for durable extractive contracts (OECD Development Policy Tools). OECD Publishing. https://doi.org/10.1787/55c19888-en Otto, J. M. (2000). Report on the mining taxation in developing countries. https://congomines. org/system/attachments/assets/000/000/649/original/Otto-UNCTAD-paper-2000Mining-Taxation-in-Developing-Countries.pdf?1430929506 Ram, C. (2019, July 9). Why ring-fencing matters and why it does not . Stabroek News. https://www.stabroeknews.com/2019/07/05/features/the-road-to-first-oil/why-ringfencing-matters-and-why-it-does-not/ Readhead, A., Tarus, V., Lassourd, T., Madzivanyika, E., & Schlenther, B. (2023, June 23). The future of resource taxation: 10 policy ideas to mobilize mining revenues. International Institute for Sustainable Development & African Tax Administration Forum. https://www. iisd.org/publications/guide/future-of-resource-taxation Swistak, A., & Vernon-Lin, N. (2023). Value added tax in the extractive industries . International Monetary Fund. https://www.imf.org/en/Publications/WP/Issues/2023/10/27/Value-AddedTax-in-the-Extractive-Industries-540826

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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 can only implement decisions made elsewhere. In such hierarchical systems, principals and teachers may not be able to depart from tightly defined rules and regulations. Institutional and professional autonomy in some high-income countries has been accompanied by accountability mechanisms designed to monitor and steer school improvement (UNESCO, 2017). Accountability for complying with regulations and achieving results aims to strengthen extrinsic motivation. School performance is regularly reviewed and publicly reported in some cases, while school choice and competition for students may add market-like pressures. This type of accountability contrasts with notions of moral accountability, in which principals and teachers are responsible for meeting the needs of parents and students, and professional accountability, where principals and teachers meet their own self-expectations as well as those of their colleagues and peers, both of which aim to strengthen intrinsic motivation. contexts. While this report looks at how countries have approached the questions of leadership standards, it only aims to describe their efforts and not to prescribe their content or enforcement. In terms of relationships, the dilemma is whether personalities or effective teams, whose members learn from each other, are the drivers of results in education. Critics argue too much importance has been placed on individuals - and point out that leadership has risen from a modest role to being singled out as the second most important factor which explains learning outcomes (Lakomski et al., 2018). It might be misleading to credit individuals with single-handedly transforming education systems - and that might be a bias inherent in Western culture. Appropriate institutional environments and good organizational structures may be more important. This does not mean that principals do not play a critical role, but that this role is nuanced. A closer look at the operation of an education institution could reveal that a positive

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(e.g. Lins and Slack 1999 , Fig. 2; Lawrimore and Peterson 2000 , Fig. 1; Groisman et al. 2004 , Fig. 6, Table 5; Small et al. 2006 ). Similar conclusions were obtained in simulation studies. For instance, drought conditions on the basis ofmodeled runoff and soil moisture were found generally to have decreased in the eastern USA, except broadly in the southeast and in sections of Missouri (Andreadis and Lettenmaier 2006 , Figs. 3 and 4); a model-based analysis of observed precipitation increases from 1948 to 2004 was found to result in positive trends in both runoff and evapotranspirationover the Mississippi basin (Qian et al. 2007 ). Also evaporation is generally agreed to have mostly increased over the past 50 or so years. No long-term directmeasurements are available of terrestrial evaporation, but all indirect estimates indicate that it has increased over major areas of the eastern United States. Probably most relevant inthe present context are the trend estimates based on those of pan evaporation. Indeed, it is now generally accepted that under a wide range of natural conditions, evaporation frompans tends to exhibit a complementary relationship with actual terrestrial evaporation (e.g. Brutsaert and Parlange 1998 ; Kahler and Brutsaert 2006 ;B r u t s a e r t 2006 ). Accordingly, several studies have shown that the trends of terrestrial evaporation have been positive over most of the eastern United States, except not only in major portions of thesoutheast (Lawrimore and Peterson 2000 , Fig. 1) but perhaps also, albeit to a less significant extent, in the northeast (Golubev et al. 2001 , Table 1; Hobbins et al. 2004 , Fig. 2b). Water budget-based estimates of terrestrial evaporation, as the difference between precipitation and runoff, are generally in agreement with these pan-based findings for the Mis-sissippi basin (Milly and Dunne 2001 ) and for several other large river basins in the conterminous United States, but somehow not for the southeast (Walter et al. 2004 ), in contrast with the aforementioned pan-based studies. The strongest and most significant positive long-term trends in groundwater storage shown in Tables 1and2occurred in the Upper Mississippi and Ohio regions. However, these changes may not be solely the result of climate change. This was brought out in Potter ’s(1991 ) analysis of peak and daily river flow data in a watershed in the Driftless Area of southwestern Wisconsin; this showed that since 1940, peakflows

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algorithms to obtain better predictive performance than could be obtained from any of the constituent learning algorithms alone. - epoch at least in some examples refers to one cycle through a full training dataset. Additionally or alternatively, the term “epoch” at least in some examples refers to a full training pass over an entire training dataset such that each training example has been seen once; here, an epoch represents N/batch size training iterations, where N is the total number of examples. - vent in probability theory, at least in some examples refers to a set of outcomes of an experiment (e.g., a subset of a sample space) to which a probability is assigned. Additionally or alternatively, the term “event” at least in some examples refers to a software message indicating that something has happened. Additionally or alternatively, the term “event” at least in some examples refers to an object in time, or an instantiation of a property in an object. Additionally or alternatively, the term “event” at least in some examples refers to a point in space at an instant in time (e.g., a location in space-time). Additionally or alternatively, the term “event” at least in some examples refers to a notable occurrence at a particular point in time. - feature at least in some examples refers to an individual measureable property, quantifiable property, or characteristic of a phenomenon being observed. Additionally or alternatively, the term “feature” at least in some examples refers to an input variable used in making predictions. At least in some examples, features may be represented using numbers/numerals (e.g., integers), strings, variables, ordinals, real-values, categories, and/or the like. - feature extraction at least in some examples refers to a process of dimensionality reduction by which an initial set of raw data is reduced to more manageable groups for processing. Additionally or alternatively, the term “feature extraction” at least in some examples refers to retrieving intermediate feature representations calculated by an unsupervised model or a pretrained model for use in another model as an input. - feature extraction is sometimes used as a synonym of “feature engineering.” - feature vector at least in some examples, in the context of ML, refers to a set of features and/or a list of feature values representing an example passed into a model. Additionally or alternatively, the term “feature vector” at least in some examples, in the context of ML, refers

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Ostrom, E. (2009a). Beyond Markets and States: Polycentric Governance of Complex Systems . Nobel Prize Lecture. Aula Magna: Stockholm University. Ostrom, E. (2009b). Building Trust to Solve Commons Dilemmas: Taking Small Steps to Test an Evolving Theory of Collective Action, in S. Levin (ed.) Games, Groups, and the Global Good . Springer Series in Game Theory. New York, NY: Springer, pp. 207-228. Ostrom, E. (2010a). Polycentric Systems for Coping with Collective Action and Global Environmental Change, Global Environmental Change , 20 , 550-557. Ostrom, E. (2010b). Beyond Markets and States: Polycentric Governance of Complex Economic Systems, American Economic Review , 100 (3), 641-672. Ostrom, E., and Ostrom, V. (2014). Choice, Rules and Collective Action: The Ostroms on the Study of Institutions and Governance. Colchester, UK: ECPR Press. Ostrom, V., Tiebout, C. M., and Warren, R. (1961). The Organisation of Government in Metropolitan Areas: A Theoretical Inquiry, American Political Science Review , 55 (4), 831-842. Pandey, V., Gupta, A., and Gupta, S. (2019). Labor and Welfare Impacts of a LargeScale Livelihoods Program Quasi-Experimental Evidence from India, Policy Research Working Paper. Washington, DC: World Bank Group. Pearl, J. (1988). Probabilistic Reasoning in Intelligent Systems: Networks of Plausible Inference. San Mateo, CA: Morgan Kaufmann. Pitlik, H. , and Rode, M. (2016). Free to Choose? Economic Freedom, Relative Income, and Life Control Perceptions, International Journal of Wellbeing , 6 (1), 81-100. Polski, M. M. , and Ostrom, E. (2017). An Institutional Framework for Policy Analysis and Design, in D. Cole and M. McGinnis (eds.) Elinor Ostrom and the Bloomington School of Political Economy: Volume 3, Frameworks and Methods of Institutional Analysis . Lanham, MD: Lexington Books, pp. 13-47. Putnam, R. D. (1995). Bowling Alone: America's Declining Social Capital, Journal of Democracy 6 , (1), 65-77. Putnam, R. D. , Leonardi, R., and Nanetti, R. Y. (1993). Making Democracy Work: Civic Tradition in Modern Italy . Princeton, NJ: Princeton University Press. Raghunathan, K., Kumar, N., Gupta, S., Thai, G., Scott, S., Choudhury, A., Kheetan, M., Menon, P., and Quisumbing, A. (2023). Scale and Sustainability: The Impact of a Women's Self-Help Group Program on Household Economic Well-Being in India, The Journal of Development Studies 59 , (4), 490-515. Rathi, K. (2023). Women Empowerment through Self Help Groups in Slum Areas of Delhi, International Journal of Multidisciplinary Educational Research , 12 (2), 26-32. Rodríguez-Pose, A., and von Berlepsch, V. (2014). Social Capital and Individual Happiness in Europe, Journal of Happiness Studies , 15 (2), 357-386.

