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Department of Education Learners first, connected and inspired
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1 Department of Education Learners first, connected and inspired Guidelines for Supporting Sexual and Gender Diversity in Schools and Colleges Department of Education
2 Guidelines for Supporting Sexual and Gender Diversity in Schools and Colleges of Education s website to ensure this version is the most recent (Version 2.0). Page 2
3 1. What we need to know Approximately ten per cent of young people acknowledge feelings of same-sex attraction while they are at school and college 1. A smaller percentage of students question their gender. For many students, these feelings begin during primary school or earlier 2. More than half of these students report that they are bullied, harassed or humiliated because of their difference. For LGBTI (lesbian, gay, bisexual, transgender and intersex) students, discrimination, harassment and bullying based on sexual orientation and gender identity increase their risk of drug and alcohol misuse, homelessness, early school leaving, irregular school attendance, conflict with their peers and parents, self-hatred and self-harm including suicide 3. Discrimination, harassment and bullying based on sexual orientation and gender identity are against the law. They have negative impacts throughout the whole school community, affecting teachers, students, parents and other family members. One outcome of discrimination, harassment and bullying that is significant for educators is that many students are afraid to come out at school or college. These students can remain invisible, often resulting in schools and colleges believing that very few students identify as LGBTI in their school years and that therefore there is no need to provide a supportive culture for them. 2. What the research is telling us The Third National Report on the Sexuality, Health and Wellbeing of Same-sex Attracted Young People: Writing Themselves In Again tells us that 60 per cent of same-sex attracted young people experience verbal or physical abuse, and that the greatest amount of this abuse (74 per cent) occurs within schools 4. Because of this abuse and discrimination LGBTI young people are four to six times more likely to seriously consider suicide and four times more likely to misuse drugs and alcohol. Research also shows that the suicide risk for LGBTI young people is at its highest in the months before they disclose their sexual orientation. Fifty percent of all school bullying is on the basis of sexual orientation or gender identity. However, most of those who are bullied are not LGBTI. They are bullied because of other factors such as behaving in ways that are seen as inappropriate for their gender or having a 1 Hillier, L et al, (1996), The Rural Mural, Sexuality and Diversity in Rural Youth. This research report is based on a study of nine Australian rural high schools, including three in Tasmania. 2 According to the findings of Hillier, L et al, (2011), Writing Themselves In Again: The Third National Report on the Sexuality, Health and Wellbeing of Same-sex Attracted Young People in Australia, La Trobe University, Melbourne, 6% of primary school children will be aware they are different. 3 ibid. 4 ibid. of Education s website to ensure this version is the most recent (Version 2.0). Page 3
4 sibling, friends or parents who are LGBTI 5. According to researchers in the area of boys education, fear of being perceived to be gay limits the academic outcomes of all boys, not just those who are same sex attracted 6. Encouragingly, the same research that describes high levels of violence in schools against LGBTI young people also indicates that the schools addressing these issues are making a difference. In particular, students in schools which have specific policies in relation to LGBTI students report feeling safer and are more likely to feel good about their sexuality than students in schools without such policies 7. We also know from independent academic evaluations of classroom anti-homophobia programs in Tasmania and Victoria that such programs significantly reduce prejudice among the students involved in the programs and also reduce levels of bullying across the entire school community Legislation in a nutshell Tasmanian schools/colleges are supported by a clear legal framework that mandates appropriate and fair treatment for all school staff and students. To be compliant with the law, schools and colleges must adhere to the Tasmanian State Service Act 2000, State Service Commissioner s Direction No. 3 Workplace Diversity comply with the Tasmanian Anti-Discrimination Act 1998 and take reasonable steps to ensure that no staff member or student engages in or experiences discrimination, incitement to hatred or other prohibited conduct (Tasmanian Anti-Discrimination Act 1998, Section 104) ensure that in providing their services they are not exposing people to health or safety risks including risks caused by bullying (Tasmanian Workplace Health and Safety Act 1995) treat same-sex relationships as they would heterosexual relationships (Tasmanian Relationships Act 2003, Tasmanian Anti-Discrimination Act 1998, and the Commonwealth Same-Sex Relationships Act 2008) take steps to ensure there is no discrimination by staff members or students against partners in same-sex relationships (Tasmanian Relationships Act 2003, Tasmanian Anti- Discrimination Act 1998 and the Commonwealth Same-Sex Relationships Act 2008). More detailed information on the contents and requirements of these Acts is in Appendix 2. 5 Plummer, D, (1999), One of the boys: masculinity, homophobia and modern manhood, New York, Haworth Press. 6 ibid. 7 Hiller, L et al, (2011), op. cit. 8 Bridge, DJ (2007), Breaking a spell of silence. of Education s website to ensure this version is the most recent (Version 2.0). Page 4
5 4. Human Rights and Social Inclusion Tasmanian schools and colleges are governed by broader state and national strategies and frameworks for social inclusion and human rights. At the state level these include: the Tasmanian Social Inclusion Strategy. This strategy was released in Its overall goal is a fairer Tasmania where all Tasmanians have access to the personal, social, economic and civic resources and relationships that make life healthy, productive and happy. Tasmania Together, Tasmania s long term social, economic and environmental plan. This plan aims to bring about change for the better for all Tasmanians. It contains specific targets in relation to Tasmania s LGBTI community. The Whole of Government Framework for Tasmania s Lesbian, Gay, Bisexual, Transgender and Intersex Community. This framework aims to enhance access and use of State Government services by Tasmania s LGBTI community through providing these services in a more appropriate and effective way. As a nation, Australia is a signatory to international human rights treaties including the Convention on the Rights of the Child (CRC), the International Covenant on Economic Social and Cultural Rights (ICESCR) and the International Covenant on Civil and Political Rights (ICCPR). The ICCPR prohibits discrimination and affirms equality on the grounds of sexual orientation. The ICESCR sets out the right to education, rights in relation to work, and the right to equality in education and employment. The CRC requires that Australia protects children and young people from all forms of physical or mental violence, injury or abuse. It recognises that education of children and young people should be focused on enabling them to reach their full potential, and to develop respect for human rights and diversity. It requires children and young people to be protected against discrimination because of, for example, their gender or sexual orientation or that of their parents or other family members. 5. Tasmanian schools and colleges can make a difference The Department of Education is committed to ensuring that the education experience for LGBTI students is free from discrimination, harassment and bullying based on sexual orientation and gender identity. The department s Learner Wellbeing and Behaviour Policy requires all teachers and staff to: uphold the department s core values of equity and respect work pro-actively to ensure schools and colleges are inclusive of all people vigorously challenge discrimination, harassment and bullying wherever and whenever they occur 9. 9 Department of Education (2012), Learner Wellbeing and Behaviour Policy. of Education s website to ensure this version is the most recent (Version 2.0). Page 5
