IFLA statement on privacy in the library environment

Introduction The rapid advancement of technology has resulted in increasing privacy implications for library and information services, their users, and society. Commercial Internet services, including those used to deliver library and information services, collect extensive data on users and their behaviour. They may also sell data about their users to third parties who then act on the data to deliver, monitor or withhold services. Using identification and location technology, governments and third parties can analyse a library user’s communication and activities for surveillance purposes or to control access to spaces, devices and services. Excessive data collection and use threatens individual users’ privacy and has other social and legal consequences. When Internet users are aware of large-scale data collection and surveillance, they may self- censor their behavior due to the fear of unexpected consequences. Excessive data collection can then have a chilling effect on society, narrowing an individual’s right to freedom of speech and freedom of expression as a result of this perceived threat. Limiting freedom of speech and expression has the potential to compromise democracy and civil engagement

Continuities and Changes: Gender Culture and Working Climate Assessment Report

YesThe Change Report (GENOVATE Deliverable Report D4.2) summarises the findings of the research undertaken by partner institutions close to the end of GENOVATE implementation. The report aims to highlight the changes and/or continuities identified in each institution during the implementation of GEAPs (Gender Equality Action Plan) designed and executed by institutional GENOVATE teams. For this, each partner institution utilized their findings obtained in their baseline research at the start year of GENOVATE (Working Document 4.1) and compared this with the situation in the final year of the project to identify the institutional changes and continuities over the period of project implementation and subsequently conducted similar and/or quite different types of data gathering and analyses in order to either provide an updated version of previous gender climate reports of specific universities or illustrate some perspectives on gender equality on behalf of a limited number of Faculty members and Administration staff in specific universities.” .FP

The GENOVATE Model for Gender Equality in Transforming Research and Innovation

Gender inequality in Research and Innovation exists to date even though the issue has been well acknowledged over time and has an enormous negative impact on science. There is also wide recognition that the issue, whether based on individual, organisational or institutional factors, can only be effectively addressed through an approach emanating from a strong drive to transform Research and Innovation, in a way to ensure seamless integration of gender equality and diversity.FP

Developing Learning Circles: ‘Sharing and Learning’ from the GENOVATE Project

YesResearch institutions, universities and organisations at large have a growing interest for gender equality and diversity to be integrated into all stages of research and innovation including strategic planning, promotion, recruitment, performance reporting and transformation. Creating and finding open spaces where these processes can be approached from different perspectives, in which multiple stakeholders can express and share their interests and experiences, and where critical conversations, discussions and knowledge sharing can take place is fundamental for advancing collaborative projects and actions aimed at profound organisational change. Learning Circles, therefore, are useful resources that facilitate organisational safe spaces where multiple stakeholders from different backgrounds, sectors, disciplines, and nationalities reflect, in a relaxed and collaborative atmosphere, about gender equality and diversity as collective projects; and their impact and relevance for/in research and innovation fields. The advantages of Learning Circles are manifold: they represent intersectional, interdisciplinary and even transnational arenas and opportunities for experience sharing, and knowledge generation/transfer.FP

Implementing Measures for Gender Equality in Recruitment, Promotion and Progression in Academic and Research Careers: Contextualised Guidelines for Universities and Research Organisations

YesThis document outlines a set of guidelines for universities and research organisations that are in the process of, or considering, implementing: measures for gender equality in selection processes relating to recruitment, promotion and progression of academics and researchers; measures aimed at strengthening the presence of women in leadership and senior positions, including gender targets; and measures to support women in accessing opportunities for career progression. The term ‘career transitions’ is used as shorthand in the document for all processes relating to recruitment, promotion, progression, career support and gender targets in academic and research careers.FP

Report on Institutional Case Studies: experiences of GENOVATE Institutions

YesFP

Gender Equality Guide for Policy Making in Higher Education Institutions

YesHigher Education [HE] policy makers play a major role in the application of international standards on gender equality. Depending on the particular characteristics of each Higher Education organisation, this responsibility is borne and/or shared by specific actors that may be located in Human Resources departments, and/or could be strategically placed throughout the organisational structure. It also rests on the actions and commitment of senior leaders and managers, who are visual and powerful champions for structural change. Either way, policy actors are particularly involved in monitoring and evaluation processes, and policy implementation, as well as legitimation of gender equality standards. Therefore, it is fundamental to work with a clear roadmap to integrate gender equality into organisational change, which would sustain context-specific, legally compliant and responsive policies that meet international and national standards of gender equality and non-discrimination. Accordingly, this resource offer a hands-on and transparent approach to gender mainstreaming in Higher Education institutions, constituting a support tool for policy makers and actors involved in policy development and implementation, which is key for regulating and legitimating organisational transformation along gender sensitive, gender competent, gender balanced and gender equal principles.FP

Gender Equality and Diversity Competent Research Excellence Standards: Guiding Principles