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education in total ODA is calculated using total ODA as reported in Table 1. ## TABLE 4: DEVELOPMENT ASSISTANCE TO EDUCATION BY DONOR - TOP 3 RECIPIENTS This table reports the amount and share of bilateral and multilateral donor assistance to education and to basic education allocated to the top 3 recipients of assistance from each donor. ## TABLE 1: Development and humanitarian assistance Source: OECD-DAC (2024) and CRS (2024). - * Not part of the Development Assistance Committee (DAC) but included in its Creditor Reporting System (CRS) database. - ** Includes funds disbursed to overseas territories. - *** Includes ODA from other bilaterals and multilaterals not listed above. - **** ODA disbursements and contributions to multilaterals are calculated using a new grant-equivalent methodology. - (…) Data not available. ## TABLE 2: Development assistance to education by donor

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when taking into account teachers' working hours Pupil/teacher ratios in primary education measured using teacher headcounts and full-time equivalents, selected countries, 2022  Note: Headcount ratios count every teacher as one. Full-time equivalent ratios count every teacher by their fraction of working hours. A teacher who works 50% of the statutory working time counts as 0.5. GEM StatLink: https:/ /bit.ly/GEM2024\_fig17\_4 Source: OECD (2024a). There is no evidence to suggest an ideal pupil/teacher ratio for each level of education. High values are likely to indicate a shortage of teachers ( Focus 17.1 ), which can result in difficult working conditions and insufficient resources for students. Low values are typically seen as more favourable, but they can also be a sign of inefficiency. In Lebanon, the relatively low pupil/teacher ratio is also explained by a high prevalence of small schools (Pushparatnam et al., 2024). Over one third of general education schools (pre-primary to upper secondary) have a pupil/teacher ratio below 10:1. In schools with fewer than 100 students, which represent nearly one fifth of schools, the average ratio is 7:1 (CRDP Lebanon, 2021). According to a World Bank estimate, by reorganizing the school network, increasing working hours and reducing the number of small-contract teachers, Lebanon could free up nearly 10% of the Ministry of Education and Higher Education's budget to invest in the quality of education delivery (World Bank, 2024). ## IN-SERVICE TRAINING Continuous professional development - or in-service training - is essential to ensure that teachers constantly improve their skills, practices, subject knowledge and capacity to cope with different learning environments. It is also a key factor in retaining teachers in the profession, particularly for those working with disadvantaged students (Geiger and Pivovarova, 2018; Ovenden-Hope et al., 2018). The importance of this dimension for target 4.c is captured in SDG thematic indicator 4.c.7, which is the 'percentage of teachers who received in-service training in the last 12 months'.  45% of countries have a compulsory continuous professional development policy for pre-primary education and 53% for primary and secondary education  There are significant differences across countries on the extent to which teachers are encouraged or required to participate in professional development. A new UIS data set monitors whether countries have a compulsory continuous professional development policy. The data set shows that 45% of countries have such a policy for pre-primary education and 53% for primary

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THE BENEFITS AND RISKS OF RING-FENCING 4.0 DESIGNING RING-FENCING RULES 5.0 THE IMPLEMENTATION OF RING-FENCING RULES 6.0 CONCLUSION In developing countries, a delay in tax payments or permanent revenue loss could undermine government expenditure required to finance public needs. The pressure on governments to raise revenues increases further in mining-rich countries that offer generous industry-specific tax incentivesfor example, the immediate deduction of exploration or development costs, irrespective of whether the given mining operations are completed and produce revenue. Officials of resource-rich governments sometimes respond to these risks and pressures by designing a tax system that limits such consolidation by operators in the mining sector-a practice known as ring-fencing. Ringfencing does the opposite of consolidation-it limits the ability of the mining investor to offset expenditures and revenues between projects and activities, which accelerates government revenues from mining and protects the mining tax base against permanent revenue losses. In addition, it may level the playing field between new and existing investors. While not a response to all BEPS practices, ring-fencing can discourage investors from structuring base erosion arrangements, artificially inflating exploration or development expenditures, or abusing specific tax incentives. There are also downsides associated with ring-fencing. Ring-fencing slows down or postpones the potential tax savings that can result from consolidation, which can discourage mining investment, particularly in marginal ore bodies-projects near the lower limit of commercial workability. Depending on its design, ring-fencing can increase the administrative burden on tax authorities and raise the cost of tax compliance for taxpayers. The implementation of these rules can also be a challenge, for instance, where the apportionment of general and indirect expenditures and revenues must take place between different mines and/or activities. Tax uncertainty may occur, and disputes have arisen in applying and interpreting such rules, especially when the legislative guidance is unclear, which left room for varying interpretation. Ring-fencing is a common feature of most tax systems that use a schedular tax system-a system where separate taxes are imposed on different categories of income. This note reviews and analyzes this prevailing practice and highlights the benefits and risks of ring-fencing, as well as the conditions that need to be in place for the benefits to outweigh the downsides. This note also covers the design and administration considerations of such an approach. The note will benefit those who are considering whether and how to use ring-fencing as a tax policy response to deal with delayed

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[]

between the network and taxes. 45THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 3 The threat to Europe’s clean tech sector Although Europe is a world leader in clean tech innovation, it is squandering early-stage advantages owing to the weaknesses in its innovation ecosystem [see the chapter on clean technologies] . More than one-fifth of clean and sustainable technologies worldwide are developed in the EU and the pipeline is still strong: around half of EU clean tech innovations at a launch or early revenue stage, 22% at scale-up stage and 10% already matureviii. However, since 2020 patenting in low-carbon innovation has slowed down in Europe, while in recent years the sector has seen its early-stage advantages being challenged. For example, from 2015 to 2019 the EU represented 65% of global early-stage VC for hydrogen and fuel cells, but this share declined to 10% from 2020 to 2022. The clean tech sector is suffering from the same barriers to innovation, commercialisation and scaling up in Europe that afflict the digital sector: a total of 43% and 55% of medium and large companies, respectively, cite consistent regulation within the Single Market as the main way to foster commercialisation, while 43% of small companies identify lack of finance as an obstacle to growthix. As in the digital sector, the lower capacity of EU clean tech companies to scale up leads to a gap between the EU and US in later-stage funding. Europe’s innovation potential is not translating into manufacturing superiority for clean tech, despite the size of its domestic market . The EU is the second largest market in terms of demand for solar PV, wind and EVs. In many of these sectors, the EU has enjoyed an industrial “first-mover” advantage and has established leadership, but it has not been able to maintain that lead consistently. In certain sectors, such as solar PV, the EU has already lost its manufacturing capacities, with production now dominated by China [see Figure 7] . In others, such as wind power generation equipment, Europe has a solid position but is facing increasing challenges. For example, although Europe retains primacy in wind turbine assembly – serving 85% of domestic demand and acting as a net exporter – it has lost significant market shares to China in last few years, declining from 58% in 2017 to 30% in 2022. In several sectors the EU retains its technological

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Gerlinde Schreiber (Hrsg.) Frauen in der IT Gerlinde Schreiber (Hrsg.) Frauen in der IT Erfolgsfaktoren für Studium und Beruf Tagungsband zum 25-jährigen Bestehen des Internationalen Frauenstudiengangs Informatik (IFI) an der Hochschule Bremen Gerlinde Schreiber (Hrsg.) Frauen in der IT Wie können Frauen nachhaltig für die IT gewonnen werden? Dieser Frage geht der vorliegende Sammelband aus unterschiedlichen Perspektiven nach. Insbesondere steht die Frage im Fokus, inwieweit Monoedukation dazu beitragen kann, junge Frauen für den MINT-Bereich zu gewinnen, ein verlässliches Bewusstsein der Zugehörigkeit zu dem noch immer män - nerdominierten Berufsfeld der IT zu entwickeln und sich hier dauerhaft, erfolgreich und mit Zufriedenheit zu verorten. Die Arbeiten nutzen dabei die umfangreiche Datengrundlage, die durch das 25-jährige Bestehen des Internationalen Frauenstudiengangs Informatik an der Hochschule Bremen vorliegt. Weitere Beiträge adressieren den Einstieg junger Frauen in eine MINT-Bildung durch erfolgreiche Maßnahmen in der Schule, in der Studi - enorientierung oder in der Ansprache durch Social Media. Der Band schließt mit einer Diskussion wirksamer Handlungsempfehlungen insbesondere für IT-Unternehmen und die politische Ebene. Gerlinde Schreiber absolvierte ein Studium der Informatik an der Universität Kiel und erwarb im Anschluss daran einen Doktortitel in Informatik an der Universität Oldenburg. Es folgte eine mehrjährige Tätigkeit in der Indust - rie bei Siemens Erlangen. Derzeit wirkt sie als Informatikprofessorin und Studiengangsleiterin des Internationalen Frauenstudiengangs Informatik an der Hochschule Bremen. www.peterlang.comISBN 978-3-631-92778-6

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[]

air jet sorter or remover. The pneumatic and/or air systems use relatively precise air jets to eject contaminants from a waste stream. Additionally or alternatively, the air systems can be the same or similar as the air separator (or include one or more air separators ), which acts in conjunction with or structures such as one or more sorters, conveyors, drums, and/or other components or devices such as any of those discussed herein, to provide rapid, relatively rough, sorting of recyclable materials from non-recyclable materials on the basis of weight and size. In some implementations, the air systems are implemented as more precise air jet sorters, which may be triggered by the AI/ , a set of , MHUs (e.g., optical sorters, robotic sorters, and/or the like) to supply the air systems with locations for air jets to remove identified contaminants. Additionally or alternatively, multiple data sources may feed data/triggers to individual air systems. Additionally or alternatively, other sensors (e.g., inductive, optical, weight, density and/or the like), other data sources, and/or devices/systems may be in communication with the air systems to identify contaminants for removal from a waste stream. These other sensors, data sources, and/or devices/systems may be part of other data stream sources and/or the like, as discussed herein. In some implementations, the air systems act as air sources for other sorters (e.g., robotic sorters, robotic sorters, mechanical sorters, and/or the like), which may be pneumatically operated. The air systems can communicate with the to report related to the air systems, which can include, for example, available air flow, compressed air tank data, pressure readings, various statistics (e.g., accuracy, number of objects removed and/or sorted over a time period, whether an object was successfully removed or sorted, and/or the like). The air systems can also contain temperature, flow, and/or speed instrumentation to report its readings to the as . The uses the from the air systems to dynamically adjust the operation of the air systems themselves, adjust the operation of various , , of the MRF. For example, the may instruct the air systems to activate, deactivate, adjust one or more operating parameters (e.g., increase or decrease air pressure, and/or the like), and/or move to a different location/area of the MRF based on the information obtained from various data streams. For example, where determines that lighter contaminants may pass by an air system, the may signal the air system