6 6. A supportive school culture All Department of Education schools and colleges are places where students learn the core values of equity and respect. The department values positive and respectful relationships within all learning settings and believes that from both a social and economic perspective, Tasmania s future depends on all Tasmanian students having the opportunity to do and be their best and reach their full potential. It is important for all students and their families to feel they belong to their school or college. This sense of belonging provides an environment where students are confident to participate fully in all aspects of their education. All schools and colleges are required to have school wide approaches to improving student learning, wellbeing and behaviour and everyone has a role in creating a safe environment for all students. From a staff perspective, Tasmanian Government workplaces are required to promote diversity and to be free from harassment and discrimination 10. The use of language is an important way of ensuring a supportive school or college culture. Language can cause harm, and words and phrases that are likely to offend, that are negative or derogatory uses of terms identified with particular characteristics, or that are hurtful (such as that s so gay or don t be such a girl ) should always be avoided and their use should be challenged. Being supportive and inclusive should not just happen in the presence of people who are known to belong to the LGBTI community. In schools and colleges there may be many young people who have not come out or who have family and friends who are LGBTI. Behaviour, attitudes and language should therefore always be inclusive in order to avoid hurting or offending others. Recognising the cohort of LGBTI students, families and friends is important and can be achieved in many ways including through the curriculum, though posters and information and through library resources. 7. Proven approaches to developing a supportive school culture Proven approaches to combat discrimination, harassment and bullying based on sexual orientation and gender identity in schools and colleges include: developing and maintaining school wide approaches (such as Positive Behaviour Support and KidsMatter), policies and practices for learner wellbeing and behaviour support that are inclusive of all members of the school community, including LGBTI young people modelling exemplary behaviour by the school/college leadership team and the teaching and student support staff 10 Anti-Discrimination Act 1998 (Tas). of Education s website to ensure this version is the most recent (Version 2.0). Page 6
7 fostering a culture of openness and a celebration of diversity, and a mutual understanding of expected behaviours in the whole school/college community immediately addressing issues caused by peer pressure, social stigmatisation or bullying adhering to the Department of Education s policies and procedures on student wellbeing and behaviour, discrimination and harassment recognising LGBTI children, young people and staff as an everyday part of the social mix of the school or college adhering to the Department of Education s Workplace Diversity Program, which is a requirement of the State Service Act 2000, State Service Commissioner s Direction No. 3 Workplace Diversity respecting students who choose to remain unidentified, by making information and contacts related to support services readily available in ways that allow the information to be obtained confidentially ensuring the school curriculum contains appropriate content in relation to LGBTI students, particularly providing inclusive relationship and sexuality education developing a school policy that affirms sexual and gender diversity implementing evidence based programs for challenging homophobia and transphobia providing professional development for all staff in challenging homophobia and transphobia providing a safe, inclusive and welcoming space for individual students who benefit from an identified safe space and someone to talk to. 8. Key support The goal of taking action is to make the total school community safe for those who are LGBTI and for those who are affected by discrimination, harassment and bullying based on sexual orientation and gender identity, such as family and friends. However, many individual students also benefit from being able to rely on being supported in a particular place in the school or college and by particular staff. Student wellbeing staff (for example, school social workers and school psychologists) are better able to do their work effectively when they have had appropriate training and are provided with relevant resources to develop an in-depth understanding of issues related to being same-sex attracted and/or gender questioning. This will assist them to be familiar with the resources and services available, and to display materials that signal an openness to discuss these issues without deterring students who may find accessing them difficult. Reassurances of confidentiality and respect for the student s privacy are critical, as is a suitable referral to an appropriate support agency outside the school. of Education s website to ensure this version is the most recent (Version 2.0). Page 7
8 9. Inclusive learning and teaching Teaching and learning opportunities about LGBTI issues exist across most learning areas within both the Tasmanian Curriculum (K-10) and the Australian Curriculum (K-12). These opportunities are not just restricted to areas addressing health and relationships. Learning areas such as English, History and Studies of Society and the Environment (SOSE), provide opportunities to include content and themes related to same sex attraction. Examples include studying human rights; investigating events that have resulted in civil improvements for minority groups; discussing texts that incorporate the theme of same-sex relationships; and reflecting on the diversity of families and young people within students own school/college community. Relationship and sexuality education in Tasmanian schools is currently addressed through the Health and Wellbeing syllabus of the Tasmanian Curriculum. Towards the end of 2013 the Health and Physical Education section of the Australian Curriculum will be available. Implementation of these areas is guided by the department s Relationships and Sexuality Education Strategy. Across the strands of Understanding Health and Wellbeing and Skills for personal and social development within the Tasmanian curriculum, students learn to acknowledge and respect diversity, explore their beliefs and values, and consider how these influence behaviour within and beyond the school context. Relationship and sexuality education can only be effective for all students when it acknowledges and caters for student diversity. Content should be inclusive of same-sex attraction and gender identity and should address discrimination, harassment and bullying based on sexual orientation and gender identity. 10. Education for the whole school/college community Children arrive at school sharing the beliefs and values of their family. These beliefs and values will invariably be a reflection of the broad cross-section of community views of relationships and family life. The beliefs and values a student brings from home may be challenged at school, where teachers work to create respectful, equitable and inclusive environments. Teachers may need support and information to understand and feel confident in challenging the values students reflect from their homes, particularly in building and maintaining an inclusive learning environment. Additionally, both teachers and families may need support and strategies to address discrimination, harassment and bullying based on sexual orientation and gender identity. Emphasis must be placed on the importance of addressing these issues in the school/college context. This context extends beyond the school gate to partners who provide learning opportunities or other support to students. Professional learning opportunities for staff, parents and school/college association members can be crucial in providing a platform for change in school/college culture and in developing positive approaches. Professional learning opportunities are available from registered external providers of Education s website to ensure this version is the most recent (Version 2.0). Page 8