YesThe promotion of gender equality in research and innovation is a vital part of the GENOVATE project. The full participation of women and men in all aspects of research endeavour is key to positive career progression in academia. It is essential to ensure equal opportunities for women and men in access to promotion, research funding and decision-making positions in higher education institutions. This report seeks to provide higher education institutions, research bodies and funding institutions guiding principles on gender equality and diversity competent research excellence standards, ensuring in particular that the achievements of women and men researchers are assessed on the same basis. The report will help encourage a more systematic way of thinking about assessment of research excellence standards.FP

Happiness Institutions

Bakhjulsstyrning av fordon är en möjlig konfiguration som lite glömts bort inom fordonstekniken. Tidigare arbeten inom ämnet bakhjulsstyrning är väldigt detaljerade och snäva i sin analys. I detta arbete vill författaren visa en bakgrund till hur olika farkoster styrs samt analys av detta. Syftet med arbetet är att utifrån litteratursökning och intervjuer kunna besvara vilken inverkan drivkällans placering och de konceptuella skillnaderna mellan olika farkoster har på styrningens placering. Samt vilka förväntade egenskaper en farkost får med icke konventionell styrning. Med hjälp av en simulering i MATLAB är syftet att kunna besvara vilken roll massa, hastighet och axellängd spelar för ett bakhjulsstyrt fordon och hur responsen ser ut jämfört med ett framhjulsstyrt fordon. Resultatet från intervjuerna och litteraturen visar att drivkällans placering nära rodret är väldigt viktig för fartygs styrningsförmåga. Däremot för flygplan påverkar det mest lastförmåga och för fordon tyngdpunktens placering. De konceptuella skillnaderna visar på att större fordon har mer att vinna på fyrhjulsstyrning då en mindre vändradie är merkritiskt för dessa och att flygplan som flyger i överljudsfart behöver andra vinguppsättningar. För fartyg har det visat sig att en liten vändradie är viktigt i hamnområden och att både stora och små fartyg då använder sig av bogpropellrar. De förväntade egenskaperna för en ickekonventionell styrning är främst negativ för fordon och fartyg, då det finns risk för instabilitet och överstyrning, medan flygplan redananvänder sig av styrningen fram i form av nosvingar. Simuleringarna visar att ett bakhjulsstyrt fordon bör ha en hastighetsbegränsning då det blir svårkontrollerat i höga hastigheter över 50km/h. En större massa har visat sig hämma magnituden av den laterala accelerationen en i fel riktning och en längre axellängd minskar rotationshastigheten kring gir-led. Resultaten visar också att ett bakhjulsstyrt fordon har en fördröjning av den laterala accelerationen jämfört med ett framhjulsstyrt fordon på 0,1-0,2 sekunder beroende av bland annat massa, axellängd och hastighet. Responstesten visar att denna fördröjning bidrar till att den laterala förflyttningen är fördröjd första sekunden för hastigheter 10-90km/h men att redan efterytterligare 1,5 sekunder är den dubbel så stor för hastigheter 50-90km/h. Slutsatsen är att fordon inte har bakhjulsstyrning i höga hastigheter på grund av den fördröjda responsen i början samt av att utslaget efter några sekunder blir väldigt mycket kraftigare vilket gör fordonet svårt att kontrollera.Rear wheel steering of vehicles is a possible steering, which has been forgotten in vehicle design. Earlier works show only details concerning one vehicle type from this subject. In this work the author will first present a background to how different vehicles are steered and then the analysis of it. The purpose with this paper is to from literature and interviews answer to which impact the placement of the engine and the conceptual differences have on the steering from different vessels. It will also answer which anticipated properties the steering will have if it´s not placed in a conventional way. Through simulation in MATLAB the paper will answer to which degree mass, velocity and length of axle influences steering behaviour of a rear wheal steered, RWS, car and how the steering response is different to a front wheal steered car, FWS. The result from the literature and the interview shows that placement of engine and propeller near the rudder is very important for a ships steering capability. For vehicles it has most effect on the centrum of gravity, which is to prefer in middle of the vehicle,and for airplanes the ability to place cargo. The conceptual differences shows that a larger vehicle has more to gain, if it is equipped with four wheel steering, due to turning radius is a more critical aspect. For airplanes in super sonic speed it reveals that they need another set of wings. Ships need a smaller turning radius in harbours and all size of ships then use thrusters. The properties of a vessel with not conventional steering are most negative for cars and ships because of risk for oversteering and instability, while for airplanes its already in use in form of canard wings. The simulations display that rear wheel steered vehicle should have a limit of velocity because of its behaviour in high speeds over 50 km/h. A larger mass has shown todepress the magnitude of lateral acceleration in wrong direction and a larger length of an axle is shown to depress the yaw-rate. The result also displays that a RWS vehicle has a delay of the lateral acceleration compared to a FWS vehicle with approximately 0,1-0,2 seconds depending on mass, velocity and length of axle. The test of response indicates that this delay contributes to the delay of the lateral movement of the vehicle the first second for speeds between 10-90 km/h, but after only 1,5 seconds further thelateral movement is twice the value for speeds 50-90km/h. The conclusion is that vehicle doesn’t have RWS due to the delay in response in the beginning and the very larger lateral movement after only seconds later, which makes the vehicle hard to control