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research focus is set out around the characteristics of a hypothetical person in a story. Using this technique, respondents feel more comfortable in responding openly ( Mutz, 2011 ; Orme, 2010). Multiple steps are needed to set up the experiment. These steps are discussed in the next part of the chapter. However, before we explain the procedure more fully, it would be advantageous to describe how our conjoint experiment worked during data collection. The experiment is undertaken on a one-to-one basis. The researcher sits with the respondent and shows them two hypothetical profiles of brokers that could exist in their neighbourhood. In our experiment, the broker profiles were shown visually, thus providing a cognitive placeholder to help the respondent remember the information about each candidate ( Mutz, 2011 ; Auspurg and Hinz, 2015). These profiles, as will be explained in due course, were made up of five attributes with multiple options. Imagery and icons for each attribute are printed on a cardstoryboard, each card being unique with randomly assigned attributes to reveal multiple broker profiles. A complete set of cards was carried by each researcher. In our experiment, we had 25 cards in total, representing 25 different broker profiles. The researcher, through Qualtrics on their mobile phone, generated two random profiles, which also had been given a number. These numbers were on the back of each card-storyboard and represented a different broker profile/vignette, so the researcher knew which cards to present. Thus, the respondents were shown, each Figure 4.1 Card-storyboards  time during the process, two randomly selected profiles. They were asked which broker they were most likely to choose from the two profiles and then to rank each of them on a scale from 1 - would never be helpful - through to 7 - would always be helpful - within their community. This ranking is used to confirm the reliability and validity of the conjoint experiment research design. The researcher repeated this process eight times with each respondent. Figure 4.1 shows examples of the card-storyboards as described above. The researcher entered the data into Qualtrics on their mobile phones in real time. The display on the phone showed the generated profiles and options to select as per the respondent's choices and rankings. The screenshot in Figure 4.2 is an example of the image on the researchers' phone. Once data collection had concluded, these data were manipulated

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literacy programmes are as relevant as ever ............................................................................................................... 223 CHAPTER 14. Sustainable development and global citizenship .................................................................................................... 228 Focus 14.1. Civic education can shape young citizens’ political behaviour .............................................................................................. 234 CHAPTER 15. Education facilities and learning environments ....................................................................................................... 238 Focus 15.1. School infrastructure must adapt to climate change ............................................................................................................... 245 CHAPTER 16. Scholarships ........................................................................................................................................................................ 252 Focus 16.1. New funding sources of scholarships are emerging ................................................................................................................. 258 CHAPTER 17. Teachers ............................................................................................................................................................................... 260 Focus 17.1. ‘Teacher shortages’ is used to describe different problems which require different policies .................................... 268 2024/5 • GLOBAL EDUCATION MONITORING REPORTxvCHAPTER 18. Finance ................................................................................................................................................................................. 273 Public expenditure ...................................................................................................................................................................................................... 275 Focus 18.1. Are school principals’ salaries attractive? ................................................................................................................................... 281 Aid expenditure ........................................................................................................................................................................................................... 287 Aid to education reached a record absolute level but continues to decline in relative terms ........................................................... 287 Focus 18.2. Tapping climate finance to mobilize resources in education ................................................................................................ 292 Household expenditure ............................................................................................................................................................................................. 296 Annex Statistical tables ......................................................................................................................................................................................................... 301 Aid tables ....................................................................................................................................................................................................................... 387 Glossary ......................................................................................................................................................................................................................... 396 Acronyms and abbreviations ................................................................................................................................................................................... 401 List of figures, tables and boxes FIGURES Figure 1.1 School leadership is at the centre of a framework of education quality ................................................................................... 12 Figure 2.1 School principals have reported a decrease in their oversight of teaching activities in high-income countries ......... 27 Figure 2.2 Just over one in three principals reported having a significant responsibility for determining course content .......... 28 Figure 2.3 Principals have significant decision-making power in setting disciplinary policies but not teacher salaries .............. 39 Figure 2.4 Higher-performing education systems tend to grant greater autonomy over human and financial resources decisions to principals ............................................................................................................................................................................... 40 Figure 2.5 Not all leadership dimensions are equally embedded in national professional standards ................................................. 41 Figure 3.1 Principals’ academic qualifications vary across countries ............................................................................................................ 53 Figure 3.2 In wealthier countries, average principal tenure varies by a factor of three ........................................................................... 54 Figure 3.3 Women are much less likely to be principals than teachers ......................................................................................................... 55 Figure 3.4 In francophone Africa, female principals have less school management experience than men ...................................... 56 Figure 3.5 Relatively few principals begin their tenure having done a course in school administration ............................................. 57 Figure 3.6 A quarter of principals report a need for professional development ......................................................................................... 58 Figure 3.7 Pre-service and induction training are insufficiently emphasized ............................................................................................. 59 Figure 3.8 Only one fifth of principal preparation and training programmes cover all four dimensions of leadership ................. 63 Figure 3.9 The extent to which

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"greater", "autonomy", "over", "human", "and", "financial", "resources", " \n ", "decisions", "to", "principals", " ", "...............................................................................................................................................................................", "40", "\n", "Figure", "2.5", " ", "Not", "all", "leadership", "dimensions", "are", "equally", "embedded", "in", "national", "professional", "standards", " ", ".................................................", "41", "\n", "Figure", "3.1", " ", "Principals", "’", "academic", "qualifications", "vary", "across", "countries", "............................................................................................................", "53", "\n", "Figure", "3.2", " ", "In", "wealthier", "countries", ",", "average", "principal", "tenure", "varies", "by", "a", "factor", "of", "three", "...........................................................................", "54", "\n", "Figure", "3.3", " ", "Women", "are", "much", "less", "likely", "to", "be", "principals", "than", "teachers", ".........................................................................................................", "55", "\n", "Figure", "3.4", " ", "In", "francophone", "Africa", ",", "female", "principals", "have", "less", "school", "management", "experience", "than", "men", " ", "......................................", "56", "\n", "Figure", "3.5", " ", "Relatively", "few", "principals", "begin", "their", "tenure", "having", "done", "a", "course", "in", "school", "administration", ".............................................", "57", "\n", "Figure", "3.6", " ", "A", "quarter", "of", "principals", "report", "a", "need", "for", "professional", "development", " ", ".........................................................................................", "58", "\n", "Figure", "3.7", " ", "Pre", "-", "service", "and", "induction", "training", "are", "insufficiently", "emphasized", ".............................................................................................", "59", "\n", "Figure", "3.8", " ", "Only", "one", "fifth", "of", "principal", "preparation", "and", "training", "programmes", "cover", "all", "four", "dimensions", "of", "leadership", ".................", "63", "\n", "Figure", "3.9", " ", "The", "extent", "to", "which" ]

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play an important role in cushioning shocks in the energy market, there is no equivalent for critical minerals in the event of large market swings. The second risk is that CRMs can be used as geopolitical weapon, as a large part of extraction and processing is concentrated in countries with which the EU is not strategically aligned. For example, China is the single largest processer of nickel, copper, lithium and cobalt, accounting for between 35-70% of processing activity, and has shown willingness to use its market power [see Figure 2] . Export restrictions from the country grew by a factor of nine between 2009 and 2020. Little progress is being made so far with diversification. Compared with three years ago, the share of the top three producers for key CRMs either remains unchanged or has increased further. FIGURE 2 Concentration of the extraction and processing of critical resources Share of top-three producing countries in total production of selected resources and minerals, 2022 Source: IEA. Based on S&P Global, USGS, Mineral Commodity Summaries and Wood Mackenzie, 2024. Faced with these constraints, CRMs are subject to a global race to secure supply chains, and Europe is currently falling behind . Other major economies are moving to secure independent supply chains and reduce their vulnerability. Alongside its dominant position in processing and refining, China is actively investing in mining assets in Africa and Latin America and overseas refining via its Belt and Road initiative. Its overseas investment in metals and mining through the Belt and Road Initiative reached a record high of USD 10 billion in the first half of 2023 alone, and it plans to double the ownership of overseas mines containing critical minerals by Chinese companies. The US has deployed the IRA, the Bipartisan Infrastructure Act and defence funding to develop at scale domestic processing, refining and recycling capacity, as well as using its geopolitical power to secure the global supply chain. Japan is highly dependent on other regions for CRMs, and since the 2000s it has developed a strategic approach to increase access to overseas mining projects. The Japan Organization for Metals and Energy Security invests equity in mining and refining assets around the world, manages strategic stockpiling and, since the introduction of the recent 56THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 4economic security law, has powers to develop processing and refining facilities within Japan. Europe, by