9 such as Working it Out, Tasmania s sexuality and gender support and education service, and the Office of the Tasmanian Anti-Discrimination Commissioner. Promoting and making available a range of written and electronic resources will also assist in explaining the importance of challenging discrimination, harassment and bullying and supporting young LGBTI people. Working It Out can provide such resources. Launching into Learning programs and Child and Family Centres also have an important role to play in modelling inclusion of families with same sex parents and providing information when appropriate about relationships and sexuality. 11. Building on good practice examples of people s experiences in schools and colleges There are already many examples of teachers and staff working to build understanding and to affirm diversity within the Department of Education. These guidelines acknowledge the work of these people and commit all staff to building on the good practice that is already occurring. Below are some examples of positive stories from our department. Young person at college When I was in high school and coming to terms with my sexuality, words like gay, dyke and lesbian were common put-downs and nothing was done about it. These words around diverse sexualities weren t acknowledged. They were words to be used as something to pick on people and so school wasn t really a place I felt comfortable and the last place I d choose to come out in! My first day at College was completely different. During his welcome speech the principal said something, something a lot of people may not have picked up on but it s something I have never forgotten. Most of us (I hope!) have heard something somewhere along the lines of 'We don t tolerate discrimination here'. At my first day of College at our very first assembly the principal said, WE DO NOT tolerate discrimination regardless of whether it s based on gender, race, religion, sexuality or anything else. The fact that he included sexuality in that list was major for me at that time. Coming from a place where homophobic bullying occurred but was mostly ignored, to an environment where sexual diversity is publicly acknowledged and supported, changed my whole outlook. I no longer had to hide to stay safe. The school, and the principal in particular, had just told me it was OK to be different, to be me. What s more he had told everyone else and that meant that the discrimination and prejudice I had experienced before wouldn t be happening at my new school but if it did and I spoke up something would happen about it. By naming it up the principal was acknowledging that it happened and was saying it was not OK. Same-sex couple At our school we had a teacher who was in a same-sex relationship and whose partner (also a teacher) was going to have a baby. Because our school was very challenging, the teacher was in a panic about how she was going to explain to her students that she was going on parental leave. At this point she was not out with the students. The local Learning Service was fantastically supportive (offering to transfer her if things got out of hand). In the end the kids (and principal) were fantastic and supportive and it was not an issue. The students were all interested in whether she was going to have a boy or a girl! of Education s website to ensure this version is the most recent (Version 2.0). Page 9
10 Young parents group at a Child and Family Centre In our young parents group there was discussion about a young woman in the area who was a lesbian. The conversations about this young woman were at first very negative but the Child and Family Centre staff were able to challenge the young parents understandings of relationships in a professional and non-judgemental way. 12. Measuring improved practice Improvement in the provision of safe and supportive learning environments for LGBTI students will be measured systemically within the Department of Education at two levels. The first level will be through annual surveys of staff and students in Tasmania s Plus Schools. These are 23 schools which are participating in the Empowering Local Schools initiative. They are required to outline in their School Improvement Plan (SIP) targets for improving student outcomes and the ways in which these targets will be achieved. Survey questions will seek to identify perceptible shifts in behaviours and attitudes in relation to LGBTI students and staff and to assess the uptake and effectiveness of proven approaches for developing supportive school and college cultures. The second level will be through the Australian Curriculum Assessment and Reporting Authority (ACARA). ACARA is an independent authority responsible for the development of a national curriculum, a national assessment program and a national data collection and reporting program. Items relating specifically to LGBTI issues in Tasmanian schools will be included in the ACARA Student and Parent Survey with feedback from the survey provided to Tasmania. of Education s website to ensure this version is the most recent (Version 2.0). Page 10
11 13. Resources Schools are encouraged to develop their own library of resources. Suggested support materials are available at: Learner Wellbeing and Behaviour Policy (TASED ) Guidelines for Inclusive Language (TASED ) whin.org.au/images/pdfs/pid_kit_web.pdf thatssogay.com.au/pride-prejudice/ thatssogay.com.au/book/ 14. Training and development Tasmanian Office of the Anti-Discrimination Commissioner (03) ; Working it Out (03) ; Tasmanian Centre for Global Learning (03) ; The Training Consortium, Public Sector Management Office, Department of Premier and Cabinet (03) ; 15. References Legislation Tasmanian Anti-Discrimination Act 1998 Tasmanian Relationships Act 2003 Tasmanian State Service Act Department of Education policy Learner Wellbeing and Behaviour Policy (TASED ) 16. Research Bridge, D. J, (2007), Breaking a spell of silence. The Tasmanian evaluation of the 2006 Pride and Prejudice Program, Youth Studies Australia, 26 (1), pp Hillier, L et al, (2011) Writing Themselves In Again: The 3rd National Report on the Sexuality, Health and Wellbeing of Same-sex Attracted Young People in Australia, Melbourne: Australian Research Centre in Sex, Health and Society, La Trobe University. Available at Hillier, L et al, (2005) Writing Themselves In Again: The 2nd National Report on the Sexuality, Health and Wellbeing of Same-sex Attracted Young People in Australia, Melbourne: Australian Research Centre in Sex, Health and Society La Trobe University. Hillier, L et al, (1998) Writing Themselves In: A National Report on the Sexuality, Health and Wellbeing of Samesex Attracted Young People, Melbourne: National Centre in HIV Social Research: Program in Youth/General Population, Centre for the Study of Sexually Transmissible Diseases, La Trobe University of Education s website to ensure this version is the most recent (Version 2.0). Page 11
12 Irwin, J et al, (1995) As Long As I ve Got My Doona, Australian Centre for Lesbian and Gay Research, University of Sydney, Sydney. Nicholas, J & Howard, J, (2001), Same-sex attracted youth suicide: Why are we still talking about it?, paper presented at Suicide Prevention Australia National Conference, Sydney, April, 2001 Plummer, D, (1999) One of the Boys, Masculinity, Homophobia and Modern Manhood, Harrington Park Press, New York. 17. Student Learning Curriculum ideas are available on the Department of Education website Relationship and Sexuality Education in Tasmanian Government Schools (TASED ) Learner Wellbeing and Behaviour Policy (TASED ) of Education s website to ensure this version is the most recent (Version 2.0). Page 12
