8 & Ozptg7 7Fitv :In}X 7Ix9t [8Ko 6 & Nvqte< VQ 8N Y9OY 2 Oynwe7 +

Total Page:16

File Type:pdf, Size:1020Kb

8 & Ozptg7 7Fitv :In}X 7Ix9t [8Ko 6 & Nvqte< VQ 8N Y9OY 2 Oynwe7 + #!- - '&! - !$-!- '&" - * - &%&! -#!- - '&! - - - &- (+- - ),-- %ÙOVNtE7ºWÙºis¶Ù¥tVEWÙ_ÙͯٺÙÓÙ #8NÙ ºiXÙ7ºWÙ07·º®Ù2X?87?Ù3V@7w9Ù,(Ù 7OÙºÙ ÔÙ-ÁÙºiXÙ7ºVÙ !t®tº9Ù(y¯tÙ ÎjÙ8¯VÙºÙ9¯ÂOÙº ÙÎuºV¶·Ù7NÙ·k9¯XÙtÙ»iw·Ù¶ÃFFX¶·Ù &Ù PVQtE7ºYÙºit¶Ù ¸ÄEEV·¶Ù ºÙ ÕÙ¦9®X»¶Ùa®Ù ºjVt¯Ù G¡_tOVHVÙ:NÙ 9¶§u¯8»w¶Ù wÙWÙ 4kw¶Ù w¶Ù7Ù ·7Ù º WÙ »Ù ¯VºÃ¯Ù ºiWÙ j¯Ù A7FÙ ºÙ ÔÁÙ 7OÙ ºÙ ¼j7Ù Ô ÃÙ a®Ù l7ÈwdÙ Ç®ºÃ®XPÙ WÙ i8ÈtdÙ F7®VRÙ a°Ù VÙ i7ÉtdÙ ÈVQÙ VÙ i7ÈtdÙ ¦¯7ÖXOÙ _®Ù XÙ 9QÙ i7ÈtdÙ 7Ï7×·Ù itdkÙ i¨X¶Ùb¯ÙXÙ 1V·ºÙtÙ¨V7EVÙ8NÙBVÙ7¶¹Ã¯VPÙÕÁ®ÙVÒ¨XEº7ºw¶ÙÏvÙ®W8Ù×Ù?V7FÙ`Ù i¨XÙ7OÙ¶º¯VeºiÙ &Ù ÎvÙ9Í9Õ¶Ù?WÙ©®ÅNÙaÙÕÁÙ 2Ù ÖÙÙ ·¡¶Ù .7t¡Ù "@9w Ù 57Ítº: Ù :NÙ )8ºt7º7 Ù 8OÙ ×Ù`8tÔÙ ×ÂÙ8Ù¶º7SÙÐwºiÙ VÙ8NÙ ·m7®VÙÎwºkÙ XÙwÙ»iw¶Ùiî٠`Ù f¯ÖÙ &Ù OZPtG7ºVÙ ºjt¶Ù 7FitVÉVWºÙ ºÙ î٠_;xÕÙ 7¶Ù 9Ù ÍyOÏÙ ¡aÙ ¨ª®ÀÇwºÖÙ c¯Ù d±X8ºV¯Ù :In}XÈVVº¶Ù7iX9TÙÎ9zºzdÙºÙ?XÙ9FJ§¶jVPÙ /;ÖÙÍWÙ8Ù7¶§w®WÙºÙ?¯xdÙºkWÙ?X¶ºÙú٠aÙ [8KoÙaÙƶ٠6Ù ºpXÙ «Y ªXÙ `Ù ¯®7VÙ &Ù NVQtE<ºXÙ ºkw·Ù º¢Ù ×ÇÙ =·Ù =Ù F º®tCûwÙ ºÙ ºiWÙ OWÈY§VºÙ`Ù VQÃG9ºzÙÙºiXÙv·8OÙ9PÙºkVÙ`úïYÙgYY²:»{·Ù9·Ù¼qXÖÙY»Y®ÙºkYÙÑ ®PÙ`ÙVTÇE;ºwÙ7T٠ͯ٠'ºÙ t¶Ù ÍtºiÙ i¨V¶Ù ºi8ºÙ ºiw¶Ù ºiY·w·Ù ÏtÙ E º®tAǺWÙ ºÙ t¬¯¡ÉVÙ wÙ ¶WÙ Í7ÕÙ ºiWÙ 8NÊ9GXWºÙ _٠î٠_ÁºÁ®WÙ dVV®8ºw¸Ù =QÙ V\³h|dÙ Y9OY®·Ù tÙ ºjWÙ 7®]7¶Ù aÙ VPÃF7ºw Ù W8®}dÙ8NÙEúÁ®9ÙOWÉV¬YºÙ 2£Ù ºpVÙ $¤ÈX¯YºÙ aÙ *w¯wC8½tÙ ºit·Ù w·Ù OYNwE7ºYOÙ ºÙ ºiVÙ QXÉX¡©XºÙ _Ù VOÃE7ºuÙ uÙ +t´~D7»wÙ %¾Ùx¶ÙÍtºiÙi¬Y·ÙºlWÙ¨®@V·ÙwS\ºt_tWQÙÏÙ?VÙº8WÙèٶY®|Á·ÖÙ8SÙͯWQ١ٺ¡Ù t¬¯ËVÙ 9QÙ ¨ºØVÙWOÂF7¼7Ù¨¨¡µÁ}¿z^¶Ù W¶­VE9ÓÙ ºÙ 9^¶Ù ®Ç®9Ù w·9U¶Ù ¸¶Ù ¶Lr ¶ Ù8NÙºpXÙÈ8¯uÁ¶Ù¶MkÙ§®ÌtPW¯·ÙxÙ+w®t?>ºwÙ Ģ1Ǯ 1Ǯ ƍǮ Ǯ Ǯ Ʀ½+® Ǯ Ǯ + Ǯ ,Ǯ ĺ"Ǯ Ǯ &!Ǯ Ǯ 0Ǯ Ļ*Ǯ Ǯ Ǯ $Ǯ ƿƺ ǮǮ Ǯj%ļåǮ ( *%Ǯ Ľ ƎBǮ ĐĪTǀǮǮ Ǯ}ľV!Ǯ /Ǯ7) Ŀ ǮRǮ.@+ŀƱǮ0Ǯ# ǮǮ5 Ǯ ǁħǂ Ǯ?ǮDŁ łǮ^ƏûǮ |=Ǯ !ǮZǮ Ā)¯"Ǯ Ǯ=YŃ 9Ɛ%ǮǮ ǮrǮĉ°ńŅǮǮC \ Ǯ q:´ǃǮ :!Ǯ % EƑǮO Ğz}þuǮ ğăËǮ z7dÌǮ >ǮdwdüǮ Ǯ đ² ņM$Ǯ /ǮDz¦ô7b¡ÍǮ6-TǮ{ Ǯ ¢ĩ)!Ǯ F/.Ǯ BŇǮ Ĉ_ňǮ #ǜǮ ¡ $Ǯ b(xǮ {?