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External sources (not reviewed)

[...] [...] for the use of digital services.

He points out that the beatings, asphyxiation and death threats to which he was subjected were committed with the consent of the criminal prosecutor who subsequently ordered his detention.

Once the detainees had been identified, they were forced to lie on the ground and were then beaten with batons, kicked and stamped on.

[...] [...] lasting for at least six months.

The mistreatment consisted, inter alia, of punches or kicks to different parts of the body or blows with weapons, as well as electrical shocks, burns, spraying with pepper gas, or suffocation with plastic bags.

It is worth mentioning that UNESCO played a key role, through the provision of expert assistance, in the harmonization of education legislation, as well as through the provision of technical support for the international fora for education and science, in preparation of a new code of education.

The delegation observed detainees who were in need of medical treatment, for example because the mob who had brought them to the gendarmerie had beaten them, but who had either not asked to see a doctor, or had not been provided with access to a doctor.

It is little wonder in view of such incidents that both Médecins Sans Frontières and UNICEF have recently said that the number of children suffering from stress disorder has greatly increased.41 Colonel Desmond Travers, a member of the United Nations Fact-Finding Mission on the Gaza Conflict (whose report is generally known as the “Goldstone Report”) said in a recent interview: “If the British had behaved toward children who threw stones at them in the manner that is the norm on the West Bank for Israeli security forces — whereby children are rounded up in the evening and taken to places of detention, hooded, beaten, and in some cases tortured — the Northern Ireland problem would not be resolved today.

UNESCO assessed two large deployments of free and open source software (FOSS) in schools (India and Spain) highlighting the integration of FOSS in the teaching-learning processes and analysed the current gender divide in FOSS.

If a full submission of those items was not possible, the Committee would have expected that indicative estimates of the resource requirements, at a minimum, would have been reflected in the proposed programme budget in order to provide Member States with the most comprehensive information possible at the time.