13 Appendix 1 Glossary A note on definitions The following are some commonly used terms in Australia. Their meanings are continually being contested and there is no worldwide agreement on them. Many of these words have different meanings depending on context, politics, place or culture. The Department of Education acknowledges that some people may not agree with the definitions below and respects everyone s right to identify in any way they choose 11. A note on pronouns Transgender people should be identified with the pronoun that corresponds with the gender with which they identify. If you are unsure of someone s gender it is appropriate to respectfully ask his or her name and what pronoun he or she prefers you to use. In general it is considered insensitive to refer to someone by the wrong pronouns once you have established which set of pronouns they prefer 12. Prejudice means holding negative views and attitudes based on stereotypes of a person or people because they have a particular characteristic, such as how they speak, what they wear, where they come from, etc. Prejudice is about judging a person based solely on a particular characteristic or characteristics, rather than judging a person on their merit. Discrimination is less favourable treatment of a person because of a personal characteristic, such as race, gender, sexual orientation or disability, or treating everyone the same way where to do so has a disadvantageous effect on a person or group of people because of a shared personal characteristic. Discrimination does not have to be intentional, nor does the effect have to be intended, for it to be unlawful. So discrimination includes, for example: calling a person a name that relates to a personal characteristic, eg, calling a person a bitch relates to gender; specifically excluding a person from an activity because of a personal characteristic, eg, excluding a boy from a cooking class; 11 Acknowledgement of GQ Gender Questioning, a joint project of Trans Melbourne Gender Project, Gay and Lesbian Health Victoria & Rainbow Network Victoria. 12 From Coming Out as Transgender, National Centre for Transgender Equality of Education s website to ensure this version is the most recent (Version 2.0). Page 13
14 having steps onto the podium/stage in the school assembly hall, as this excludes a person in a wheelchair from independently getting onto the stage/podium; using heterosexual examples only when talking about families, as this has the effect of excluding students with same-sex parents from being seen as an ordinary part of the school community. Sexual Orientation is the underlying direction of sexual attraction towards people of one gender or both. A person's orientation can be heterosexual, homosexual or bisexual. Having a homosexual or heterosexual orientation does not always mean people will have a gay, lesbian or heterosexual identity. Sexual Identity is how you see yourself sexually and how you present yourself to others. It includes being gay, lesbian, bisexual or heterosexual. Gender identity is how you see yourself from a gender perspective. It includes being male, female, transgender or intersex. Sexual and gender diversity is an umbrella term that includes the full spectrum of gender identity and sexual identity. Lawful sexual activity means sexual activities that are not against the law. Sex between members of the same sex has been legal in Tasmania since Some forms of sex work are unlawful in Tasmania, others are lawful. Some sexual activity is a crime and therefore unlawful, for example, sexual intercourse with an animal, sexual intercourse or indecent acts with a person under the age of 17, and rape. Relationship status means being or having been in a personal relationship as defined in the Relationships Act This means (a) being an adult in a couple relationship with another adult, whether of the same sex or different sex, but not being married or related by family, or (b) being in a relationship that involves providing care to the other person in the relationship whether or not related by family. Such relationships may be registered under the Relationships Act 2003, but do not have to be registered in order to be protected under the Anti-Discrimination Act Same-sex and different-sex couples have equal spousal entitlements as "significant partners" in Tasmanian law and "de facto partners" in federal law. Discrimination because a person is in a same-sex or heterosexual de facto relationship is unlawful under the Tasmanian Anti- Discrimination Act. Transgender is a general term applying to individuals whose gender identity and experience does not match dominant cultural expectations about what it means to be male or female. This includes a person whose gender identity does not match (according to cultural beliefs) their physical / biological sex assigned at birth. Homophobia is any action, attitude, or behaviour that has the potential to limit same sex attracted people because of their sexuality. of Education s website to ensure this version is the most recent (Version 2.0). Page 14
15 Transphobia is any action, attitude, or behaviour that has the potential to limit people because of their gender identity. Intersex means the status of having physical, hormonal or genetic features that are: (a) neither wholly female nor wholly male; or (b) a combination of female and male features; or (c) neither male nor female. of Education s website to ensure this version is the most recent (Version 2.0). Page 15
16 Appendix 2 Relevant legislation 1. Tasmanian Anti-Discrimination Act 1998 Under this Act it is against the law to discriminate in education and training on the basis of (among other things) a person s: gender sexual orientation transgender status lawful sexual activity relationship status. It is also against the law to discriminate against a person because of the gender, sexual orientation, transgender status or lawful sexual activity of someone they associate with. This includes discrimination because a person is believed to have a particular gender, sexual orientation, be transgender or engage in a particular lawful sexual activity. It is also against the law to incite hatred, serious contempt or severe ridicule of a person because of their sexual orientation or transgender status, or to act in a way that is offensive, humiliating, ridiculing, intimidating or insulting because of a person s gender. There are no exceptions to the obligation not to discriminate or incite hatred on the grounds of sexual orientation or transgender status. Schools and colleges have a legal obligation to include the needs of all students within their policies, codes of conduct, curriculum, learning and teaching, student services, organisation and ethos. 2. Tasmanian State Service Act 2000 The State Service Principles establish standards for personal behaviour and for the conduct of relationships with the Government and Parliament, within State Service workplaces, and with the Tasmanian community (section 7, State Service Act 2000). A Head of Agency is to develop and implement a workplace diversity program to assist in giving effect to the State Service Principles (section 34(1)(h), State Service Act 2000). The purpose of State Service Commissioner s Direction No. 3 Workplace Diversity (CD3) is to assist all State Service Agencies in making arrangements to provide for a State Service that is free from discrimination and harassment and that utilises the diversity of the community it serves in accordance with the State Service Principles. CD3 is not just concerned with measures to eliminate employment-related disadvantage. It also requires State Service officers and employees to take reasonable steps to prevent discrimination in the activities of the Agency. As such it applies to not only the way in which staff members of educational institutions are treated, but to how services are provided by those educational institutions. It means that staff members need to ensure they do not discriminate against students, volunteers, family members and members of the broader community and ensure they treat them with respect, irrespective of their personal circumstances or characteristics. of Education s website to ensure this version is the most recent (Version 2.0). Page 16