Ǯ ǬǮ ƒÎǮ (ĜCǮ ÷Ǯ { ZǮ ¢ "N!Ǯ nÏǮ(3 Ǯ DŽǮ Â!Ǯ# $ǮǮ6ÐǮ ƻǮ>Ǯ5īǮ/Ǯ Ǯ^# JǮ&ĴǮFÉǮ oʼn Ǯ EǮ [ Ǯ2Ǯ Ǯ NGǮvǮ 8Ǯ3 `Ɠ)Ǯ20Ǯ » ¨ǮU% ǮǮ Ǯ ǮǮ7 I Ǯ Ŋ Ǯ D ģ °ǮO fYǮ fIǮ b Ǯ+ŋFǮ M ǮǮ *Ǯ$ǮǮ ƔǮ 7ǨG" ŌǮǝnæǮ £EǮ _M Ǯ Ǯ Ǯ ĒÂ" ǮN!ǮǮāQ#5?"Ǯ Ǯ"Ǯ ęNÈǮ ōǮÀ H )çǮ ĄǮ #k`SǮ&Ŏ jǮpƕǮǮ Ǯ %9 ǮĬÃ)Ǯ<Ǯ Ǯ DŏZG-WǮd¯ ǮLL %H:Ǯ Ǯ ǡ,Ǯ QǮ ± Ǯ; XZǮ Ǯ Ǯ yŐ2Ǯ *]'ǮO gǮ +Dž kǮdžǮ " Ǯ&Ǯ;T ?ÑǮ ǮƖ ¾4_H őǮ%Ǚ #èǮ ąǮ ƗǮ#l+KǮ& ǮS iǮ FǮmI ǮŒ^ Ǯ )ǮrǕǮ ĭǮ <Ǯ Ǯ cœǮà }Ǯ 6Ǯ ĕ , Ǯ ǮĮǮǮ Ǯ Ǯ ē ²9Ǯ w/Ǯ Ǯ 7) Ŕ"$Ǯ 6"Ǯ ŕƧ$!Ǯ &W Ǯ (6D³Ǯ Ǯ =CǮ aǮ 7įǖǮ 'Ǯ İǮ Ǯ CcĖxǮ +Ŗ Ǯ §>Ǯ Ǯ Ĕ8 ĊǮǮ(6D ǮLJǮ 3"`©¬Ǯ Ǯ t[Ǯ4'Ǯ*;ǮƼ ŗ "ǮǮ5 Ǯ ŘH @Ǯ %:ǮǮ 0Ǯ&mǮ!ǮcÄéǮ ®Ǯ¦_.³$ƇòǮĚ Ǯ%sǓǮǮG *ǮıǮ 'ǮêǮ eĠ Ǯ( L Ǯ Ǯ[Ǯ ǭ w-Ǯ ǮsJ$!Ǯ k&.)S)vǮ yG@X'ÒǮ Ǯ #3&n))Ǯ&¶ 0ǮQMǮ­\ Ǯ)Ǯ>4řLjh5UǮ ǮtǮTQ Ǯ Ǯ ǒ ŚƲǮ <Ǯ o<Ǯ Ǡ&Ǯ ;ǚśÅÓǮ (&VŜ3 Ǯ ¤Ǯ ÃǮ 5Ǯ #0$Ǯ Ǯ 7Ǣ# ŝ uǮ "Ǯ cëǮ ~ìǮ ĂíǮ ~îǮ e Ǯ4Ǯ Ǯ $ǮǮx4B´ǮǮċ Ʃ.Ǯĥƈ¿ Ǯ ČǩǮ ÁƘǮ #3 &¼©AǮ Ǯ Ǯ fŞ%Ǯ (rT Ǯ e ş Ǯ Ǯ FǮ ǣ&*Ǜ Ǯ B;ǔǮ Š:Ǯ !š ÔǮ ƽ/Ʒ]9 SǮ Ǯ ƾ J'Ǯ \ ¸Ǯ Ǯ /ǮF1ljǮ ± Ǯ 0Ǯ1 !Ǯ ƪV .'Ǯ ƙǮ Ţ ÕǮ 2¹Ǯ ƳªǮ Ää]ǐ ǮǮǮ;Ǯ`ĵţ EǮAǮ/ Ǯ2Ǯ/Ǯ «ǮǮI ǮǮY-HǮŤǮ 8Ǯt iǮǮoǮ2Ǯ ^ÖǮ e ×Ǯ + Ǯ EǮÆ,µǮ ǮNJ%ǮµǮ Ǯ IJƴǮ /BǮ ¾Ǯ ¿,ťƵ4Ǯ Ǯ9ƚ Ǯ¶2?SǮ ªǮNjŦ:Ǯ«Ǯŧ ǮhǮ <VØǮ-!Ǯ?"Ũ?Ǯ +Ǯũ¬ǮHǮŪǮ Ǯ ǦǮ Ǯ _$iǮǮ&ū Ǯƛ %ǮǮ&m"aǮ ĆǮ ÈĶ§ƌǮ4<Ǯ :Ǯ Ǯ=£CǮǮ ,ǮRǮWNǮǮ;MǗǮ Ǯ1ǪǮ >,%Ǯ Ǯ5ķǮs"á .XǮ[Ɯt Ǯ Ǯ qq ^Ǯ Ǯ -@mǮ 4# Ǯ Ǯ Ǯ -ÆŬÊǮ #; 'Ǯ Ǯ Ǯ Ǯ njJ ÙǮ Ǯ JǮ 0Ǯ Ǯ UEǮ ǍqǤǮǧ»Ǯ 9XǮA ·/ǮƸǮǮė,ïǮ ÿǎvǮ |ƫ-2IǮ ĝŭ1ǮǮ ĎŮǮ ďǮǮ=¥ǮǮ Ǯ Ɲů'ǮǮ s@9o Ǯ `1Ǯ 2¸%Ǯ Ǯ VǮ *Ű> Ǯ 8Ǯ l+.>Ǯ Ǯ lű Ǯ Ų #Ǯ Ǯ Ǯ =]¹ pKǮ Ǯ Ǯ ųƉ Ǯ(jƞ #ƟǮCK.ÚǮ Ǯ$$+ŴǮA'Ǯŵ Ǯ Ǯ2 * Ǯ ƬǮ % ǮøõöúǮR]ǮùǮ !ǏǮ ¤ ǮĸƹÀŶ.Ǯ )Ǯ#B Ɗ,Ǯ ,GL Ǯ5Ǯ=(ǮÉÇ'Ǯ!ǮǮǘh·"¼!Ǯ ǮǥÅ!Ǯ .Á$óǮ %ǮǮǞǮ$ǮćǮl+ƠĦijǮ4'ǮLŷn!ǮǮ|ŸŹź1 Ǯ8ơ Ǯâ ěĨ9 ƭǮ bWÇhǮ ǮƮ ƢŻÛǮ Ǯg+Ǯ ã P Ǯ (3ÜǮ ýż Ǯ Ǯ 0ŽǮ RL $ºuǮ fY @ƨǮ 8ƣ¨%Ǯ O PžǮ Ǯ ǟǮ ƯUK!ÝǮ Ǯ 6\Ǯ : čYkƋaǮ Ǯp[Ǯ QǮ'Ǯ,Ǯ ǮǮBǮǮ Iſ Ǯ8Ǯ Ƥ<ǮġAǮǮ ǮǮǮ ǮǮ' y J$'Ǯ8ǮWǮǮ6@1 ­j <ǮRZǮ , ǮU,* ǮA*Ǯ ǮM+\Ǯ"Ǯ0*Ǯ Ǯ Ǯi*3Ǯ ƀǮǑưǮ pƁ ĹÞǮ#1ƥ5ƂðǮK½ǮƃǮ-ǮǮrǮKNǫa PǮ"Ǯ Ǯ.XǮO ¥Ǯ~ƄǮ(ǮĘƅßǮǮ(*ǮP-AñǮ g- ƆǮP-3ĤǮgƶºǮ ó1ŧ `ŧ ¢! ŧ ŧ & (ŧ 'ŧ %ŧ ŧ ! Óŧ ŧ Hx ŧ , $-ő¯ŧ ŧ ŧ ŧ "0ŧ ŧ ŧ Y6$ŧ O$ŧ 'ŧ bŧ "=( ŧ ĭŧ ß1ĺ1 1´ŧ ðŧ # ŧ ŧ Q ŧ Eŧ 'ŧ E*ŧ %^ŧ EĢŧ 1 !c ŧ > ŧ ď ŧ ĂZGŧ !@(ŧ ?