[ "play", "an", "important", "role", "in", "cushioning", "shocks", "\n", "in", "the", "energy", "market", ",", "there", "is", "no", "equivalent", "for", "critical", "minerals", "in", "the", "event", "of", "large", "market", "swings", ".", "The", "second", "risk", "\n", "is", "that", "CRMs", "can", "be", "used", "as", "geopolitical", "weapon", ",", "as", "a", "large", "part", "of", "extraction", "and", "processing", "is", "concentrated", "in", "\n", "countries", "with", "which", "the", "EU", "is", "not", "strategically", "aligned", ".", "For", "example", ",", "China", "is", "the", "single", "largest", "processer", "of", "nickel", ",", "\n", "copper", ",", "lithium", "and", "cobalt", ",", "accounting", "for", "between", "35", "-", "70", "%", "of", "processing", "activity", ",", "and", "has", "shown", "willingness", "to", "\n", "use", "its", "market", "power", "[", "see", "Figure", "2", "]", ".", "Export", "restrictions", "from", "the", "country", "grew", "by", "a", "factor", "of", "nine", "between", "2009", "and", "\n", "2020", ".", "Little", "progress", "is", "being", "made", "so", "far", "with", "diversification", ".", "Compared", "with", "three", "years", "ago", ",", "the", "share", "of", "the", "top", "\n", "three", "producers", "for", "key", "CRMs", "either", "remains", "unchanged", "or", "has", "increased", "further", ".", "\n", "FIGURE", "2", "\n", "Concentration", "of", "the", "extraction", "and", "processing", "of", "critical", "resources", " \n", "Share", "of", "top", "-", "three", "producing", "countries", "in", "total", "production", "of", "selected", "resources", "and", "minerals", ",", "2022", "\n", "Source", ":", "IEA", ".", "Based", "on", "S&P", "Global", ",", "USGS", ",", "Mineral", "Commodity", "Summaries", "and", "Wood", "Mackenzie", ",", "2024", ".", "\n", "Faced", "with", "these", "constraints", ",", "CRMs", "are", "subject", "to", "a", "global", "race", "to", "secure", "supply", "chains", ",", "and", "Europe", "is", "\n", "currently", "falling", "behind", ".", "Other", "major", "economies", "are", "moving", "to", "secure", "independent", "supply", "chains", "and", "reduce", "\n", "their", "vulnerability", ".", "Alongside", "its", "dominant", "position", "in", "processing", "and", "refining", ",", "China", "is", "actively", "investing", "in", "mining", "\n", "assets", "in", "Africa", "and", "Latin", "America", "and", "overseas", "refining", "via", "its", "Belt", "and", "Road", "initiative", ".", "Its", "overseas", "investment", "in", "\n", "metals", "and", "mining", "through", "the", "Belt", "and", "Road", "Initiative", "reached", "a", "record", "high", "of", "USD", "10", "billion", "in", "the", "first", "half", "of", "2023", "\n", "alone", ",", "and", "it", "plans", "to", "double", "the", "ownership", "of", "overseas", "mines", "containing", "critical", "minerals", "by", "Chinese", "companies", ".", "\n", "The", "US", "has", "deployed", "the", "IRA", ",", "the", "Bipartisan", "Infrastructure", "Act", "and", "defence", "funding", "to", "develop", "at", "scale", "domestic", "\n", "processing", ",", "refining", "and", "recycling", "capacity", ",", "as", "well", "as", "using", "its", "geopolitical", "power", "to", "secure", "the", "global", "supply", "chain", ".", "\n", "Japan", "is", "highly", "dependent", "on", "other", "regions", "for", "CRMs", ",", "and", "since", "the", "2000s", "it", "has", "developed", "a", "strategic", "approach", "to", "\n", "increase", "access", "to", "overseas", "mining", "projects", ".", "The", "Japan", "Organization", "for", "Metals", "and", "Energy", "Security", "invests", "equity", "in", "\n", "mining", "and", "refining", "assets", "around", "the", "world", ",", "manages", "strategic", "stockpiling", "and", ",", "since", "the", "introduction", "of", "the", "recent", "\n", "56THE", "FUTURE", "OF", "EUROPEAN", "COMPETITIVENESS", " ", "—", "PART", "A", "|", "CHAPTER", "4economic", "security", "law", ",", "has", "powers", "to", "develop", "processing", "and", "refining", "facilities", "within", "Japan", ".", "Europe", ",", "by" ]

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stories of her own struggles and triumphs, and that made her seem more human and more accessible. She said, I know it's tough, and I have been there too, and if I can do it definitely, you can, too. Overall, Mrs. Garcia was an amazing teacher who made a lasting impact on my life. She helped me to see myself in a new light, to believe in my own potential, and to develop a growth mindset. ## How did that teacher's attitude towards you motivate you? I see her attitude towards me like a breath of fresh air. She had this unwavering faith in me, and it was infectious. When she told me I know you can do this, or you are capable of so much more. It made me feel like I was capable of achieving anything. Knowing that she believed in me gave me the confidence to take on challenges that I thought were beyond me. She'd push me to try new things, and I'd feel a sense of trepidation at first, but then I think, wait, Mrs. Garcia believes in me, so maybe I can do this after all. Her attitude has always helped me develop a good mindset. She'd say it seems like mistakes are okay. They are an opportunity to learn to think. She would say things like you are not just failing; you are also learning. That helped me to see challenges as opportunities for growth rather than threats to my ego. Lastly, I would say I feel like I had a partner in my learning journey. She was invested in my success, and that made me feel like I wasn't alone. Overall, Mrs. Garcia's attitude toward me was a game-changer. It helped me to develop a positive mindset, build my confidence, and see myself as capable. And then, yeah, a competent learner. ## 5. Describe how the teacher's attitude towards you affected your attitude about earning a diploma/GED. However, Mrs. Garcia's attitude toward me had a profound impact on my attitude. So, once earning my GED before I met her, I was feeling pretty discouraged about my academic prospects. I had to drop out of high school, and I didn't think I was smart enough or capable enough to succeed. But Mrs. Garcia saw something in me that I didn't see in myself. She helped me to see it, too. She believed in

[ "stories", "of", "her", "own", "struggles", "and", "triumphs", ",", "and", "that", "made", "her", "seem", "more", "human", "and", "more", "accessible", ".", "She", "said", ",", "I", "know", "it", "'s", "tough", ",", "and", "I", "have", "been", "there", "too", ",", "and", "if", "I", "can", "do", "it", "definitely", ",", "you", "can", ",", "too", ".", "Overall", ",", "Mrs.", "Garcia", "was", "an", "amazing", "teacher", "who", "made", "a", "lasting", "impact", "on", "my", "life", ".", "She", "helped", "me", "to", "see", "myself", "in", "a", "new", "light", ",", "to", "believe", "in", "my", "own", "potential", ",", "and", "to", "develop", "a", "growth", "mindset", ".", "\n\n", "#", "#", "How", "did", "that", "teacher", "'s", "attitude", "towards", "you", "motivate", "you", "?", "\n\n", "I", "see", "her", "attitude", "towards", "me", "like", "a", "breath", "of", "fresh", "air", ".", "She", "had", "this", "unwavering", "faith", "in", "me", ",", "and", "it", "was", "infectious", ".", "When", "she", "told", "me", "I", "know", "you", "can", "do", "this", ",", "or", "you", "are", "capable", "of", "so", "much", "more", ".", "It", "made", "me", "feel", "like", "I", "was", "capable", "of", "achieving", "anything", ".", "Knowing", "that", "she", "believed", "in", "me", "gave", "me", "the", "confidence", "to", "take", "on", "challenges", "that", "I", "thought", "were", "beyond", "me", ".", "She", "'d", "push", "me", "to", "try", "new", "things", ",", "and", "I", "'d", "feel", "a", "sense", "of", "trepidation", "at", "first", ",", "but", "then", "I", "think", ",", "wait", ",", "Mrs.", "Garcia", "believes", "in", "me", ",", "so", "maybe", "I", "can", "do", "this", "after", "all", ".", "Her", "attitude", "has", "always", "helped", "me", "develop", "a", "good", "mindset", ".", "She", "'d", "say", "it", "seems", "like", "mistakes", "are", "okay", ".", "They", "are", "an", "opportunity", "to", "learn", "to", "think", ".", "She", "would", "say", "things", "like", "you", "are", "not", "just", "failing", ";", "you", "are", "also", "learning", ".", "That", "helped", "me", "to", "see", "challenges", "as", "opportunities", "for", "growth", "rather", "than", "threats", "to", "my", "ego", ".", "Lastly", ",", "I", "would", "say", "I", "feel", "like", "I", "had", "a", "partner", "in", "my", "learning", "journey", ".", "She", "was", "invested", "in", "my", "success", ",", "and", "that", "made", "me", "feel", "like", "I", "was", "n't", "alone", ".", "Overall", ",", "Mrs.", "Garcia", "'s", "attitude", "toward", "me", "was", "a", "game", "-", "changer", ".", "It", "helped", "\n\n", "me", "to", "develop", "a", "positive", "mindset", ",", "build", "my", "confidence", ",", "and", "see", "myself", "as", "capable", ".", "And", "then", ",", "yeah", ",", "a", "competent", "learner", ".", "\n\n", "#", "#", "5", ".", "Describe", "how", "the", "teacher", "'s", "attitude", "towards", "you", "affected", "your", "attitude", "about", "earning", "a", "diploma", "/", "GED", ".", "\n\n", "However", ",", "Mrs.", "Garcia", "'s", "attitude", "toward", "me", "had", "a", "profound", "impact", "on", "my", "attitude", ".", "So", ",", "once", "earning", "my", "GED", "before", "I", "met", "her", ",", "I", "was", "feeling", "pretty", "discouraged", "about", "my", "academic", "prospects", ".", "I", "had", "to", "drop", "out", "of", "high", "school", ",", "and", "I", "did", "n't", "think", "I", "was", "smart", "enough", "or", "capable", "enough", "to", "succeed", ".", "But", "Mrs.", "Garcia", "saw", "something", "in", "me", "that", "I", "did", "n't", "see", "in", "myself", ".", "She", "helped", "me", "to", "see", "it", ",", "too", ".", "She", "believed", "in" ]