17 3. Tasmanian Workplace Health and Safety Act 1995 The Workplace Health and Safety Act 1995 establishes general health and safety duties that are expected of persons at Tasmanian workplaces. The Act does not specifically refer to bullying but the issue is covered under the general duty of care provisions within the Act. Employers have a general duty of care under section 9 of the Act to ensure that employees while at work are safe from injury and free from risks to their health. This means they must not bully their employees (or other persons at their workplace). They must also take reasonable steps to ensure that bullying doesn t occur in workplaces under their control. They can do this through training their employees in appropriate workplace behaviour and also establishing policies and procedures for dealing with complaints. This means that employers must ensure that they are providing an environment free from bullying or other conduct that could damage a person s health or wellbeing, whether that person is an employee, a student, a volunteer, a student s family member, a member of the broader community or beyond. Employees also have a duty under section 16 to take reasonable care for the health and safety of other persons in the workplace. This means that staff members must not bully or treat co-workers or others at the workplace, including students, family members and other community members coming into the education environment, in ways that could damage their health and wellbeing. 4. Tasmanian Relationships Act 2003 Under this Act a legally-recognised personal relationship can be a significant relationship (a different-sex or same-sex relationship), or a caring relationship (a companionate or familial relationship). Such relationships have virtually the same rights and entitlements as marriages in state and federal law, including in areas such as next-of-kin, superannuation, insurance, compensation, public sector entitlements, and state licenses and taxes. In the area of parenting, and in federal law, caring relationships are not recognised. They may be recognised and certified by a Deed of Relationship but they can also be deemed to legally exist without a Deed. The Relationships Act recognises overseas same-sex marriages and overseas and interstate civil partnerships as Deeds of Relationship. In Tasmania, discrimination on the grounds of "relationship status", that is the presence or absence of a legally-recognised relationship, or the type of such relationship, is unlawful. 5. Commonwealth Same-Sex Relationships Act 2008 Under this Act, the existing definition of "de facto relationship" was expanded to include de facto samesex relationships. This applies in all areas of federal law including superannuation, immigration, health care, public sector entitlements and family law. of Education s website to ensure this version is the most recent (Version 2.0). Page 17
18 Australian same-sex Deeds of Relationships are recognised in federal law but overseas same-sex marriages generally are not. These guidelines have been developed by the Department of Education Gay, Lesbian, Bisexual, Transgender and Intersex (GLBTI) Issues in Education Strategic Working Group in consultation with the Office of the Tasmanian Anti-Discrimination Commissioner. These guidelines are based on an original concept developed by the Victorian Department of Education and Childhood Development. Used with permission. Authorised by: Colin Pettit Position of authorising person: Secretary Date authorised: November 2012 Developed by: Strategic Policy and Performance Date of last review: November 2012 Date for next review: March 2013 This document replace: No previous document of Education s website to ensure this version is the most recent (Version 2.0). Page 18
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text:
ClientFormsAuthenticationMembershipProvider.UserValidated Event
Occurs when the user is validated.
Assembly: System.Web.Extensions (in System.Web.Extensions.dll)
This event occurs only after the user is successfully validated. You can use this event to update your application to reflect the current user. For example, you can use the UserValidatedEventArgs.UserName property to display the user name in your application user interface (UI).
You can silently revalidate users by calling the ClientFormsIdentity.RevalidateUser method. Therefore, you should avoid using the UserValidated event to display intrusive UI. For example, you should not use the UserValidated event to display a welcome dialog box.
The following example code demonstrates how to use this event to display the user name in the title bar of a form.
private ClientFormsAuthenticationMembershipProvider formsMembershipProvider = (ClientFormsAuthenticationMembershipProvider) System.Web.Security.Membership.Provider; private String appName = "ClientAppServicesDemo"; private void AttachUserValidatedEventHandler() { formsMembershipProvider.UserValidated += new EventHandler<UserValidatedEventArgs>(Form1_UserValidated); } private void Form1_UserValidated(object sender, UserValidatedEventArgs e) { // Set the form's title bar to the application name and the user name. this.Text = String.Format("{0} ({1})", appName, e.UserName); }
Windows 7, Windows Vista SP1 or later, Windows XP SP3, Windows Server 2008 (Server Core not supported), Windows Server 2008 R2 (Server Core supported with SP1 or later), Windows Server 2003 SP2
The .NET Framework does not support all versions of every platform. For a list of the supported versions, see .NET Framework System Requirements.

subset: commoncrawl


text:
Obviously, you bought your Expedition because you understood you would be getting performance and unique style both rolled up into one car, truck, or SUV. It's not a regular occurrence that you find yourself in need of a replacement Valve Cover Gaskets & Seals to fix your vehicle. Your Ford dealership isn't the only place to find the best replacement parts for your Expedition. When your Ford Expedition was born, it was destined for a person with discerning taste who values long-lasting quality in their automobile.
Maintaining a clean appearance for your engine is visually rewarding and will prolong the life of the components under the hood. Ford Expedition valve cover gaskets keep oil that would normally lubricate the camshaft, rocker arms, and lifters inside the valve train rather than all over the rest of the engine. This means that the parts located in the top of your cylinder head can remain oiled and functioning properly thanks to your valve cover gaskets. The valve cover gaskets on your Ford Expedition engine should be replaced whenever the valve cover is removed since their integrity could be compromised.
When your Ford requires a top quality replacement Valve Cover Gaskets & Seals, there's no need to trust any store other than the authority, Car Parts Discount. Don't let a Valve Cover Gaskets & Seals repair spell the end of your car, truck, or SUV, and don't risk lowering its resale value by using anything but the highest quality repair parts. Trust in the value of the parts you get from carpartsdiscount.com and save time and money on all your upcoming repairs. When it comes to Ford Expedition Valve Cover Gaskets & Seals parts, you can find them for 2014, 2013, 2012, 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004, 2003, 2002, 2001, 2000, 1999, 1998, 1997 models by clicking the appropriate year below.


text:
Australia no longer part of Australia
The Senate today voted to excise the Australian mainland from the Australian migration zone.
The consequence is that asylum seekers who arrive by boat and make landfall anywhere in Australia will be processed offshore in Manus Island in PNG and Nauru.
The Coalition and the Government joined forces to pass the bill in the Senate .
It will now return to the Lower House for final approval.
- David Manne
- Coordinator and principal solicitor Refugee and Immigration Legal Centre
- Producer
- Claudette Werden


text:
Further information about this hotel will be available shortly
The hotel ofers beautifully appointed air conditioned rooms with stunning views of the Indian ocean, with a choice between those with balconies or sit outs. Guest rooms offers hot and cold water, T.V. with satellite Antenna offering three international channels and all local channels, Tea making facilities and mini bars.
Authentic Ayurveda treatments including medication and oil massages in the shade of palm trees at the hotel's Ayurvedic Center. The gym is in the same vicinity and compliments the blissful and undisturbed environment.
Choose from Western, Eastern and traditional Sri Lankan cuisine at the Buffet meals in the main restaurant or from the Ala Carte Menu at the fine dining restaurant with Bar facilities. The terrace is an unforgettable venue to dine and the meals served are on clients request.