ŧ ;bŧ { ( ŧ 8ŧ oF)Ę ŧ (ŧ Qŧ 6ŧ %ŧ Ĩŧ ŧ ŒNŧ>ŧ ŧ! ŧ AŧĮ 2s ŧ ŧZ$ŧ !ŁO9µŧ r ŧ ŧ %ŧ85ŧ "ŧ 3ŧ 6ŧ í!"& 1ŧ 'ŧ os ŧ ŧ K`ŧ ŧ &,ŧ uŧ hŧ 'ŧ ŧ I+ŧ +ŧ ŧ ŧ % ŧ /ŋ"!ŧ M W ŧ -J$ŧ 'ŧ " ŧ 1ŧ ŧ $y ŧ _J ŧ CjÒ¶ŧ ñŧ N!Ļ2ŧ ; J=( ŧ ŧ ŧ /Ôŧ ,ŧ <3ŧ CfjkBŧ ŧ ś ŧ < ŧ ¬°ŧ ğ"(A:ŧ <ŧ CChÐeŧ vŧ 38^ŧ Rŧ iUjB0ŧ Dņ ŧ R ŧ CSlBŧ =ŧ - ²Ň@ ŧ <,ŧ hlT­0ŧ 5ŧ N ŧ Rŧ ÎiÌBŧ ŧ %+ ŧ ;ŧ ?ĩ ŧ <(ŧ lUÑe·ŧ Mŧ );ŧ šŧ Y6ŧ ŧ & Q-ŧ é ŧ 5ŧèĪ&ŧ?ŧÉffÍŧ-ŧÈCŧ bŧ ¸ŧ Mŧ _ 4 ŧ ļ*Eŧ @z+|ŧ ŧ ģĊ Iąŧ _I ı ŧ ŧ J7 ŧ ŧ `įDŧ P'ŧ "5İŧ ŧ Gŧ :3Dŧ ŧ ŧ )Ŝ6ŧ <LB0ŧ X [ŧ ŧ ŧ 3KęŌ,$( ŧ R.mB¹ŧ r ŧ 7ŧ -7ŧ zŧ +ŧ ' Pŧ 1ŧ ŧ +d£6=ŧ % ŧ ¤ŧ ÚD ŧ 4=@ŧ !łO@õ3*ŧ /)ŧ ċō$ŧ oF ]ŧ - W+ŧ ţ ŧ ¢9 Pŧ ŧ ÝPĽNŧ U0ŧ 4ŧ qp.qŧ Ĺŧ ö d;ŧ %ľŧ ŧ ŧ { & {Eŧ A Ddŧ üIJĐĚĞĆœŧ & Q*-ŧ *)*Kŧ Aij ŧ ? :ŧ 7ŧ ŧ Ûw/ ŧ 5$ŧ ĸŃĴŅŧ Ĥ ŧ ª pá}ºŧ ç 4&ŧ £ ŧ %:ŧ [ŧ ŧ H &ŧ đa*u*ŧ *Ŕ% ŧ ŚŧÖêâŧŧ.mŧŧqVŧ 23Dŧ\)ŧŧ>ŧ ŧiŧ:ŧ /AH»ŧ ôěŧ `ćŧ s ŧ ŧ .mŧ ŧ LVŧ , J ŧ ŧ ŧ 4ýZ#$ŧ !O:$(ŧ 'ŧ ŏþbŧ ŧ ŧà22 ¼ŧ ×ŧ 8Č ŧ 27Ĉ ŤŧAĒĜŧ?ŧT½UÊkŧ ŧ «z ŧ g¾ŧggS®ŧ %ŧ \ŧ & ŧ ŧ ŧ ] ŧ .nŧ ăŧ ØpåÅŧ .9 4 |ŧ ÿPŕ](t#|ŧč']- ŧ'ŧ Ç¿Ïkŧ ŧ <!³K "ŧ TÀSST}ŧ %ŧ'"ŧ#%# ŧ ŧ ÷)ŧ ş1ŧLVŧ ŧ ëæÆŧ òŧ )*ŧ Qŧ X ŧ ŧ :ŧ Ka& ŧ ¥.ŧ Ü Kī ¦ŧ , & ŧ ŧ =Gŧ !O)9(ŧ Gŧ Ŗ ŧ ŧ ŧ 8ù ŧ §Lĥŧ ¨ŧ Þ ŧ ŢŐŧ ¡ŧ ŧ ŧ &ŧ yĵN/ŧ I6 ŧ Hŧ ŧ 4,ŧ >$+ŧ 8 ŧ ŧĠ",F)ŧ 7ň@ ŧ ;#ZŎŧ Áŧ rŧĿ) ŧ %ŧ ŧ \ŧĀ#@ŧ!#Ķ9vŧ'9 ŧ !ńķ)9ŧ ŧ4ŧ$X H0ŧ _IĦťŧ ?:ŧ.nŧ ŝ©ŧLîŧ /ŧ >#Ĭ+;ŧ W ŧ #ŧ7ŧ ŧG Âŧ Mŧ 8ŧ "ŧ \ŧ ŧ ŧ ŧ Eŧ ēŧ 2eŧ "&Wwŧ ŧ "+ŧ 5 Õŧ 2~ŧ ġŞ8)ŧ Aŧ #,ŧ c= ŧ [ŧ ~ŧ "[*;ŧ x>ŧ /ʼn$3 ŧ aŧ c5, ŧ ?Gŧ -vŦ ĔxĉŊ9#3ŧ ^ Ãŧ ã ŧ úŗŧ (^ ŧ XH ŧ ŧ Y ŧ uFāŘ#ŧ øŧ ĕ#ŧ Šŧ ĎŧÙìä±ŧ .n0ŧ ŧ ïVŧ 2 tŧ ŧ -ŧ t6w ŧ / ŧ ŧ cû ŧ ." Ėŧ Ma¡ŧ (ŧ 7Jħdŧ 5F ŧ I ŧF ŧ ŧ )y ŧ ŧ Ą0ŧ ŧ ŧ #ŧ >ŀřėŧ ŧ Y ŧ ŧ '$ŧ ŧ! 0ŧ ŧ %ŧŧ ŧ+ ŧ ĝ/ŧŧ *ŧËŧ Äŧ ƀƓÀȘŝġȘ njȘ ? ȘWȘG3H Ș Șǽ ȘƆfIȘŋã ! @óĚȘ 0 Ɓ½ǍÀȘĬ RȘ (dȘ17ȘKȊ ƒȘî(³aðȘƧ Ș g Ș>!m L.ȘF Ș něȘ ¨ Ƃ½-ȘRý*ĢȘ ʼnN='ȘXȘ A /Ș HOȘƇ Ș=&ȘŠÈÝÊ lȘ ÛȘ I)Ș , ¸¾-ȘDþȘĭȘ ?Y ȘWȘ A /Ș )ȘGH-Șřá=rȘŴÎƴƦNȘ ; ¸¾-ȘR $Ș ? Ǥ Ș­džu È 'ØȘWȘ>Ƶ 8Ș I Șƈ3Ʋƶ&ȘŌäÉ ǥȘȘ/Ș #Ș 2-Ș5Ș "dȘFH/.ÏȘ' ȘtȘF8ǟvȘ ioȘ.Ș>Ê!!ĜȘ +{Ș 2ȘDģÿȘ 1 &BȘA ȘƋ ȘȘ1N)Ș!Ș>8 !ȘZ! ȘȘȘå6ȘƷNJæȘ&Șß Ș´ŜE²Ș Ș 2 ȘRĀ,Ș 1 -@B Ș Șƌ Ș,Ș?."