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World Bank. 2024. World Development Report 2024: The Middle-Income Trap . Washington, DC: World Bank. ## ECO-AUDIT Environmental Benefits Statement The World Bank Group is committed to reducing its environmental footprint. In support of this commitment, we leverage electronic publishing options and print-on-demand technology, which is located in regional hubs worldwide. Together, these initiatives enable print runs to be lowered and shipping distances decreased, resulting in reduced paper consumption, chemical use, greenhouse gas emissions, and waste. We follow the recommended standards for paper use set by the Green Press Initiative. The majority of our books are printed on Forest Stewardship Council (FSC)-certified paper, with nearly all containing 50-100 percent recycled content. The recycled fiber in our book paper is either unbleached or bleached using totally chlorine-free (TCF), processed chlorine-free (PCF), or enhanced elemental chlorine-free (EECF) processes. More information about the Bank's environmental philosophy can be found at http://www.worldbank.org/corporateresponsibility.  Twenty-seven countries have reached high-income status since 1990. Ten of these are in the Europe and Central Asia region and have joined the European Union. Another 20 in the region have become more prosperous since the 1990s. However, their transition to high-income status has been delayed. These middle-income countries have found that the prospects for growth to high-income status have become even more difficult since the 2007-09 global financial crisis. This reflects partly a slowdown in structural reforms at home and partly the challenges associated with a deterioration in the global environment. The concern has emerged that many countries in the region may be caught in the middle-income trap, a phase in development characterized by a recurring deceleration in growth and by per capita incomes that are systematically below the high-income threshold. To ensure that these countries overcome the obstacles to growth and achieve progress toward high-income status, policy makers need to make the transition from a strategy driven largely by investment to a strategy that is supported by the importation and diffusion of global capital, knowledge, and technology and then to a strategy that complements these with innovation. The report Greater Heights: Growing to High Income in Europe and Central Asia relies on the 3 strategy described in i World Development Report 2024 -investment, infusion, and innovation-to propose policy options to assist middle-income countries in Europe and Central Asia in the effort to reach high-income status. Drawing on comprehensive empirical analysis, the report offers actionable recommendations that will

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(NACE 15) based on an economic specialisation, and spe- cialised performance in related goods exports; ■Wood and products of wood and cork (NACE 16) based on an economic specialisa- tion, an innovation specialisation and special- ised performance in related patents; ■Chemicals and chemical products (NACE 20) based on an economic specialisation, and an innovation specialisation; ■Financial services (NACE 64) based on an economic specialisation, specialised perfor- Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation11 mance in venture capital and start-ups and specialised performance in related services exports; ■Information and communication (NACE 61-63) based on an economic and innovation specialisation, and specialised performance in VC & start-ups. E&I specialisations for Ukraine The economic and innovation analysis for Ukraine leads to the identification of the following E&I specialisations: ■Food products (NACE 10) based on an eco- nomic specialisation, the identification of a food and agriculture cluster and specialised performance in related goods exports; ■Wood and products of wood and cork (NACE 16) based on an economic specialisa- tion, and specialised performance in related goods exports; ■Basic metals & fabricated metal prod- ucts (NACE 25, 26) based on an economic specialisation, and specialised performance in related patents; ■Machinery and equipment (NACE 28) based on an economic specialisation, special- ised performance in related patents and spe- cialised performance in related goods exports; ■Manufacture of motor vehicles (NACE 29) based on an economic specialisation; ■Wholesale and retail trade (NACE 46) based on an economic specialisation, and spe- cialised performance in venture capital and start-ups. Common E&I specialisations in the EaP region Within the EaP, the primary sector (agriculture, forestry and fishing) has been found to be an im- portant sector in all EaP countries in terms of gross domestic product and, for agriculture in particu- lar, very relevant in terms of employment. Unfor- tunately, due to the data source limitations of this study, no further characterisation of the primary sector has been possible for agriculture at sub-sec- toral level. Nevertheless, in terms of exports of goods – excluding Azerbaijan which concentrates most of its exports in mineral fuels, lubricants and related materials – for the remaining EaP coun- tries, food and live animals and beverages and tobacco represent between 10% and 32% of the total exports with Moldova at the higher end. Beyond the primary sector, the previous section presented a set of specialisations resulting from the economic and innovation

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[]

model deployed on or otherwise associated with a may be different than a second trained AI/ML model deployed on or otherwise associated with a . Here, the first and second trained AI/ML models may be the same model or same type of model trained using , or the first and second trained AI/ML models may be different types of ML models. It should be understood that these examples can be straightforwardly applied to the other types of , , . Furthermore, the type of models deployed on a , , , , and the training data used to train those models, may be based on the type and/or capabilities of , , , to which it is deployed, and/or may be implementation specific or use case-specific. Regardless of whether the AI/ML models are executed by the AI/ML system(s) or if the AI/ML models are provisioned and deployed to , , , , the AI/ML models are used to predict and/or optimize various MRF operational aspects. Here, the AI/ML models generates AI/ML outputs, which includes, for example, inferences, operational configurations and/or parameters, optimization configurations and/or parameters, and/or control tasks and/or actions to be performed. In some examples, the AI/ML outputs are considered to be the “sorting logic” used to manage the material sorting aspects discussed herein. The AI/ML outputs are used by their , , , to update and/or control various MRF aspects. In a first example, the and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) to train AI/ML object recognition model(s) to identify recoverable (commodity) materials from waste/material streams based on features extracted from the . The features can be based on the sensor data (e.g., indicated size, shape, color, molecular structure, and/or other properties of the recoverable materials) and/or MHU status information (e.g., MHU capabilities, MHU operational parameters, operational and/or system data/metrics of on-board compute systems, and/or the like). The trained AI/ML object recognition models can then be used by the and/or to identify and/or recognize the commodity materials from later obtained , which can then be used by the to efficiently sort out the desired (commodity) materials from the waste stream and/or other material streams. In a second example, the and/or other data, measurements, and/or metrics can be used by the AI/ML system(s) to optimize the functionality of the set of and/or optimize the functionality of the MRF system as a whole. Here,

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journalists and political opponents who had fought against impunity and corruption, and their respective lawyers. Unfounded criminal proceedings caused multiple due-process violations, often with a gender bias affecting criminalized women.1 In January, prisoner of conscience and former prosecutor Virginia Laparra was ûnally released after almost two years in arbitrary detention. In July, a court declared her guilty in a second unfounded criminal proceeding, which forced her to go into exile. In March, the UN Working Group on Arbitrary Detention stated that journalist Jose Rubén Zamora9s detention was arbitrary and recommended his release. In October, after more than 800 days in pretrial detention, he was released from prison and put under house arrest. Cases against leaders of the suspended political party Semilla Movement continued to proceed. At the end of the year, former prosecutor Stuardo Campo remained in pretrial detention. The Public Prosecutor9s of ûce and a signi ûcant part of the judiciary often led unfounded criminal prosecutions. During a visit to Guatemala in July, the Inter-American Commission on Human Rights pointed out that unfounded criminalization was evidence of a lack of judicial independence. In October, Congress appointed more than 300 new magistrates for the appellate chambers and supreme court of justice, several of whom were alleged to be involved in corruption and the criminalization of critical voices, according to the media. International experts pointed out that the process did not meet international standards for the appointment of these positions and had been subject to the interests of powerful stakeholders. Local organization Unit for Attacks on Human Rights Defenders in Guatemala registered atleast 2,763 attacks on human rights defenders between January and October. The body responsible for the analysis of risks to human rights defenders, convened by the Ministry of Interior, was reactivated. At the end of the year, the public policy for the protection of human rights defenders was still pending approval, and the state had not ratiûed the Escazú Agreement. For the ûrst time in many years, the government established a direct dialogue with several Indigenous authorities and committed to promoting a comprehensive development agenda that took their needs into account. In many parts of the country, however, Indigenous leaders faced criminalization for defending the territory and rights of Indigenous Peoples. Dozens of peasant ( campesino ) and Indigenous communities were at risk of forced evictions in the context of con üicts around land tenure. Delays and irregularities hindered

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[]

-- -- -- -- 0.0 -- -- Textiles (13) 40.0 -- 12.0 -- 23.7 68.6 36.1 5.0 -- 8.0 -- 18.6 26.1 14.4 40.0 -- 12.7 -- 42.7 68.6 41.0 Garments (14) 36.8 -- 46.4 66.7 -- 60.1 52.5 15.0 -- 12.7 0.0 -- 10.2 9.5 36.8 -- 47.6 66.7 -- 61.7 53.2 Leather (15) 75.0 -- 83.8 -- -- 20.8 59.9 0.0 -- 71.3 -- -- 43.4 38.2 75.0 -- 83.8 -- -- 53.1 70.6 Wood (16) 23.3 0.0 47.9 15.8 25.0 21.5 22.2 0.0 9.1 23.0 0.0 75.0 10.3 19.6 23.3 9.1 47.9 15.8 100.0 21.5 36.3 Paper (17) 60.9 -- 20.1 0.0 96.9 37.6 43.1 26.1 -- 32.5 0.0 0.0 0.0 11.7 60.9 -- 32.5 0.0 96.9 37.6 45.6 Publishing, printing and recorded media (18)42.9 29.4 47.5 65.4 15.5 39.6 40.1 21.4 22.9 16.2 7.5 15.5 12.1 16.0 45.2 40.4 47.5 65.4 15.5 42.1 42.7 Refined petroleum product (19)-- -- -- -- -- 0.0 -- -- -- -- -- -- 0.0 -- -- -- -- -- 0.0 -- Chemicals (20+21) 45.8 0.0 61.9 51.0 100.0 47.4 51.0 13.0 0.0 29.6 22.9 0.0 30.7 16.0 45.8 0.0 61.9 75.0 100.0 48.8 55.3 Plastics & rubber (22) 50.7 -- 63.9 20.6 100.0 45.3 56.1 9.6 -- 29.8 5.9 10.1 34.4 17.9 50.7 -- 69.9 26.5 100.0 57.3 60.9 Non-metallic mineral products (23)50.0 15.4 83.4 62.7 29.5 46.6 47.9 18.8 15.4 21.9 37.7 23.6 19.9 22.9 52.4 15.4 83.4 72.2 31.4 50.0 50.8 Basic metals (24) 65.0 0.0 0.0 56.1 0.0 32.3 25.6 28.6 0.0 0.0 27.6 0.0 23.4 13.3 65.0 0.0 0.0 59.6 0.0 32.3 26.2 Fabricated metal products (25)36.7 -- 74.9 80.0 35.4 36.6 52.7 10.0 -- 48.4 0.0 3.8 15.5 15.5 46.7 -- 87.8 80.0 35.4 38.2 57.6 Precision instruments (26) -- -- 97.4 -- 100.0 26.5 74.6 -- -- 13.8 -- 0.0 0.0 4.6 -- -- 97.4 -- 100.0 26.5 74.6 Electronics (27) 41.0 -- 88.8 -- -- 80.1 70.0 15.4 -- 40.8 -- -- 55.6 37.3 41.0 -- 100.0 -- -- 81.7 74.2 Machinery and equipment (28)52.9 -- 50.5 -- 95.7 52.6 62.9 17.6 -- 13.6 -- 60.9 30.1 30.6 52.9 -- 50.5 -- 95.7 53.8 63.2 Transport machines (29+30)-- 0.0 -- -- -- 55.8 -- -- 0.0 -- -- -- 8.3 -- -- 0.0 -- -- -- 55.8 -- Furniture (31) 56.7 57.1 59.4 81.1 37.3 51.0 57.1 8.3 0.0 14.3 41.6 14.7 21.9