Room Facilities:
Satellite cable TV
Internet access
Tea Coffee
Individual airconditioned


text:
"Rivers know this: there is no hurry. We shall get there some day."
fantasy art galleryenchanted foreststravel photographerfantasy landscapesEnchanted LandscapeWinnie the Pooh landscapesenchanted forest picturesSmuginProForAperture
From country8x10
"Hello Rabbit, is that you?"
"Let's pretend it isn't", said Rabbit, "and see what happens."
"Sometimes, if you stand on the bottom rail of a bridge and lean over to watch the river slipping slowly away beneath you, you will suddenly know everything there is to be known."
country wetlands printscountryside artcountry landscapefine art landscapeWinnie the Pooh landscapeslandscapes photographers landscape prints
So they went off together. But wherever they go, and whatever happens to them on the way, in that enchanted place on the top of the forest a little boy and his bear will always be playing.
fantasy art galleryenchanted foreststravel photographerfantasy landscapesEnchanted LandscapeWinnie the Pooh landscapesenchanted forest pictures
"I shouldn't be surprised if it hailed a good deal tomorrow", Eeyore was saying. "Blizzards and what-not. Being fine today doesn't mean anything. It has no sig - what's that word? Well, it has none of that. It's just a small piece of wheather."
"You can't stay in your corner of the Forest waiting for others to come to you. You have to go to them sometimes."
"If ever there is tomorrow when we're not together.. there is something you must always remember. you are braver than you believe, stronger than you seem, and smarter than you think. but the most important thing is, even if we're apart.. i'll always be with you."
From country2-1
"I'm not going to do nothing anymore."
"Never again?"
"Well, not so much. They don't let you."
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From country square
Lucky we know the forest so well, or we might get lost," said Rabbit half an hour later, and he gave the careless laugh which you give when you know the Forest so well that you can't get lost.
fantasy art galleryfantasy landscapesenchanted forest picturesenchanted forestsEnchanted LandscapeWinnie the Pooh landscapestravel photographer
Kanga said to Roo, "Drink up your milk first, dear, and talk afterwards." So Roo, who was drinking his milk, tried to say that he could do both at once . . . and had to be patted on the back and dried for quite a long time afterwards.
From Hundred Acre Wood
Piglet took Pooh's arm, in case Pooh was frightened.
Pooh said good-bye affectionately to his fourteen pots of honey, and hoped they were fifteen; and he and Rabbit went out into the Forest.
"It is hard to be brave," said Piglet, sniffing slightly, "when you're only a Very Small Animal."
Enchanted Landscapefantasy landscapesfantasy art galleryAlice in Wonderland printfaerie realmWinnie the Pooh landscapestravel photographer
Copyright 2015 Todd Atteberry. All Rights Reserved
Designed by Green Man Design Studio. Website design for photographers.


text:
Dark Sensation Answers
Dark Sensation Answers
Important Facts About Product
An instant dose of color helps prevent streaks and patches
Nice dark colors sets in about three hours
Ideal for all skin types
Promotes hydration
A deep dark tan for face and body
Organic sugar based formula
Works Fast
Before And After Sunless Tanning Photo
How To Apply Sunless Tanning Video
Dark Sensation Answers
Dark Sensation Answers The Prayers Of People Too Busy To Lie In The SunIt is vital deal with the advantages of self-tanning and self-tanning product. Dark sensation answers the questions of many models and upcoming celebrities. This article will deal with the advantages of self-tanning and self-tanning product. You will learn how to apply the self-tan product and what to do before you apply the product.
One of the biggest advantages of self-tanning is the fact that it is quick and easy to do. In today's rushed world people do not really have the time to lie and soak up the rays of the sun in order to get the nice brown bronze color of the skin. The easiest and quickest way to get this result is to grab a can of spray-tan or self-tan lotion, spray or rub it on the desired parts of your body, wait a while and see the results.
Another advantage is the fact that you cannot get sunburned or sunstroke. Using the spray tan or self-tan lotion you get the tanned color of being in the sun. The worst that can happen with the self-tanning procedure that you choose is that eventually it will fade, but then you just do the procedure again.
When you tan in the sun, the UV rays of the sun can cause cancer. Self-tanning products encourages people more and more to avoid the rays of the sun. So by using the self-tan products will also help you getting the same result but by decreasing your chances of getting skin cancer as you spend less time in the sun.
When using self-tan products you need to bear in mind that there are different shades and tones. It can be very tricky to get the right tone or shade that will suit your skin tone. If you go for a tone that is too dark it might even come out yellow on your skin.
So to avoid this, first get a tinted formula. This will allow you to see where you apply it and you will be able to see if it is the right shade for your skin tone. This will apply for both the self-tan lotion as well as the spray.
Also a very important thing to remember when you are planning to use a self-tan product is exfoliation. If you want to apply the product to your legs, first make sure that you shave your legs. Then use exfoliating gloves of special formulated exfoliating soap and make sure you exfoliate your legs.
This will remove all the dead skin cells from your legs. This will also ensure that the self-tan product will last a little bit longer. Once you have done all of the above mentioned then you apply the self-tan product.
If you are using self-tan lotion then you apply it in long streaks and do not rub it in like you would with normal moisturizer. If you use self-tan spray, then you apply that with long sprays down the leg as well. Try to avoid an excess of the product as the will make it run.
After applying the product, make sure that there are no streaks and no missed spots. No you are ready to face the world with the best looking legs. You avoided the sun, and the chance of getting skin cancer, and you have the same results.
Important Info Sun Laboratories Self Tanner
Watch the Sun Labs medium review and find out the benefits of using self tanning products at home. Order the best Sun Laboratories dark susation UK has to offer from us today!
Here are Some Product Reviews
5 out of 5
Smells great! from pomona, NY
I was weary of trying out this product at first...however I am glad I did. It smells AMAZING. Dries very quickly. It WILL stain your hands, but you can scrub your palms with pumice after if not wearing gloves. It's a nice even application with minimal streaking after day 2 and 3 (like most products) Review posted 7/7/2012.
5 out of 5
great self tanner! from Shenandoah junction, WV Verified Purchaser
love the almond scent, non streaking and the color is a beautiful brown, not orange like some other self tanners I have tried in the past. Review posted 7/10/2011.
5 out of 5
The best self tanner i have ever used!' MM from Flagstaff, AZ Verified Purchaser
The Sun self tanning lotion is the best self tanner i have ever used. It has a beatiful golden color and does not strek. it look like a natural tan! Review posted 1/28/2011.