ȘN[ȘšƸ =ƕ8ȘŃ&7 ȘȘ Șç6ǾȘŹNjèȘA@ȘiȘűbţŤȘGȘ +Ș 2 Ș5ā0Ș a9ȘDy#$ȘŞ ȘŔ Șô »Ș Șc')Ș IoȘ ,Ș UȘ5Ă:Ș KȋȘĮ#zȘş Ș(ǯe Șõ ¼Ș Ș'Ș IǕȘ ķȘ ȘR;ļȘ D##Ș>ŮńȘ69 Șŕ ȘŅ%mȘö Ɖ Ș Ș' ǖȘ LǠ)Ș HÚǗȘ +0Ș UȘDQ#Ș 1 ȘJ#zȘ(3 ȘaP Ș¬ȑȘ'ÐȘY ȘƊ Ș ÐȘ :Ș 2 Ș5C*Ș 1 Ș69Ș( Șp]!Ș +:Ș ƃ " Ș$}Ș ů-ȘōǪǘÕƝǦǿȘŵŪƞǹȘƨȘ & /Ș® Ȉ.Șwƍ Ș0Ș_Ș1 Ș÷ »[mȌf _vxȘ 0:Ș <ǎȘ$DȘ Ká-Șa"Ș ȘWȘ( ǭPtȘXȘ¯% &ȘƬ%Ș`TTĴȘȘ5yz#Ș ĺªȘ 23Ș$$Ș VȇÑȘ~dz%-Ș ȘŖ Șµ f&B8ȘȘ A¿ǷȘE 9ǙȘ 0;Ș ¹Ș$Ș Ŏ%&Șø Ȁ3àȘȘūƐ"Ș!@Ș>ƹ .!Ș ÆǚȘ SyȘ < Ș$ĤĽȘ ³±ťŦȘ'ȘÂȘȘȘǧ ȘȘĶĝȘ ¨#Ș < Ș$ă,Ș 6! ȍ%-BȘ%!\Ș ©¡Ș U-Ș$ĄĸąȘ Ș*DľȘŬȘ( Ș( ȘƩ ȘŢ!7ƺȘ' @tȘlȘ-Ș?7ÁȘ =Ș eǸȘtÉÁ3 ĞȘ ©|Ș <Ș$Ć:Ș ( Ș?Ș69 ƭ Șï(FĿñȘƪȘ g" Ș>! ȘFŻ Ș AǛğȘ SJȘ UÍȘ$;Ș Ö .ȘȘŭ"ȘY Șœq)Ș°ǡsǜ/ ȘȘG Ș=rȘ> 7LJĥȘ S¥ 2nȘć,Ș %sÑȘƻȘ¼ Ș ÇȘ T£Ș V"Ș§0Ș 'Ș Ș 3qnȘ ;¦Ș Ș§Ĉ:Ș «ÛƔdPYȘ Ș´àÒ.Șż%ÓȘ TȘ <Ș;Ș 6Ș N8'BNǨȘȘBÇȘŶǮ[ &ǺȘ ;Ș 2ȘȘ GÆȘµHȘF'.Ș %s)Ș ;¢Ș 2ǏȘĉĦ#Ș 6¿ %mȘ1 h^ÕÙ Șŧ9 oȘà ȘŏƼjȘ(3 Ș 4#0 <ȘĊC`Ș ŐȓqȘŗ Ș«Ú'[ ǰƽ ȘÄȘȘVk ȘŰƾÔȘ°ä%Ș *#: VȘċħȘ k"Șő9ËpȘ?Ɵ MƮȘƿȘvȘ­ǀƣf _Ș jȘßƯ]8Ș *|+Ș VȘČ5Ș j\ȘŒȎ8ÖȘ_ǁ&ưȘȘb)3ǩ Ș 4`Ș 2Șč$Ș Ɨk\Ș~9.&×ȘǂȘ/Ș ÓȘ *Q,Ș ULȘȘ AǝȘ~9!ZqZȘÌȘ/Ș( ]E!ùE9 "Ș *`,Ș 2ǐȘ+ĎȘ jȘ Lj Ș **0Ș 3 Ș+ď,Ș iȘ¶ƘȘȘ /Șb) Ș }|S <ȘĐ0Ș ŷȘB.ZȘvȘ±" Ș i\ǫÔȘ 4Qª ¹Ș+đ:Ș IȘȉ MȘl&ȘȘ(ZeúEûE âÎȘ *J# ǑȘTȘ 6Ɯ %8Ș1 ]ÂpM ȘȁrȘ/Ș· DZMHȘņ Ș 45}Ș < "ȘĒ{#Ș 6 %ËȘŲhȘ8ȘƖȕȘbǻ[ Ș 4JQȘ º ǒȘijēĨ4Ș K pǃȘų ƫÝǣƙ ȘŨƠâơǞȘ /ȘŽƚƳǬ"Ș 4J¤Ș " ȘC¢Ș Kd×=Ș1 h ƑƢȘc_ÅȘ/ȘŘ ũȂ@Eȏ nȘ *5$Ș Ƅ3 ÏȘĔCıȘ Kƛ .Ș1h ǢL@MȘ²Ȑ)Ș )u7Ș 45+Ș <ǓȘĕCȘ ¯ȘÍ7Ș *į,Ș º ǔȘĖQ+Ș ¶Ș ouÙǼȘ 4£SȘ Ș+ė{,Ș Ÿ 'Ș\XƎGȃȘà Ș Ƥ ^ M Ș P Ș5ȘF^ǴȘwŀ ÌãȘĵĻȘsÜOO^uDŽ@xȘXȘ ŚlȘ ®Ș·L7ƱȘłȒ Ș ]ȘL 7 Ș Cİ;Ș "źĘ4ĹȘ žȘŇ DžȘ ī¦¤Ș ƅ)Ș+ęĩ:Ș cÒȘWȘƏüGÞȄȘÄȘŊljƥ Ø Ș gP ȘJȘDzOOǵȘwŁgeȔȘſȘÜǶOYÞxȘXȘ ś=kȘ ȘB=Ș¬ P Șc ^IȘňȅA7Ș C¥IJȘ )Ș,ĪȘ ? rȘȆ&ÅȘ ¡0Ș 9 9 9 " 7099 92#).&9*+'9,993!++(92845)9 9 " 7099 /9-9$1#6%9 9 50.>-Ö =[?ÃÖ'ÃÖ-M?½Ö T­MNÖ E?b?UÖ ½¾M¾¿MÃÖS£­Ö+N?­cTÖ ½¾M½¾MÃÖ¤RÖ,N@°xUÖ G?IMdHÖ2N­R¤®@HNÖ+MÎMÖ ¯£±?NÖ ; Ö MÃe£Ö;¥ÑÖ £ÈGfÖ 5 Ö É­­gHÊÉÖ MÏM¤©NÃÖ?IÖ7M½£Èh¯GMÖNÄ°MÖ Ö ¥¦Öï?HNÖÒ?i?Ãp¤Ö j¾?V±NMÖ kÕÓU¤ÃlGÖ 86Ö JÈH?Åj¤Ö8NGã²Ö6NÍmNÑÖ 881Ö KÈH?Ãn¤Ö8NGŤ³Ö9ï?ÃMToGÖ3?Ö Ö ¥­ÖÖ Ö ¤­ÖÖ MÖ M@NÖ &Ö ££ÃF?Ö'ÃMµ ?Äv¥?Ö MLN®AÃpq¥Ö½¿¤G|?Är¤Ö 8Ö N§´WOÖB¿ÃCÖ !sX\Ö8G]§¥ Ö NÖ MIMµÖ £ÍÖ ¤ÍN»MÃÖ ¶?INÖ4£pÄÖÐP·?UNÖ 8Ö "t¸?