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[]

any discussion of leadership in education. Second, how do education leaders try to achieve these goals? It is the growth of schools and other education institutions into large organizations and the evolution of simple education bureaucracies into complex systems in industrialized countries that has generated interest in education administration and management as a field. The role of education leaders was subsumed in these analyses, with researchers initially analysing the achievements of leaders as the work of great men. Gradually, a more systematic scientific approach was adopted, which started seeing leadership as a potentially distinct element of education management. Researchers believed they could identify individual practices and organizational arrangements relating to leadership, which led to the critique that these two factors cannot be seen separately, as individuals make up organizations. More recently, the exercise of leadership has been recognized as determined by the social relations within these education institutions and systems (Bates, 2010; Bush, 2020). Those working in education depend on each other and leadership functions therefore need to be to be shared to achieve education goals. Third, what may get in education leaders' way? Those in education leadership roles need to have the capacity to exercise the functions expected of them. But context matters too. Formal and informal social, economic, political and cultural rules and norms expand or limit individual education leaders' initiative and scope for action. Their freedom to make decisions is the result of governance and accountability rules, which vary greatly between countries, often reflecting cultural norms ( Box 1.1 ) (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

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the VESPA ionization chamber. The post-neutron mass distribu-tion of ﬁssion fragments in the spontaneous ﬁssion of 252Cf is repre- sented in green The half-life associated with these identiﬁed isomers was extracted by ﬁtting their time distribution with respect to ﬁssion with an exponential decay function. This commonly- used method was well suited to simple cases, where an iso-meric state decays by emitting at least two γ-rays in cas- cade, with a half-life larger than a few nanoseconds (due to the 35 ns threshold). It was also necessary that the nucleusstudied by this method did not contain consecutive isomers having similar half-lives (e.g., 97Sr), which would bias the measurements. Hence, we developed a complementary analysis proce- dure to study more complicated level schemes having con- secutive isomeric states, i.e., an isomer populated by another higher-lying isomeric state. In this second approach, FF- γ coincidences of previously identiﬁed isomers were gated on fragment mass, γ-ray energies, and time. The isomeric state on which these gates were applied is referred to as themain isomer. Then, all γ-rays from the same ﬁssion event and detected before this gated transition were recorded. This method could highlight a populating isomer, that is an iso- meric state whose decay fed the main isomer. It could also beused to pinpoint intermediate isomers, which are underlying isomeric states at one stage of the γcascade, populated by the main isomer. In particular, this method could be used toextract very short-lived isomers (with half-lives of a few ns) fed by longer living isomers. These two cases are depicted in Fig. 6a) and b), respec- tively. The half-life of the two consecutive isomers in play was estimated by constructing the time distribution of the populating γ-ray and the distribution of the time differ- ence/Delta1tbetween these two γ-rays for the populating and 123Eur. Phys. J. A (2025) 61:5 Page 5 of 12 5 Fig. 6 Schematic principle of the ’multiple isomers analysis’ for con- secutive isomeric states. The isomer to which energy gates are appliedis represented in green, while populating γ-rays from prompt and iso- meric decays are represented in red and blue, respectively Fig. 7 Chart of the identiﬁed nuclei having one or more isomeric state(s) whose half-life was measured in this work with VESPA underlying isomeric states, respectively. In the following, this method will be referred to as the ’multiple isomers analysis’. Through this analysis of the VESPA data, obtained from

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[]

Kline, R. B. (2016). Methodology in the Social Sciences. Principles and Practice of Structured Equation Modelling . 4th ed. New York, NY: Guildford Press. Krishna, A. (2002) . Active Social Capital: Tracing the Roots of Development and Democracy . New York, NY: Columbia University Press. Kumar, N. , Raghunathan, K., Arrieta, A., Jilani, A., and Pandey, S. (2021). The Power of the Collective Empowers Women: Evidence from Self-Help Groups in India, World Development , 146 , 105579. Kumar, N., Scott, S., Menon, P., Kannan, S., Cunningham, K., Tyagi, P., Wable, G., Raghunathan, K., and Quisumbing, A. (2018). Pathways from Women's Group-Based Programs to Nutrition Change in South Asia: A Conceptual Framework and Literature Review, Global Food Security , 17 , 172-185. Ostrom, E. (1975). Language, Theory and Empirical Research in Policy Analysis, Policy Studies Journal , 3 (30), 274-282. Ostrom, E. (1976). The Delivery of Urban Services: Outcomes of Change. Beverly Hills, CA: Sage. Ostrom, E. (1986). An Agenda for the Study of Institutions, Public Choice , 48 (1), 3-25. Ostrom, E. (2005). Understanding Institutional Diversity. Princeton, NJ: Princeton University Press.

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are standing by, waiting for the vegetables, fruit and cooking ingredients to arrive in the morning delivery. The handcarts resemble trestle tables on wheels; a flat bed of wood on what looks like old-fashioned wheels that once were part of an oversized rusting bicycle. The basti is coming awake. Others walk by, off to work, scarves, hats, body warmers all out of place in this Delhi neighbourhood but needed against the current cold. A herd of cows is making its way to the rubbish pile. Maybe there is something to eat there. Ashok is getting ready now with his cart. He is a street vendor who sells food in the morning to the commuters leaving the basti as well as those travelling on the periphery. He is making several dishes and starts preparing his ingredients along with heating the oil using a portable gas cylinder. Aloo Chaat – mashed lentil and potato dumplings; Pani Puri – hollow spherical dough balls filled with onions, spices, and mashed potatoes; Parathas – an Indian flatbread fried in desi ghee and stuffed with vegetables served with chutney or potato curry. The market is coming alive now, not only with people but with the sounds and smells that make Delhi the city it is. Sunil’s vegetables have also arrived: tomatoes, cabbages, cauliflowers, onions, sweet potatoes, carrots. He lays out his vegetables expertly in a colourful array, showing his professionalism and time spent in this business. Sunil knows that the women in the basti are meticulous when it comes to buying their vegetables. Therefore, his display needs to lure them into buying from him and not a competitor some streets away. He is ready to push his cart to the more ‘interior’, he tells us. Ready for the women to come shopping for their ingredients for today’s family meals once they drop their children at school. Figure 5.1 Morning 116 Urban life in Delhi slums Activity is increasing. The chatter of children splashing in the unfamiliar puddles makes us turn to look. A group of six girls, dressed smartly in their blue school uniforms – woollen jumpers and matching salwar kameez (the tunic blue and white check, the trousers pale blue). Both the colour and the thinness of the material are very unsuitable for this weather. Large backpacks carry their multitude of books for the day. Pink knitted pull-on hats complete the look. We are now

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# Food for thought: Using food delivery services to provide rapid cardiac arrest response and potentially save lives A simulation presented in the Canadian Journal of Cardiology explores leveraging an existing food delivery network to provide more rapid defibrillation to out-of-hospital patients Elsevier Inspired by an urgent need to improve timely defibrillation for out-of-hospital cardiac arrests (OHCA) in dense urban settings, a team of investigators developed a simulation that explored the potential of leveraging an existing food delivery network in Taipei City, Taiwan, to help address this challenge. Their findings in the Canadian Journal of Cardiology, published by Elsevier, suggest that deploying food delivery riders to deliver defibrillation may reduce automated external defibrillator (AED) response times by approximately three minutes—about 50% faster than a traditional emergency medical system (EMS)—and might be particularly beneficial during peak hours. Lead investigator Kuan-Chen Chin, MPH, Department of Emergency Medicine, Taipei Hospital, Ministry of Health and Welfare, New Taipei City, and Department of Emergency Medicine, National Taiwan University Hospital, Taipei City, Taiwan, explains, “Each minute of delay in defibrillation reduces the survival rate by 7–10%. Our approach leverages an existing, widespread urban workforce to address a well-known weak link in the chain of survival. We found that it offers a cost-effective and scalable strategy for improving OHCA outcomes in high-density cities, where EMS cannot always provide immediate defibrillation.” Densely populated Taipei has a high concentration of food delivery (FD) scooter riders. To examine the feasibility of utilizing these FD riders as first responders for AED delivery in OHCA incidents investigators conducted a city-scale simulation using real-world OHCA data from the Registry of the Taipei City Fire Department between 2017 and 2019, public defibrillator locations, and food delivery patterns and hotspots using the Uber Eats platform. The simulation assumed that every open restaurant in a hotspot had one FD rider waiting and ready to respond to OHCAs within a two-kilometer radius. FD riders’ response rates were varied, and simulated defibrillator arrival times were compared to documented fire department delivery times of six to seven minutes. Differences in defibrillator arrival times during peak and off-peak hours were also assessed. With a 10% FD rider response rate, the defibrillator arrival time decreased by 2.99 minutes, representing approximately 44% of the original EMS response time. In the simulation, over 60% of OHCAs were successfully attended. Achieving 80% coverage during peak hours required 13.4% of FD riders to respond. According