5 out of 5
Very believable color - without streaks or funny smell! from Glastonbury, CT Verified Purchaser
This is the best self tanner I ever used. The color looks totally natural - brown, not the orange look I've had from virtually every other tanner. The brown color guide helps a lot, so there is not streaking whatsoever. My best advice would be to keep washing your hands frequently as you apply the tanner. The first time I used it, I didn't wash my hands until the end and it took me literally ten minutes to get all the rubbed in color off my hands. I also needed to use a pumice. But the good news is my palms had no hint of color on them in the morning, so the pumice idea is actually great. Review posted 6/25/2012.
5 out of 5/Superb color from Jackson, NJ Verified Purchaser/This product definitely gets it right on three major counts - great color, looks absolutely natural without the orange-y, rusty cast just about all other self tanners give me, and I've tried a number of them from the highest to lowest end. Amazingly, it has absolutely zero self tanner smell, from the time you put it on through the entire 'baking' process. I can't imagine how they managed this as there is no heavy masking scent either, just a very light hint of almond. Next, it does not streak or leave 'hard' edges as some tanners can when you go too dark and see the line of demarcation between the color and your actual skin tone. The price is great too. So why three stars?9.11/2012
5 out of 5
For all its great attributes, it is a COLOSSAL MESS to use. It is like slathering yourself in mud. In first applying it I felt terrified about the results as it goes on extremely dark and with big streaks everywhere, but it turns out you really don't have to worry about those. And don't think you can slop this on and then go about your business for the day. It is called Overnight for a good reason. You can't do anything else except put on some old jimmies and go to bed until the process is however.8/11/2012
Ingredients Lists: Sun Laboratories Self-Tanning Foam
Water (Aqua), Dihydroxyacetone, Ethoxydiglycol, Pentylene Glycol, Glycerin, Decyl Glucoside, PPG-5-Ceteth-20, Aloe Barbadensis Leaf Juice, Cetyl Hydroxyethylcellulose, Potassium Sorbate, Phenoxyethanol, Sodium Bisulfite, Citric Acid, Fragrance (Parfum), Benzyl Salicylate, Cinnamal, Cinnamyl Alcohol, Citronellol, Eugenol, Alpha-Isomethyl Ionone, Geraniol, Hexyl Cinnamal, Hydroxycitronellal, Isoeugenol, Butylphenyl , Linalool, Hydroxyisohexyl 3-Cyclohexene Carboxaldehyde, Caramel, Yellow 6 (CI 15985), Red 40 (CI 16035), Blue 1 (CI 42090).
Directions: Sun Laboratories Self-Tanning Foam
Exfoliate SUN LABS Body Polish before moisturizing dry areas thoroughly with SUN LABS Body Moisturizer. Pump Foam tanning into palm and sweep from top to toe. Once you've got even coverage wait for 60 seconds before getting dressed. Then try not to get wet or sweat for at least 4 hours. Finally, shower off. To maintain, re-apply a couple of times a week, nourish daily with Sun Labs Body Moisturizer & smooth with regular exfoliation for ultimate results.


text:
Maramataha River
From Wikipedia, the free encyclopedia
|Maramataha River
|New Zealand
|Basin features
|River mouth
|Ongarue River
The Maramataha River is a river in the Manawatu-Wanganui Region of New Zealand. The river rises west of Lake Taupo and flows generally west to become a tributary of the Ongarue River.[1]
See also[edit]
- ^ "Place Name Detail: Maramataha River". New Zealand Geographic Placenames Database. Land Information New Zealand. Retrieved 2010-04-23.
Coordinates: 38°39′14″S 175°18′59″E / 38.653850°S 175.316268°E
|This article about a river in Manawatu-Wanganui is a stub. You can help Wikipedia by expanding it.


text:
ATLANTA - Sunday sales is back for another round.
Backers of a measure to allow Georgia stores to sell booze on the Sabbath launched a fresh push on Wednesday, arguing the state's struggling economy could use the extra revenue. They also are looking to link the bill this year with one that would crack down on those who sell alcohol to minors.
But opponents told a Senate panel the bill would represent "one more tear" in the state's moral fabric.
"The majority of our citizens still have Sunday as a day of worship, a day of rest," the Rev. Ray Newman, of the Georgia Baptist Convention, told the state Senate Regulated Industries and Utilities Committee. "It's a further encroachment on the Lord's day."
Grocery store owners say Georgia customers have been clamoring for the change.
Officials with the Kroger Co. say Sunday now is the second-busiest shopping day of the week.
Henry Colley, vice president of Sprint Foods, said for him it's a simple issue of business. Colley said his customers in East Georgia frequently cross the border into South Carolina, where stores may sell alcohol on Sundays. If Colley expands, he said he'll do so in South Carolina.
"We must maximize sales potential, and that includes alcoholic beverage sales to any legal customer," Colley said. "Local option is all we ask for; let the community decide."
The bill, sponsored by Sen. Seth Harp, a Midland Republican, would give local governments the option to permit Sunday alcohol sales. Voters in those areas would have to approve the change at the ballot box.
The Sunday sales bill has failed to win passage for the past two years. It faces opposition from Gov. Sonny Perdue, a teetotaler and Christian conservative.
Perdue has argued that Sunday sales would lead to more alcohol-fueled traffic fatalities. Supporters of the bill dispute his numbers, but the argument was heard frequently at Wednesday's hearing from Sunday sales opponents.
A day after a coalition of young Democrats and Republicans came out in favor of Sunday sales, more than a dozen young people gathered to speak out against the bill.
"The Bible for one thing says that alcohol can be harmful, and I think that's the greatest authority you can have," said 14-year-old Abby Davis of Peachtree City.
© 2017. All Rights Reserved. | Contact Us


text:
What is JotForm?
JotForm is a free online form builder which helps you create online forms without writing a single line of code. No sign-up required.
At JotForm, we want to make sure that you're getting the online form builder help that you need. Our friendly customer support team is available 24/7.
We believe that if one user has a question, there could be more users who may have the same question. This is why many of our support forum threads are public and available to be searched and viewed. If you'd like help immediately, feel free to search for a similar question, or submit your question or concern.
Can I send a prefilled form to customer?Asked by thorleifb on August 08, 2012 at 05:21 AM
If I have received a form once, and get a new order from the same customer, can i make/send a prefilled form so that the customer can make the necessary corrections e.g. adresse, phone etc?
JotForm Support
Please see the following user guides:
Prepopulating the fields to your JotForm via URL parameters
How to Make a Clickable Edit Link
How to Save Forms to Continue Later
Would any of the information in those articles be helpful in your case?