Ö uY^@Ö#vZ\Ö8G\££Ö aÖ w¹MGÃ}¨?Ö $Óª¤Ã_Q½x½Ö )<Ö G¬Èy¯NJÖ(Ë zÆÔÖMS~H{MGÔÖ:Ó¡Lº£NÖ ¤Ö /ÌÖ%Ô«¨Ç`M½vÀÖ )ÃN¼?ÖÁ½M¿ÀMÃÖ ' Ö *¿D¢LÖ ÉÂjM½¿Ö ŐŃSÌŐ OċŐ$ČnłŐ Ő¼ Ő $ÜÝVRŐ*RŐ ºŐ H"+@Ő 2{EŐ ŀÕĂ(Ő »Ő ¢ĪÞ Ő ÍUEŐrčŐ ¡ŇĨŐ £C,ßUŐ ¥¹´Ő cà?áNâŐ ãŐ ?Ő& ĴĈŐ bÁZŐ IäŐGBŐÂŐŐ Ď Ő Z ĿåŐŐ b°Ő IP~æNçŐ ²1è,ďŐ ņé3ăŐ cê7ëNsŐ' * ŐĢŐ d¬ Ő dxŐ-ì 8í,}Ő QŐ ¦ iŐ eĐŐ3ŐrŐ/8C? Ő$T ŁŐ ­\GŐ .+ģyVĥŐ\đ>!Ő_1= Ő -]ÀŐ .++|EŐÐŐFîŐ'BwīŐŐ0 Ĭ 9Ő -]Å Ő .s+ 7EŐÑŐ"ïŐÆ)ŐŐ;> Ő -` Ő f TQŐ`×)Ő;ØIJĒŐ -MgŐ .ð4Ő0pķ!Ő³ÉĉW Ő ®ÇŐ .SŎ OmŐ %Ő JAēŐ %^·Ő %ŐFĭ Ħ ,ŐLŐ ±gŐ J ŐGW 54 5Ő %İŐ % Ő_D@4Ï5ńŐ %ı5Ő J "tŐ µĵŐ!Ő &@8x=Ő A È6Ő K§¨Ő &1Ëñ3ĄŐ$ĔŐ«ą7Ő©Ő K Ő &1ò3ĆmŐ ŐlÙŐUÒPŐ iňĶŐ /" ĕŐ j" ŐH#Ő Ő /"@ŐHt7Ő ʼno Ő ¸# Ő Ő < Ő j# Ő óBŐlŅ#o Ő /# Ő Ő /# ŐC<, Ő XŐ S=Ő{(Ő )ŐeŐ ŐªDĖŐ )Ő½>Ő Ő'zŐ Ő ĸ,=9Őô8 Ő :Ő * ėŐ:Įōu !Ő ĩŐ O|Ő : Ő õĘŐ6<Ő: 54öŐVŐ aŐ ;!ĤŐa ę6Ő Ő h[^YŐ Ő¶vÓvŐ[ijĹŐ3ĺŐŊ2÷ĚŐY 8 4(Ő hŐ w øěŐ&ĊŐÖ}Ő1RŐ<( Ő LŐ 2 ŐL( C? Ő uĻŐ 2A9Ő ĜŐ 'IÛŐ ~ÎùŏŐM Ő qŐX)QD!TŐq7Ő¤úļûÊ+Ő Ő ü ćŐ Ã Ő >*pyŐÄÚýħ( ŐP)Ő* ĝŐ 0¾¯&Ő M"ĞŋŐŌþŐ0ĽÿĀŐkBŐfAŐKğįŐ 0 Ő;Ő ' ĠŐ#n6Ő ¿k$Ő '9zŐ ÔŐ2* ġŐFWāľ!Ő$D6 9Ő ! x 18Q&9R&S\x_)'Tx]pT.EHx x 1:U&;Q'V\xa*'Wx]pX+<Ixx R=j1x'k>\Tix gx `)&Tx gxqYxl/ix a)'UxrZ?\`xms02Umix hxn0ix `*&[xmt/1[mix x Q@u1biAowx]3xm61x]pm7x (,B4F-x "x #GKLC&Ox^v&c0x2P\dD&Jx\MN151x %x %1&dx $x %1&`xx %x %1&ex %x %1&` x % x %1&` x %1&f x " Ù <}\­¾l±ÙKȾmÙ Ù ' Ù U¾\¾nm ¾Ù¨tÙ¿}mÙQn¸o]±d~ÙM±¨_mÙ *Ù !*Ù [×ÙH ±`\ÀÙJpqhÙAiÉd\¿¨ÙDmm±\Ù=¨¾mÓ¾¹Ù ,Ù '-Ù Y}m©±nÂe\Ù=¨ÁnÔÂÙ¨uÙ?jÈf\¾¨Ù .Ù !/Ù <¨fl¶¸ÙªÏr±ÙVf¨¨ÙKȾ®Êø١ÙI±a\¾Ù 0Ù (0Ù @­ ±e\Ù=¬¾lÕÂÙ 1Ù !2Ù Mm±{±\¢emÙLÐr· mÒÙ|±ÙI²a\ ٠4Ù )5Ù G˸Âyd]¾¨¢Ù¨uÙ¾oÙRm¸m\³dÙ 7Ù '7Ù >lz Ä©¢ºÙ¨vÙYm±»Ù 8Ù "7!Ù @jÈf\¾¬¢\ÙE£¯Ì¾Ù 8Ù !7+Ù We¬«ÙC\e¾¬´¸Ù 8Ù 7-Ù Y}mÙVf~¨¨ÙAÑ´¬ m¾Ù 9Ù "7.Ù We}¬ªÙBÖ®sd¿]¾¬¤¼Ù 8Ù # 7 0Ù Z±b^¥g¾Øʱ\¾×Ù "7 3Ù ;d\kodÙNm±x¨±]£doÙ $Ù #7 6Ù F o°Í\ Å×Ù #Ù #:Ù U¾]Ænm¦¾Ù¨wÙ¿oÙSn¸s\±dÙXÎcO±¨_m¸Ù %Ù # Ù Tm¸o\µeÙPÍl»Ç¬§½Ù &Ù HVWN{Q_?x_Wf $ HWVN{S`;gUWuRV % ' HXWO{S_8ry fxv !* ( HWVN{QaEVhxwBwW ) *& HVWN{Q_EV fxuLx ) )+ HVWN{Q_EVfxvM_{VV , )- HWWN{Q_FY fxw=x| , ).
