Unmasking Extraordinary Renditions in the Context of Counter-Terrorism

This Article will show that the term “extraordinary rendition” is of short legal history and that its conception perverts a number of basic international law principles. In doing so, it will be shown that this process is a method counter-productive to long terms goals in the War on Terrorism. We can conclude therefore that both “rendition to justice” and “extraordinary rendition” bear little resemblance to the traditional use of the terms rendition or extradition - the recognised, legal methods of transferring a suspect of a criminal offence from one State to another. [T]he protections of an extradition Treaty and the rights it affords an accused can be seen as inherent justiciable. The use of the extradition process is an expression of State sovereignty, yet the guiding principles of double criminality and specialty ensure that the rights of the transferred person are also subject to protection and judicial scrutiny. It is clear that the nature of enforced disappearances is such as to attempt to avoid any legal process and human rights protection. In addition, it is noted that official denial of this practise as part of counter-terrorist policy and a lack of judicial oversight contribute to the view that U.S. intelligence agencies are aware of the illegality of the practise at international la

Pesticide monitoring in inshore waters of the Great Barrier Reef using both time-integrated and event monitoring techniques (2013-2014)

The report details pesticide monitoring activities carried out utilising a combination of passive sampling and grab sampling techniques in the Great Barrier Reef Marine Park as part of the Reef Rescue Marine Monitoring Program (MMP). The MMP was implemented to evaluate changes in water quality in the Great Barrier Reef (GBR) and the status of key ecosystems under the Reef Water Quality Protection Plan (RWQPP) 2003 (which was further updated in 2009)

Pesticide monitoring in inshore waters of the Great Barrier Reef using both time-integrated and event monitoring techniques (2012-2013)

The report details pesticide monitoring activities carried out utilising a combination of passive sampling and grab sampling techniques in the Great Barrier Reef Marine Park as part of the Reef Rescue Marine Monitoring Program (MMP). The MMP was implemented to evaluate changes in water quality in the Great Barrier Reef (GBR) and the status of key ecosystems under the Reef Water Quality Protection Plan (RWQPP) 2003 (which was further updated in 2009).Report prepared by monitoring provider contractor to GBRMPA. Contract with gives GBRMPA complete use and distribution rights to all contract outputs, including this report

Marine Monitoring Program: Annual report for inshore pesticide monitoring 2014-2015

[Extract] Declining water quality influenced by land-based activities and run-off has been identified as a significant threat to the health and resilience of the Great Barrier Reef (the Reef). Sediment, nutrients and pesticides remain the key water quality issues and may have negative impacts on marine plants and animals (primarily corals and seagrass) that are exposed to run-off plumes in inshore marine areas. The Reef Water Quality Protection Plan (Reef Plan) is a collaborative program designed to improve the quality of water in the Reef though improved land management practises. In 2014-2015, Entox carried out water quality monitoring activities in the Great Barrier Reef Marine Park (the Marine Park) as part of the Marine Monitoring Program (MMP) under Reef Plan. The key objectives of the project are to monitor and assess trends in inshore water quality (i.e. concentrations of pesticides/ herbicides) against the Marine Park Water Quality Guidelines, and link inshore concentrations and their transport with end-of-catchment loads

Embedding and Sustaining Inclusive Practices in STEM

In the UK, data collected nationally by the Higher Education Statistics Agency has shown persistent differences in degree outcomes for specific student groups, such as students with disabilities. In response to this, the Higher Education Funding Council for England are funding 17 projects to help address these inequalities. Building on its expertise in this area, The Open University is leading the Inclusive STEM project with colleagues from the University of Leeds and Plymouth University to evaluate, scale up and promote inclusive educational practices (focusing on the STEM disciplines but with wider application across higher education). There are challenges with inclusive distance learning, many of which are particularly prevalent in the STEM disciplines because of the use of practical and field activities, and the use of mathematical and symbolic characters. Online and blended learning approaches, including digital access to learning resources, bring opportunities for more inclusive practice, but they can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of all students throughout curriculum design and delivery. The Inclusive STEM project has identified examples of good practice in these areas and is evaluating, improving and scaling these up throughout higher education. This has included surveying staff to better understand their knowledge, skills and perceptions about inclusive teaching and learning. In this presentation, we will present data from three UK universities on staff perceptions and practices regarding accessibility and inclusion; we will explore case study examples of inclusive practice, and we will discuss how these can be applied by practitioners in all areas in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed

Learning the Concept of Area and Perimeter by Exploring Their Relation

Learning the concept of perimeter and area is not easy for students in grade 3 of primary school. A common mistake is that students think that if the area is the same, the perimeter also has to be the same. It is difficult for them to understand that for a given area, there are many possibilities of perimeter and vice versa. When student are not aware of this relation they might confuse about the concept in their continuation of learning process. This research was conducted to study if it would support students\u27 understanding of the concept of perimeter and area if we let them explore the relation between perimeter and area in the very first phase of the learning process. Design research was chosen as the method to study this issue and the three basic principles in The Realistic Mathematics approach were applied in this study to support the learning process of perimeter and area. Real life context such as picture frames was choosen in developing a sequence of learning line to reach the learning goal of perimeter and area. The partipants of this research were students and mathematics teacher of grade 3 in one of the elementary school in Surabaya. Two classes were taken to involve in the first cycle and second cycle respectively. The teaching experiment shows that the class activities such as making photo frame, measuring photo paper with sticky paper and arranging shapes with wooden matches are activities which can be used to reveal the relation of perimeter and area. From those activities students build their own understanding that in fact area and perimeter are not in one to one correspondence, they found that for the given area they might find different perimeter or vice versa. They also found the reason why they multiply length and width to count the area of rectangular or square shape from sticky paper activity. Somehow some students were found still struggle with their understanding of area and perimeter. They often simply count the area and perimeter but when it comes into comparing the area or perimeter they still struggle to differentiate between area and perimeter

Nutrition Education and Community Pharmacy: A First Exploration of Current Attitudes and Practices in Northern Ireland

Community pharmacist is one of the most prominent and accessible healthcare professions. The community pharmacists’ role in healthcare is evolving, with opportunities being taken to reduce pressure on primary care services. However, the question remains of how well community pharmacists are equipped for this changing role. This was a sequentially designed study using a mix of methods to explore nutrition education among community pharmacists in Northern Ireland. It consisted of two phases. Phase 1 was a cross-sectional exploration to map the attitudes and practice of Northern Ireland (NI) pharmacists towards diet-related health promotion and disease prevention. An online questionnaire with open and closed questions to gain both quantitative and qualitative responses was developed and distributed to community pharmacists practising in NI. A total of 91% considered nutrition important in reducing the global burden of disease. While the majority (89%) believed patients would value nutritional advice from a pharmacist, 74% were not confident in providing advice to a patient with diabetes. From the consensus gained in Phase 1 a nutrition education intervention (Phase 2) for pre-registration pharmacists was developed using the Hardens 10 question system. The training programme was advertised to pre-registration pharmacy students in NI. It was delivered by nutrition experts who have education qualifications. The intervention was evaluated using a before and after questionnaire that assessed knowledge, attitudes, and practice (KAP). Phase 2 did find sustained improvement from the baseline in KAP but there was a decline from immediately post-training to three months post-training. This suggests the need to further embed nutrition education. The education programme was found to be effective for the target population and sets the stage for the development of an implementation strategy for a wider roll-out with evaluation

Intelligent wearable allows out-of-the-lab tracking of developing motor abilities in infants

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