Thank you for your answer. Many good functions, but nok exactly what I look for.
This link does not work:
How to Make a Clickable Edit Link
It is probably that guide was outdated and needed to be deprecated/deleted. But, in order to give you the right assistance so that you can accomplish what you need, please open a new thread to post your inqury and we will reply to you as soon as possible.


text:
Sour Cream Enchilada Casserole
Recipe by londi
This dish takes a little extra time to prepare, but is well worth the time it takes.
Top Review by valnaples
Wow...I've been making this for years and my original recipe that I clipped out of Southern Living magazine is literally falling apart and disintegrating...so I did a search and here it is! Same exact one...my sons go wild over this! Am making it tonight but for only 2 of us, I've lightened it up with ground turkey and basically cut the recipe in half and I bake in a 9x9x2 inch pan, works great! Will reprint this now and put it in a protective sleeve...my other original one was just taped into my "keeper" 3 ring binder...thanks so much!
See Discussion:26 Reviews 1 Tweak
Ingredients Nutrition
- 1 cup water
- 2 tablespoons picante sauce, plus
- 1⁄4 cup picante sauce
- 12 corn tortillas
- 2 lbs ground beef
- 1 onion, chopped
- 1 -1 1⁄2 teaspoon salt, to taste
- 1⁄8 teaspoon pepper
- 2 teaspoons ground cumin
- 1 tablespoon chili powder
- 1 teaspoon garlic powder
- 1 can ripe olives, sliced
- 1⁄2 cup butter or 1⁄2 cup margarine
- 2 tablespoons all-purpose flour
- 1 1⁄2 cups milk
- 16 ounces sour cream
- 2 cups shredded cheddar cheese
Directions See How It's Made
- In large, shallow dish, mix water and 2 Tablespoons picante sauce.
- Place tortillas in mixture for 5 minutes, then drain.
- Brown ground beef and onion in heavy skillet, then drain.
- Stir in salt, pepper, cumin, chili powder, garlic powder, olives, and 1/4 cup picante sauce.
- Simmer meat mixture for 5 minutes.
- In heavy saucepan, melt butter over low heat.
- Add flour, stirring until smooth.
- Cook 1 minute, stirring constantly.
- Gradually stir in milk.
- Cook over medium heat, stirring constantly, until bubbly and thickened.
- Remove from heat and add sour cream, stirring until well blended.
- Place 1/2 of tortillas in a 13 x 9 x 2 inch baking dish.
- Pour 1/2 of sour cream mixture over tortillas.
- Spoon 1/2 of meat mixture evenly over sauce.
- Sprinkle 1/2 of cheese over meat mixture.
- Repeat layers with other half of ingredients.
- Bake in pre-heated 375 degree oven for 25 minutes.


text:
Ex-U.N. Commander in Rwanda Sends Warning
Gen. Romeo Dallaire, who commanded U.N. forces in Rwanda during that nation's genocide sent a letter this week to the joint United Nations-African Union forces whose task is to stabilize Darfur.
SCOTT SIMON, host:
This is WEEKEND EDITION from NPR News. I'm Scott Simon.
Coming up, autumn heat in baseball's playoff races.
But first, the commander of the U.N. African Union forces who will try to stabilize Darfur in December received what must have been a sobering warning this week.
Nigeria's General Martin Agwai received an open letter from the retired Lieutenant General Romeo Dallaire who commanded U.N. troops when the genocide began in Rwanda. General Dallaire said that General Agwai should expect to be, quote, "let down by everyone, and whom you depend for support, be that troops, funding, logistics or political engagement."
General Dallaire, of course, is now a senator in the Canadian parliament. He joins us by phone from Timmins, Ontario.
General Dallaire, thanks very much for being with us.
Lieutenant General ROMEO DALLAIRE (Retired, Canadian Army; Senator, Parliament of Canada): All right.
SIMON: What are some of the obstacles that General Agwai faces in commanding this force in Darfur?
Lt. Gen. DALLAIRE: Well, I think it comes from two major areas. One is that developed countries have demonstrated a very lackadaisical, if at all, interest in providing assets to the mission that are critical for its success. In 2004, when I was in Boston, we did an initial assessment. I estimated we needed about 40,000 troops to do the job with significant force multipliers of helicopters, attack helicopters, transport, night vision systems, unmanned vehicles - a whole bunch of things - because of the size of the terrain and the nature of the beast that they're facing.
None of those capabilities are there. On top of that, we've created a hybrid entity of the African Union and the U.N. that requires some pretty sophisticated staff work and staff officers. Again, those are not necessarily available.
SIMON: How does this work? Or how do you foresee that, alas, it may not work if the general in command on the ground has to go through both the United Nations in New York and the African Union in Addis Ababa?
Lt. Gen. DALLAIRE: You got it. I mean, where will his authority come from? And who will be the ultimate political leadership when you will have to conduct delicate and difficult operations. As an example, take on the Janjaweed. As an example, take on some of the rebel forces.
SIMON: What could make this force work, General Dallaire?
Lt. Gen. DALLAIRE: What could make this force work, in my mind, is we take the determination of the leading powers in the efforts, let's say, in Afghanistan. We take the determination that the Americans have demonstrated in Iraq. We take the nascent regional capability that's the European Union. And we then put them around the table with the Arab League and with the Muslim leadership. And we'd lock the door and don't let them out until they come up with a solution.
The fiddling behind the scenes of some not wanting to play, like the Arab League and the Muslim community, of the developing world, picking and choosing where it wants to go and is ready to throw some cash at the problem and hopefully it disappear. Like Darfur, as we've seen in the last four years, even though the Americans have called it a genocide and not responded to it. And the ultimate inability of the political will in the world to recognize that they all signed up in September 2005 to a new concept that holds them accountable. And that concept was the concept of the responsibility to protect that says that if a country massively abuses the human rights of its people or can't stop it, we have a responsibility to go in and help sort it out. And so they backed off from that. And that to me is just as bad as Rwanda was.
SIMON: Retired Lieutenant General Romeo Dallaire, who commanded United Nations troops in Rwanda. He's now a senator in the Canadian Parliament.
Thanks very much for being with us, General.
Lt. Gen. DALLAIRE: Yes. But remain optimistic. We will, one day - it might take a couple of centuries - but we will bring a solution about.
Copyright © 2007 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.
NPR transcripts are created on a rush deadline by Verb8tm, Inc., an NPR contractor, and produced using a proprietary transcription process developed with NPR. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR's programming is the audio record.


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