Recommended publications
  • Thesis Template
    AID, ATTITUDES AND AMBIVALENCE: THE IMPACT OF AUSTRALIAN AID IN THE INTRODUCTION AND SUSTAINABILITY OF INCLUSIVE EDUCATION INITIATIVES IN THE REPUBLIC OF KIRIBATI Rodney Brian Yates Bachelor of Arts, Diploma in Education (University of NSW) Master of Arts (Macquarie University) Master of Analytical Psychology (University of Western Sydney) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Faculty of Education Queensland University of Technology 2018 Keywords Australian Aid, Critical Pedagogy, Developing Countries, Development Aid, Inclusive Education, Kiribati, Pacific Island Nations Aid, Attitudes and Ambivalence: the impact of Australian Aid in the introduction and sustainability of inclusive education initiatives in the Republic of Kiribati i Abstract Foreign aid is political; donor governments set the agenda and oversee the use of aid in developing nations. Inclusive education is a socio-political construct emerging from the human rights movements in developed countries. This study examines the research questions of dependency on Australian Aid and local ownership/sustainability in the introduction of inclusive education initiatives in Kiribati through data analysis of documents, individual interview responses and school-based focus group discussions. The participants were key local stakeholders from both the aid recipient and donor viewpoints for the individual interviews and classroom teachers for the focus groups. The document analysis focused on the Kiribati Inclusive Education Policy (2015). Adherence to international (western) principles was predominant in the policy which was developed with significant input from external advisers. Process and values coding was used to examine the individual interviews and focus group responses. These responses indicted that a positive commitment towards inclusive education is emerging in Kiribati, particularly for local education professionals.
    [Show full text]
  • The Importance of Incorporating Education for Sustainable Development (ESD) Into the Secondary Curriculum in Order to Minimise the Problems of Waste on South Tarawa
    The importance of incorporating Education for Sustainable Development (ESD) into the Secondary Curriculum in order to minimise the problems of waste on South Tarawa. By Sina Moy A thesis Submitted to the Victoria University of Wellington in fulfillment of the requirements for the degree of Master of Art in Geography Victoria University of Wellington 2008 Abstract Waste is an increasing problem in Small Island States (SIDs) such as Kiribati. In Kiribati the major concern is on the capital island, South Tarawa with more than 6,500 tons of solid waste generated each year. With only a tiny strip of land supporting a large population, it is no wonder it resulted as the highest population density compared to Tokyo. More than half of the Kiribati population lives on the capital, South Tarawa with an estimation of 150 people per/km². Education for Sustainable Development (ESD)/Environmental Education (EE) are taught through Social Studies, Science and other disciplinary subjects only in primary up to junior secondary school. The missing link of this ESD/EE can be found at the secondary level. The main aim of this research is to find out ways of incorporating ESD/EE at secondary level in order to help minimise waste issues that are present on urbanised South Tarawa. By formalising education for sustainable development/environmental education into the secondary school syllabus, it will help young citizens of Kiribati prepared as active members of society. As the Ministry of Education (NZ) states “Environmental education provides a relevant context for identifying, exploring, and developing values and attitudes that can ensure students' active participation in maintaining and improving the quality of the local, national, and global environment.” (Education for Sustainability).
    [Show full text]
  • School Networking in the Pacific Island States
    THE COMMONWEALTH OF LEARNING School Networking in the Pacific Island States An Environmental Scan and Plan for the Establishment of Schoolnets for the Pacific Island States Sponsored by The Commonwealth of Learning April 2002 FINAL REPORT Organised by: The Commonwealth of Learning Supported by: The Commonwealth of Learning Report prepared by: Denis Brandjes, Johannesburg, South Africa © The Commonwealth of Learning Published by: The Commonwealth of Learning Tel: 604 775 8200 1285 West Broadway, Suite 600 Fax: 604 775 8210 Vancouver, BC V6H 3X8 Email: [email protected] CANADA SCHOOL NETWORKING IN THE PACIFIC ISLAND STATES AN ENVIRONMENTAL SCAN AND PLAN FOR THE ESTABLISHMENT OF SCHOOLNETS FOR THE PACIFIC ISLAND STATES PREPARED FOR THE COMMONWEALTH OF LEARNING VANCOUVER, CANADA WWW.COL.ORG BY DENIS BRANDJES JOHANNESBURG, SOUTH AFRICA [email protected] APRIL 2002 CONTENTS PHOTOGRAPHS AND IMAGES .............................................................................................................. 3 ACKNOWLEDGEMENTS .......................................................................................................................... 4 ACRONYMS AND ABBREVIATIONS .................................................................................................... 5 EXECUTIVE SUMMARY............................................................................................................................. 6 INTRODUCTION .........................................................................................................................................
    [Show full text]
  • Out-Of-School Children: a Contemporary View from the Pacific Island Countries of the Commonwealth
    C O L C O L Out-of-School Children: A Contemporary View from the Pacific Island Countries of the Commonwealth Sharishna Narayan With support from Tony Mays Som Naidu Kirk Perris Out-of-School Children: A Contemporary View from the Pacific Island Countries of the Commonwealth Sharishna Narayan With support from Tony Mays Som Naidu Kirk Perris The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of knowledge, resources and technologies in open learning and distance education. Commonwealth of Learning, 2021 © 2021 by the Commonwealth of Learning. Out-of-School Children: A Contemporary View from the Pacific Island Countries of the Commonwealth is made available under a Creative Commons Attribution-ShareAlike 4.0 International Licence, https://creativecommons.org/licenses/by-sa/4.0/. For avoidance of doubt, by applying this licence, the Commonwealth of Learning does not waive any privileges or immunities from claims that they may be entitled to assert, nor does the Commonwealth of Learning submit itself to the jurisdiction, courts, legal processes or laws of any jurisdiction. ISBN: 978-1-7772648-4-0 Cover photo: M M from Switzerland, CC BY-SA 2.0 <https://creativecommons.org/ licenses/by-sa/2.0>, via Wikimedia Commons Published by: COMMONWEALTH OF LEARNING 4710 Kingsway, Suite 2500 Burnaby, British Columbia Canada V5H 4M2 Telephone: +1 604 775 8200 Fax: +1 604 775 8210 Web: www.col.org Email: [email protected] Contents Acknowledgements ................................................................................ viii Acronyms and Abbreviations ................................................................... ix 1. Overview ..................................................................................................... 1 Exploratory Study of Out-of-School Children (OOSC) in the Pacific: 2.