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instrument to support radically new technologies at low readiness levels – the European Innovation Council’s (EIC) Pathfinder instrument – has a budget of EUR 256 million for 2024, compared with USD 4.1 billion for US Defence Advanced Research Projects Agency (DARPA) and USD 2 billion for the other “ARPA” agencies. It is also mostly led by EU officials rather than top scientists and innovation experts. Lack of intra-EU coordination affects the wider innovation ecosystem as well. Most Member States cannot achieve the necessary scale to deliver world- leading research and technological infrastructures, in turn constraining R&I capacity. By contrast, the examples of CERN and the European High-Performance Computing Joint Undertaking (EuroHPC) showcase the importance of coordination when developing large R&I infrastructure projects. FIGURE 6 State versus federal source of R&D funding in the EU and US Source: European Commission, 2024. Based on Eurostat and OECD. Fragmentation of the Single Market hinders innovative companies that reach the growth stage from scaling up in the EU, which in turn reduces demand for financing . The huge gap in scale-up financing in the EU relative to the US [see Figure 3] is often attributed to a smaller capital market in Europe and a less developed VC sector. The share of global VC funds raised in the EU is just 5%, compared to 52% in the US and 40% in China. However, the causality is likely more complex: lower levels of VC finance in Europe reflect lower levels of demand. As the Single Market is fragmented and incomplete in the areas that matter for innovative companies, scaling up in the EU offers weaker growth prospects and requires lower financing. Many EU companies with high growth-potential prefer to seek financing from US VCs and to scale up in the US market where they can more easily generate wide market reach and achieve profitability faster. Between 2008 and 2021, 147 “unicorns” were founded in Europe – startups that went on the be valued over USD 1 billion. 40 of these have relocated their headquarters abroad, with the vast majority moving 29THE FUTURE OF EUROPEAN COMPETITIVENESS — PART A | CHAPTER 2to the USx. The lack of growth potential in Europe is particularly relevant for tech-based innovative ventures, and even more so for deep tech ones. For example, 61% of total global funding for AI start-ups goes to US companies, 17% to those in China and just

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DAC. - 55 Gr. Mihalopoulos, ' Εθνικά μ ίλησε ο κ . Σαρτζετάκης ' [Sartzetakis spoke for the fatherland], Unknown Newspaper (1985), DAC. For the history of the slogan in the Greek area, see E. Gazi, ∏ ατρίς , θρησκεία , οικογένεια . Ιστορία ενός συνθή μ ατος 1880- 1930 [ Fatherland, religion, family: Exploring the history of a slogan in Greece, 1880- 1930 ] (Athens: Polis Publications, 2011). - 56 See Avdela, Papagiannaki and Sklaveniti, Abortion 1976- 1986 . - 57 Catalog, Feminism in the Post- Colonial Years . - 58 E. Roboti, ' Αντισύλληψη : Κάτι π ου θα έ π ρε π ε να ξέρου μ ' [Contraception: ε Something that we should have known about], Σύγχρονη Γυναίκα [ Modern Woman ], 26 (n.d.), DAC; Anon., ' Η αυτό μ ατη ά μ βλωση ' [The 'spontaneous' abortion], Modern Woman , 59 (1988), DAC. - 59 Anon., unknown title, Κίνηση για την Α π ελευθέρωση των γυναικών [ Publication of the Movement for Liberation of Women ], 1 (1978), DAC. - 60 A. Ntaifa, ' Η έκτρωση δεν είναι αντισύλληψη ' [Abortion is not contraception], ∏ όλη των γυναικών [ City of Women ], 7 (1982), DAC. - 61 Anon., ' Εκτρώσεις ! Τακτική ' στρουθοκα μ ηλισ μ ού '' [Abortions: The tactic of hypocrisy], Κίνηση για την α π ελευθέρωση των γυναικών [ Publication of the Movement for Liberation of Women ], 4 (1978), DAC. 2 9 9

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occasionally available beyond their country of publication. Building on such scholarly precedents but also attempting to overcome some of their limitations, the chapters in this volume examine the in/ visibility of women across several specialized and non- specialized sites of sciencemaking, practice and circulation: the laboratory, the university, the clinic, the hospital, the home, the school and the media. By zooming in on various sites of science, but treating them in an interconnected manner, we also hope to probe the ways in which the construction of gendered identities in science, engineering and medicine in the twentieth century was not simply a matter of discourse but also of practice. This line of investigation allows us to address a related conundrum, namely the common conflation between being present in science and exercising agency. Understanding how women negotiated their positions and the gendered norms of science, engineering and medicine both at the level of discourse and practice will hopefully take us a step closer towards documenting their agency, not only their presence, in STEMM. ## In/ visibilities across sites of science ## Laboratory cultures: Invisible innovators, visible scientific rebels

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me keep succeeding today because I would boldly beat my chest and say, if not for Miss Gracia, I definitely wouldn't be who I am today. She brought out the giant in me. Yeah, that's what I'd say. So that alone is more than enough for her to do for me. ## 11. Tell me about your favorite subject in school. And I'd say science because of the amazing teacher that was teaching. That was Ms. Gracia. Definitely, I can't love any other subjects because I wasn't really flowing with the teachers like the way I was with Miss Gracia. So I'd say science, yeah. I had an amazing science teacher throughout my academic journey. Each of these has helped me to grow and develop my love for science, most especially biology. She inspired me to pursue my love for science, and I'm forever grateful to her for that. If there was a space where I could express myself, explore my creativity, and connect with others on a deeper level. I really appreciate that. ## Why do you think you liked science the best? Well, I just see. And what I think is the best thing to say is, okay, my dad was a lover of science, though I said he didn't really have the opportunity to go to college. So that's why they are kind of like believing and hoping in me. They are really, really good. And they are. They are really big fans of science. Yeah, you know, they really, really love science a lot. So I think actually succeeding in that part would actually make them feel happy because they didn't get the opportunity to. And now, meeting an amazing teacher like Miss Gracia, who actually guided me throughout, making sure that the dreams I had came to pass. Yeah, that alone should make me glad. And I also have a passion for science, not just because my parents want me to study science. ## 12. Describe how you feel you were represented as a Hispanic American in the ## curriculum. Okay, I'd say, growing up, I really did not see myself. None of my experiences were reflected in the curriculum. You know, I'd say we Hispanic Americans were mentioned occasionally. It wasn't often. I said I was thinking, growing up. I really didn't see myself or my experiences reflected in the curriculum. The stories, the

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Nanotechnology and materials in Georgia Georgia For the case of Georgia, only in the case of two E&I domains was it possible to find a S&T coun- terpart, namely: ■for the ‘Food Processing and Manufacturing’ cluster, the ‘Agrifood’ S&T domain could be aligned with the manufacturing of food and beverages E&I domains. This concordance was produced by both patents and publications; ■for the ‘Metalworking Technology’ cluster, the ‘Nanotechnology and materials’ S&T domain could be matched with the ‘Manufacture of fabricated metal products’ E&I domain. The mapping was, in this case, elicited by publi- cations only, but a closer inspection of the se- mantic content of the S&T domain confirms that the alignment is well-suited here. The most relevant keywords for these Georgian S&T domains that match E&I domains can be found in the figures below; similar figures were also shown in Part 3 when characterising the S&T for the whole EaP region. GEORGIA Concordance between E&I analysis and S&T analysis Economic clusterE&I domains (NACE sectors)S&T domains Food Processing and Manufacturing10 Manufacture of food products 11 Manufacture of beverages• Agrifood Media Production and Distribution18 Printing and reproduction of recorded media Metalworking Technology25 Manufacture of fabricated metal products, except machinery and equipment• Nanotechnology and materials Hospitality and Tourism55 Accommodation 56 Food and beverage service activities Computer Programming and Financial Services62 Computer programming, consultancy and related activities 64 Financial service activities, except insurance and pension fundingTable 4.4. Combined EIST specialisation domains in Georgia Smart Specialisation in the Eastern Partnership countries - Potential for knowledge-based economic cooperation241 Moldova For Moldova, the following concordances between E&I and S&T domains were identified: ■for the cluster ‘Food Processing and Manu- facturing’, the ‘Agrifood’ S&T domain could be matched with the corresponding food and beverage manufacturing E&I domains. The concordance was triggered by both patents and publications; ■for the cluster ‘Leather, Apparel & Footwear’, a concordance between the ‘Nanotechnology and materials’ S&T domain could be identified with the textile and leather manufacturing E&I domains. The concordance was, in this case, produced by publications exclusively. A qual- itative inspection of the semantic content of the ‘Nanotechnology and materials’ S&T do- main suggests, however, that this S&T domain is primarily focused on the characterisation of metallic materials. For this reason, it was de- cided to manually remove the identified con- cordance; ■for the ‘Wood Products’ cluster, a concordance was obtained between the respective E&I do- main and the ‘Chemistry and

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In other counties, restrictions on movement and gatherings in social and public spaces remained in force (IMF, 2021[24]). ## 2.3. Kenya's proactive COVID-19 health response In its FY2019/20 budget (ending 30 June 2020), the government allocated KES 40 billion (EUR 296 million) for the immediate COVID-19 response, part of which was directed towards the health sector. Consequently, the health sector's budget increased from 4.4% in 2019 to 6.2% in 2020, marginally exceeding the budget target of 6%. Key initiatives included enhanced surveillance and laboratory services, setting up isolation units (including the use of private facilities), and procuring equipment and supplies (IMF, 2021[24]). Kenya activated its pre-existing nationwide network of laboratories (private and public) for COVID-19 testing, enhanced screening at points of entry, and accelerated capacity building for health and frontline workers for rapid response, case management, contact tracing, and infection prevention and control at all levels (World Bank, 2020[23]; Government of Kenya, 2020[21]). Between April and December 2020, 292 rapid response teams were formed, and 10 000 additional health workers were recruited (World Bank, 2020[23]).