    [Show full text]
  • Rhyming Dictionary
    Merriam-Webster's Rhyming Dictionary Merriam-Webster, Incorporated Springfield, Massachusetts A GENUINE MERRIAM-WEBSTER The name Webster alone is no guarantee of excellence. It is used by a number of publishers and may serve mainly to mislead an unwary buyer. Merriam-Webster™ is the name you should look for when you consider the purchase of dictionaries or other fine reference books. It carries the reputation of a company that has been publishing since 1831 and is your assurance of quality and authority. Copyright © 2002 by Merriam-Webster, Incorporated Library of Congress Cataloging-in-Publication Data Merriam-Webster's rhyming dictionary, p. cm. ISBN 0-87779-632-7 1. English language-Rhyme-Dictionaries. I. Title: Rhyming dictionary. II. Merriam-Webster, Inc. PE1519 .M47 2002 423'.l-dc21 2001052192 All rights reserved. No part of this book covered by the copyrights hereon may be reproduced or copied in any form or by any means—graphic, electronic, or mechanical, including photocopying, taping, or information storage and retrieval systems—without written permission of the publisher. Printed and bound in the United States of America 234RRD/H05040302 Explanatory Notes MERRIAM-WEBSTER's RHYMING DICTIONARY is a listing of words grouped according to the way they rhyme. The words are drawn from Merriam- Webster's Collegiate Dictionary. Though many uncommon words can be found here, many highly technical or obscure words have been omitted, as have words whose only meanings are vulgar or offensive. Rhyming sound Words in this book are gathered into entries on the basis of their rhyming sound. The rhyming sound is the last part of the word, from the vowel sound in the last stressed syllable to the end of the word.
    [Show full text]
  • A Baseline Study on Technology-Enabled Learning in the Commonwealth Pacific Island Countries: Report
    A BASELINE STUDY ON TECHNOLOGY-ENABLED LEARNING IN THE COMMONWEALTH PACIFIC ISLAND COUNTRIES: REPORT The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to promote the development and sharing of open learning and distance education knowledge, resources and technologies. Commonwealth of Learning, 2015 © 2015 by the Commonwealth of Learning. This report is made available under a Creative Commons Attribution-ShareAlike 4.0 Licence (international): http://creativecommons.org/licences/by-sa/4.0. For the avoidance of doubt, by applying this licence the Commonwealth of Learning does not waive any privileges or immunities from claims that it may be entitled to assert, nor does the Commonwealth of Learning submit itself to the jurisdiction, courts, legal processes or laws of any jurisdiction. Report Prepared by: Leatuaolevao Ruby Vaa Campus Director Alafua Campus The University of the South Pacific Samoa Email: [email protected] Acknowledgements The author gratefully acknowledges the support received from the following whilst preparing this report: Fiji: Mr. Ian Thomson, Manager, Teachers Education Resources and e-Learning Centre (TEREC), USP Laucala Campus; Ms. Salote Rabuka, Director, Fiji Higher Education Commission; and Mr. Matai Tagicaki, Specialist on OER, Fiji Higher Education Commission. Kiribati: Dr. Uentabo Mackenzie, Campus Director, USP Kiribati. Samoa: The Honourable Tuisugaletaua Sofara Aveau, Minister for Communications and Information Technology; personnel from the Ministry of Communications and Information Technology, the Ministry of Education, Sports and Culture, and the MESC SchoolNet project team; Ms. Laeimau Oketevi Tanuvasa-Savea, CEO, and Ms. Suemalo Vesi Tusani; Computer Services Ltd.; Mr. Sia Matalavea, IT Services Manager, USP Samoa.
    [Show full text]
  • Gender and Development [PDF,4MB]
    ill The Network ttt! The Development Studies Network provides information and discussion on social and economic development issues. It publishes a quarterly journal, Development Bulletin, runs regular seminars on development policy and annual conferences on international development. Members of the Network are encouraged to contribute information and papers to the Development Bulletin. Subscription to the Development Bulletin includes membership of the Network. This allows you to publicise in the Development Bulletin information about new development-related books, papers, journals, courses or conferences. Being a member of the Network allows you special discounts to Network seminars and conferences. ill Network Office Bearers tttt National Patron Advisory Board The Right Honourable Mr Ian Sinclair Dr John Browett, Dean, School of Social Sciences and Director Development Studies Centre, Flinders University Board of Directors Professor John Overton, Director, Development Studies Dr Pamela Thomas Centre, Massey University . Associate Professor Joe Remenyi, Deakin University Dr Terry Hull, Director, Demography Program, A'flstralian Professor Gavin Jones, Australian National University National University Dr Sharon Bessell, Australian National University Mr Bob McMullan, MP, Canberra Janet Hunt, Consultant Professor Mark McGillivray, World Institute for Development EconomicS'Research, United Nations University, Helsinki Editorial Board Dr Pamela Thomas, Managing Editor Professor Dick Bedford, University ofWaikato Editor Professor Dean Forbes,
    [Show full text]
  • Skilling the Pacific: Technical and Vocational Education and Training
    Skilling the Paci Pacific Studies Series About the Book Technical and Vocational Education and Training (TVET) means the acquisition of competencies, know-how, and attitudes necessary to perform an occupation in the labor market. While TVET is important for fi socio-economic development, it constantly needs to be transformed so c that what it offers reflects the reality of the labor market in the Pacific AND TRAINING IN THE PACIFIC EDUCATION TECHNICAL AND VOCATIONAL region. This study document has highlighted strengths and weaknesses of TVET initiatives in the 13 Pacific Islands countries and provides future scope for strategic planning. The document also captures many good practices from around the world, which are applicable to the Pacific context of TVET. About the Asian Development Bank ADB’s vision is an Asia and Pacific region free of poverty. Its mission is to help its developing member countries substantially reduce poverty and improve the quality of life of their people. Despite the region’s many successes, it remains home to two thirds of the world’s poor. Nearly 1.7 billion people in the region live on $2 or less a day. ADB is committed to reducing poverty through inclusive economic growth, environmentally sustainable growth, and regional integration. Based in Manila, ADB is owned by 67 members, including 48 from the region. Its main instruments for helping its developing member countries are policy dialogue, loans, equity investments, guarantees, Skilling the Pacifi c grants, and technical assistance. In 2007, it approved $10.1 billion of loans, $673 million of grant projects, and technical assistance TECHNICAL AND VOCATIONAL EDUCATION amounting to $243 million.