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| | Figura 17.7 | Los países másricos suelen fijar cualificaciones mínimas máselevadas para el profesorado que los países con menos recursos económicos............................................................................................................................................................................................................... | 270 | | Figura 18.1 | En 2022, el África subsahariana representaba el 21 % de la población mundial en edad escolar, pero tan solo el 1,6 % del gasto público mundial en educación .......................................................................................................................................................................... | 276 | | Figura 18.2 | El gasto público mundial en educación ha disminuido ligeramente desde 2015............................................................................................ | 277 | | Figura 18.3 | Desde 2015, los gobiernos conceden a la educación una menor prioridad en sus presupuestos estatales ....................................... | 277 | | Figura 18.4 | Aproximadamente un 70 % de los países han reducido, desde 2015, la prioridad que conceden a la educación............................... | 278 | | Figura 18.5 | Másdeunodecada tres países no consigue alcanzar los dos puntos de referencia internacionales de gasto | público.................280 | | Figura 18.6 | Los salarios de las y los directores de centros escolares aumentan de manera proporcional al nivel educativo.............................281 | | | Figura 18.7 | Los salarios de las y los directores de centros escolares son especialmente competitivos en algunos países.................................282 | | | Figura 18.8 | Los salarios de las y los directores de centros educativos suelen coincidir o incluso superar el crecimiento económico, especialmente en los centros de educación primaria.................................................................................................................................................283 | | | Figura 18.9 | Las y los directores de centros escolares perciben salarios relativos elevados en algunos países de ingresos medios-bajos.........283 | | | Figura 18.10 | El salario inicial de las y los directores de centros escolares es, por término medio, un 20 % máselevado que el de los docentes con experiencia previa.........................................................................................................................................................................................284 | | | Figura 18.11 | La ayuda a la educación alcanzó los 16 600 millones de dólares en 2022......................................................................................................... | 287 | | Figura 18.12 | El reciente aumento de la ayuda a la educación se destina principalmente a los países de ingresos medios-bajos.......................288 | | | Figura 18.13 | El Banco Mundial aumentó su ayuda a la educación en casi un 90 % en cinco años.......................................................................................289 | | | Figura 18.14 | La ayuda china a la educación disminuyó durante la pandemia de la COVID-19............................................................................................. | 291 | | Figura 18.15 | La financiación de la lucha contra el cambio climático se estima en 1,3 billones de dólares, sin embargo la parte destinada a la educación sigue siendo mínima...................................................................................................................................................................................

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high risks and costs incurred in this phase. This treatment creates various auditing complexities for tax officials, including ensuring that the expenditures are eligible, how to treat indirect expenditures, and guarding against the risk of transferring expenditures across different operations (Wilcox, 2013).3.0 THE BENEFITS AND RISKS OF RING -FENCING 4.0 DESIGNING RING -FENCING RULES 5.0 THE IMPLEMENTATION OF RING -FENCING RULES 6.0 CONCLUSION 2.0 THE FUNDAMENTALS OF RING -FENCING 1.0 INTRODUCTION 19 Ring-Fencing Mining Income: A toolkit for tax administrators and policy-makers3.1.3 Ring-Fencing Encourages New Entrants to the Mining Sector Mining involves large upfront expenses and long lead times before income is derived. In the absence of ring-fencing rules, a mining investor with producing mines can obtain a tax benefit to offset exploration and development costs from new projects in the same country against their existing income within that country. This results in tax and cash flow savings. A new entrant, with no existing operations within the country, does not have access to this tax benefit, and as a result, the incumbent mining operators have an advantage compared to the new entrants. These tax benefits to the incumbent can be significant. Ring-fencing removes the incumbent’s advantage, creating a more equal playing field for new entrants, and potentially contributing to more diversified investors. This benefit can conflict with a country’s objective to expand investment by the incumbent investors. 3.2 The Risks 3.2.1 Ring-Fencing May Discourage Future Mining Investment by Existing Investors Ring-fencing could discourage companies from making new or additional investments in the host country. These are especially critical in mining marginal ore bodies, which are very costly (Daniel et al., 2010). From an investor’s perspective, the deferral of tax caused by consolidation is justified, as it is a result of further investment in the source country. Whether consolidation contributes to making the new investment or investments into the marginal ore deposits needs to be evaluated based on the merits of each specific case. This disadvantage of ring-fencing rules is valid only in cases of investors who can actually benefit from the consolidation effect. It is important to consider that any impact on investment is likely to be limited by the location-specific nature of mineral resources, which makes investors less mobile than in other sectors. It needs to be considered whether these new investments would have taken place anyway due to their commercial attractiveness, and the tax deferral benefit plays a

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exports in transporta- tion and travel dominate total services exports, as shown in Figure 2.5. Exports of transportation ser- vices account for more than 65% of Ukrainian ser- vices exports. Exports of travel services account for almost 60% of services exports in Armenia, Azerbaijan and Georgia. Exports of communica- tion services exceed 10% of the total exports in Moldova, exports of construction services exceed 10% of the total exports in Armenia, exports of computer and information services exceed 10% of exports in Ukraine. 1_Transportation 2_Travel 3_Communications services 4_Construction services 5_Insurance services 6_Financial services 7_Computer and information services 8_Royalties and license fees 9_Other business services 10_Personal, cultural, and recreational services 11_Government services, n.i.e.Armenia Azerbaijan Belarus Georgia Moldova Ukraine EaP countries0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Figure 2.5. Distribution of services exports (2011-2019) by EBOPS one-digit* * The category ‘other business services’ includes the following: research and development services; professional and management consulting services; technical, trade-related and other business services; waste treatment and de-pollution, agricultural and mining services; operating leasing services; and trade-related services. 80 Part 2 Analysis of economic and innovation potential Data for 8 years have been used (2011-2018) for the mapping analysis, divided in three periods to measure changes over time similar to the eco- nomic mapping using Orbis data, i.e. 2011-2014, 2013-2016 and 2015-2018. Methodology Export specialisation is measured by comparing relative export shares for each country to the un- weighted average export shares of the EaP coun- tries: ■service categories with a current strength, including specialised service cate- gories with critical mass, where the degrees of specialisation for export volumes are above predefined thresholds; ■service categories with an emerging strength, including emerging service catego- ries with increasing degrees of specialisation, where the change in the degree of speciali- sation for export volumes is above predefined thresholds. For all service categories, the following indicators have been calculated for each EaP country: ■the degree of specialisation for export values for each year in the 2011-2018 period; ■average relative share of export values for each year in the 2011-2018 period; ■rate of change in degree of specialisation for export values for three time periods: between 2011 and 2014, between 2013 and 2016 and between 2015 and 2018. Degrees of specialisation have been calculat- ed relative to the unweighted average of the six EaP countries. Specialised service categories with critical mass are identified as those service categories

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to achieve load balancing among the set of MHUs. Example [0204] includes the method of example [0203] and/or some other example(s) herein, wherein achieving the load balancing includes: activating or deactivating different combinations of MHUs of the set of MHUs to optimize power and air consumption. Example [0205] includes the method of examples [0203]-[0204] and/or some other example(s) herein, wherein achieving the load balancing includes: activating or deactivating sorting technologies within individual MHUs to optimize minimum power and air consumption. Example [0206] includes the method of example [0205] and/or some other example(s) herein, wherein the sorting technologies include detection mechanism and action mechanisms. Example [0207] includes the method of examples [0197]-[0206] and/or some other example(s) herein, wherein the controlling individual MHUs of the set of MHUs based on the adjusted sorting logic includes: dynamically causing a subset of MHUs of the set of MHUs to move to different locations within the MRF based on variations in material flow and material composition of the waste stream over a period of time. Example [0208] includes the method of example [0207] and/or some other example(s) herein, wherein the dynamically causing the subset of MHUs to move includes: sending instructions to the subset of MHUs to move to the different locations, wherein the instructions are to cause the subset of MHUs to move to specified locations indicated by the instructions. Example [0209] includes the method of examples [0207]-[0208] and/or some other example(s) herein, wherein the movement of the subset of MHUs takes place via robotics, cranes, tracks, and/or any other means of movement. Example [0210] includes the method of examples [0207]-[0209] and/or some other example(s) herein, wherein the dynamically causing the subset of MHUs to move includes: causing an individual MHU of the set of MHUs to relocate to service center when the operating condition of the individual MHUs indicates that service is needed. Example [0211] includes the method of examples [0197]-[0210] and/or some other example(s) herein, wherein at least one MHU of the set of MHUs includes a conveyor, and the controlling individual MHUs of the set of MHUs based on the adjusted sorting logic includes: alternating a direction and/or orientation of the conveyor. Example [0212] includes the method of examples [0211] and/or some other example(s) herein, wherein one or more MHUs of the set of MHUs include end effectors, and at least some of the end effectors include manipulation elements. Example [0213]

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[]