    [Show full text]
  • Convention on the Elimination of All Forms of Discrimination Against
    United Nations CEDAW/C/KIR/1-3 Convention on the Elimination Distr.: General 25 March 2019 of All Forms of Discrimination against Women Original: English English, French and Spanish only Committee on the Elimination of Discrimination against Women Combined initial, second and third periodic reports submitted by Kiribati under article 18 of the Convention, due in 2005* [Date received 12 February 2019] * The present document is being issued without formal editing. 19-04910 (E) 300419 *1904910* CEDAW/C/KIR/1-3 Acronyms AMAK Aia Mwaea Ainen Kiribati ATHKL Almagamated Telecom Holdings Kiribati Limited AUSaid Australian aid programme CSO Civil Society Organisation ESGBV Eliminating Sexual and Gender Based Violence FBO Faith Based Organisation KDP Kiribati Development Plan KEF Kiribati Education Fund KEIP Kiribati Education Improvement Programme KFHA Kiribati Family Health Association KILGA Kiribati Islands Local Government Association KV20 Kiribati 20 year Vision 2016–2036 MoE Ministry of Education MHMS Ministry of Health and Medical Services MoJ Ministry of Justice MIA Ministry of Internal Affairs MISA Ministry of Internal and Social Affairs MWYS(S)A Ministry of Women, Youth, (Sports) and Social Affairs PIF Pacific Islands Forum Secretariat SHIP Kiribati Shared Implementation Plan for ESGBV SPC Secretariat for the Pacific Community UNICEF United Nations International Children’s Fund UNDP United Nations Development Programme UNFPA United Nations Family Population Report UNWOMEN United Nations Entity for Gender Equality and Empowerment of Women
    [Show full text]
  • Network of Women in Higher Education in the Pacific (Netwhep). Report of Meeting of September 28-October 1, 1996
    DOCUMENT RESUME ED 410 901 HE 030 498 TITLE Network of Women in Higher Education in the Pacific (NetWHEP). Report of Meeting of September 28-October 1, 1996. INSTITUTION Network of Women in Higher Education in the Pacific, Suva (Fiji). ISBN ISBN-982-01-0308-8 PUB DATE 1996-00-00 NOTE 90p. AVAILABLE FROM Institute of Education, University of the South Pacific, P.O. Box 1168, Suva, Fiji ($10). PUB TYPE Collected Works Proceedings (021) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Employment Level; Employment Opportunities; *Equal Opportunities (Jobs); Females; Foreign Countries; *Higher Education; *Labor Force Development; Management Development; Organizations (Groups); Regional Cooperation; *Sex Discrimination; Sex Fairness; Staff Development; Women Administrators; Women Faculty; *Womens Education IDENTIFIERS *Network of Women in Higher Education in Pacific; *Pacific Islands ABSTRACT This report of a meeting of the Network of Women in Higher Education in the Pacific (NetWHEP) contains transcripts of major addresses, a copy of the program, statistics and summary information relating to the status of women in higher education for nine countries, and general information about the NetWHEP organization. Included are: a transcript of the Pacific Charter for Women Managers in Higher Education; a list of NetWHEP's goals and objectives; an interim committee report; two transcripts, one of a welcoming address by Esekia Solofa, and the other a transcript of the opening address by Taufa Vakatale; two keynote addresses, "Towards a Balanced Workforce," by Raewyn Holdsworth, and "A Woman's Place in Higher Education Management," by Konai Helu-Thaman. Also included are nine country papers, many of which contain data tables and charts, from the following nations: the Cook Islands (Ani Piri); Fiji (Elenoa Gonelevu); Kiribati (Teima Onorio); Niue (Janet Tasmania); the Solomon Islands (Nancy D.
    [Show full text]
  • Situation Analysis of Children in Kiribati ©United Nations Children’S Fund (UNICEF), Pacific Office, Suva
    Situation Analysis of Children in Kiribati ©United Nations Children’s Fund (UNICEF), Pacific Office, Suva December 2017 This report was written by Kirsten Anderson, Ruth Barnes, Awaz Raoof and Carolyn Hamilton, with the assistance of Laura Mertsching, Jorun Arndt, Karin Frode, Safya Benniche and Kristiana Papi. Maurice Dunaiski contributed to the chapters on Health and WASH. Further revision to the Child Protection chapter was done by Shelley Casey. The report was commissioned by UNICEF Pacific, which engaged Coram International, at Coram Children’s Legal Centre, to finalize the Kiribati Situation Analysis. The Situational Analyses were managed by a Steering Committee within UNICEF Pacific and UNICEF EAPRO, whose members included Andrew Colin Parker; Gerda Binder (EAPRO); Iosefo Volau; Laisani Petersen; Lemuel Fyodor Villamar; Maria Carmelita Francois; Settasak Akanimart; Stanley Gwavuya (Vice Chair), Stephanie Kleschnitzki (EAPRO); Uma Palaniappan; Vathinee Jitjaturunt (Chair); and Waqairapoa Tikoisuva. The contents of the report do not necessarily reflect the policies or views of UNICEF. UNICEF accepts no responsibility for error. Any part of this publication may be freely reproduced with appropriate acknowledgement. Suggested citation. United Nations Children’s Fund, Situation Analysis of Children in Kiribati, UNICEF, Suva, 2017 Cover Image: ©UNICEF/UN0202151/Sokhin Situation Analysis of Children in Kiribati 2 Situation Analysis of Children in Kiribati Table of Contents Executive Summary _______________________________________________________________
    [Show full text]
  • WORLD-GK.Pdf
    WORLD GK Intelligence Agencies of the World Intelligence Agencies Country Inter Services Intelligence (ISI) Pakistan Central Intelligence Agencies (CIA) and United States of America Federal Bureau of Investigation (FBI) Komitet gosudarstvennoy bezopasnosti Russia (KGB)/ Glavnoje Razvedyvatel'noje Upravlenije (GRU) MOSSAD Israel Militärischer Nachrichtendienst Switzerland Australian Security and Intelligence Australia Organization Centro Intelligence Interforze (CII) Italy Royal Intelligence Corps Malaysia Mukhbarat Egypt Central External Liaison Department China Military Counterintelligence Service Germany Sazamane Etelaat va Amniate Kechvar Iran (SAVAK) Etterretningstjenesten Norway Naicho Japan Bureau of State Security (BOSS) South Africa Canadian Security Intelligence Service Canada Al Mukbharat Iraq Direction General de Securite Exterieur France (DGSE) Secret Intelligence Service United Kingdom General Intelligence Presidency Saudi Arabia Security and Intelligence Division Singapore Parliaments of different Countries Country Parliament India Sansad (Lok Sabha and Rajya Sabha) Bangladesh Jatiya Sansad Spain Cortes Generales Pakistan National Assembly Nepal Rashtriya Panchayat Israel Knesset Canada Parliament Russia Duma and Federal Council United States of America Congress (House of Representatives and Senate) Germany Bundstag – Upper House Bundesrat – Lower House Maldives Mazlis Bhutan Tshogdu Australia Federal Parliament World GK PDF Denmark Folketing China National People’s Congress Iran Majlis Mynamar Pyithu Hluttaw Japan Diet
    [Show full text]