164. sc css rolling toolbox 2016 01 14 web viewconsultant-researched reports have been generated for...

Save the Children'sComprehensive School Safety – Rolling Tool Box

to support our collaborative, flexible, and iterative approach

forEducation Safe From Disasters in Asia and the Pacific

Community-Of-Practice

as of Jan 15 2016please send information for additions and changes to:

[email protected] and [email protected]

Section 1: Roadmap SupportSection 2: CSS Common, Flexible Approach: Tool Box - Rolling and Iterative

• Publication: in use (available for public distribution in electronic and/or hard copy format)• SC Source: Proprietary resource, ready for adaptation to context, and implementation• SC Source: Proprietary Resource for internal circulation and resource only• SC: In Development, or Need identified:

1. ESD Roadmap SupportCurrent location

Status

Source:Save the Education Safe from Disasters: Risk Reduction and

[Temp DropBox:

Ready to apply to

1

Children

Resilience in Education: Results for Save the Children Country Programs, Annual Plans and Strategic Development This Annex A of ESD strategy covers suggested 6 Results along with associated outputs, measures, and quality indicators:Result 1: (CSS Pillar 1): Safe Learning Facilities 100% of projects involving school refurbishment, retrofit, reconstruction or construction include sufficient technical oversight to assure ‘life safety’ construction performance standard, ensuring that we ‘do no harmResult 2 (CSS Pillar 2): School Disaster Management 20% annual growth of trained duty bearers in school disaster management and planning for educational continuity in education programs.Result 3 (CSS Pillar 3): Risk Reduction & Resilience Education 80% children targeted in our education programs have access to some form of knowledge and / or information on risk and risk reduction options.Result 4: Leadership 80% of education program leads demonstrate understanding and application of the Comprehensive School Safety Framework.Result 5: Analysis 70% of Country education strategies and programs have been informed by child-centered risk analysisResult 6: Funding and growth 50% increase in funding available for DRR and education and / or EiE programing

SCI AP ESD CSS Binders/Roadmap Resources]

country programs, annual plans and strategic development

Source:Save the Children

DRR in Education Discussion Doc:• Briefing Package on EiE and Comprehensive School Safety: Lessons Learned from the EiE Capacity-Building Program in Asia-Pacific 2011-2013 (Aug. 2014)• Risk Reduction and Resilience: Bridging Development and Humanitarian Assistance in the Education Sector - Discussion Paper (Aug, 2014)Table compares EiE and CSS in Development in terms of where, when, what, who, how, and key responsibilities, before, during and

" Useful for background and discussion

2

after. • Education Sector Snapshot for CSS and EiE Template (old version)


Save the Children Practitioner Guidelines on the Integration of DRR and CCA into Sector-Based Programs: How to Integrate DRR and CCA into Education(13 p. excerpt from larger document)

"

Useful for background and orientation and professional development


Disaster Risk Reduction in the Education Sector - Save the Children's Experience in Asia: Preparing for the Post-2015 Agenda (13p)Summarizes our experience 2007-2013.

" practitioners


Basic Ed QLE tool (2013) Integration of CSS is highlighted throughout

EiE QLE and ECCD QLE - Integration "

Useful for QLE users.Expansion/revision planned for 2016 Q1

2. CSS Common, Flexible Approach: Tool Box Rolling & Iterative

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1. Policy, Planning & Advocacy Tools & Evidence Base

Current location

Status

Source: GADRRRES

Comprehensive School Safety Framework (March 2015)

Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector. March 2015. 6p. http://preventionweb.net/go/31059

This global framework takes and all-hazards approach, bridging development and humanitarian action in the education sector. It outlines four child-rights-based goals and three key responsibilities associated with the pillars of comprehensive school safety: 1. Safe School Facilities 2. School Disaster Management and 3. Risk Reduction Education. It also provides strategic goals and priorities for the education sector aligned with the Sendai Framework for Disaster Risk Reduction. Translated into several languages incl. Lao, Bahasa, Chinese, Spanish

http://preventionweb.net/go/31059

GADRRRES will revise in 2016, with minor changes to refer to SFDRR and SDGs and make all hazards (incl. social cohesion/conflict clearer)

Source:ASSI, AADMER

ASEAN Common Framework for Comprehensive School Safety (2016)

Based on CSS Framework, operationalized and contextualized for ASEAN region.

Forthcoming, 2016 Q1

SC CSS Strategic Planning Toolkit (2014).

This toolkit contains seven items to organize and guide national level strategic planning for CSS:

[Temp DropBox: SCI AP ESD CSS Binders/Co

Internal M.word doc

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Source: Save the Children

#1 Process Guide#2 Stakeholder Analysis#3 Questions to Promote Integration of Risk Reduction into Ongoing Education Sector Development#4 CSS Programs, Projects, and Activities Mapping Form#5 Scoping and Priority-Setting#6 Capacity Indicators & Capacity Development Planning#7 Inclusion Considerations for Disability, Gender, Language & Cultural Minorities, Out-of-School Children

mmon Approach Tool Box/CSS ]


CSS Overview Presentation (ppt)

This is a 60-minute presentation for face-to-face training. Content

For internal use and translation

English: 1st Q 2016

Source: Save the

Children with Deakin Univ.

Online Lesson: Introduction to CSS.

This is a 60-90 minute online self-study lesson intended to provide an introduction to CSS for all professional audiences (in preparation in English, for 4th Q 2015)

Will be for external use and translation

English: 1st Q 2016


CSS Roles and Responsibilities – Sample ToRs for Education Sector RRR Focal Points Brief guidance

Internal M.word doc

1st Q 2016

Children’s Charter for Disaster Risk Reductionhttp://preventionweb.net/go/19894


Tools for implementation of consultatio

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http://ww.preventionweb.net/go/19894

Source: Children in a Changing

Climate

The Children’s Charter was developed by children, who were asked about the impacts of disasters on their lives, the networks that exist in their communities to tackle disasters and their priorities for DRR going forward. This abbreviated version presents five points selected based on the priorities identified by children themselves, grouped together according to the most common themes. It aims to raise awareness of the need to put children at the heart of efforts to prepare for disasters before they strike, and calls for stronger commitment from governments, donors and agencies to take appropriate steps to protect children and utilise their energy and knowledge to engage in DRR and climate change adaptation.

ns with children also available

2. Assessment, Monitoring & Evaluation Tools

Source: GADRRRES

CSS Targets and Indicators and Concept Note for Phase Two (April 2015).

This is the product of global consultative processes with subject matter experts. The template of targets and indicators is expected to support national and sub-national education authorities to incorporate risk reduction into education sector strategies and plans, and to achieve and measure progress towards the goals of CSS. It is being used as a guide to gather baseline data for the Worldwide Initiative for School Safety (WISS). We anticipate that GADRRRES and WISS will be able to plan for the iterative testing, validation and refinement for use at national and sub-national levels, with cascading, indicative, school-based indicators, by the end of 2016.

[Temp DropBox: SCI AP ESD CSS Binders/Common Approach Tool Box/Assessment & Planning Tools]

In-use by WISS though not formally published.

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Source:Save the

Children on behalf of

Education Cluster or

DRR/Ed Task Force

Education Sector Snapshot for CSS and EIE Template (Sept. 2015)and Consultant ToRsThe format is as follows:

1. Introductory Demographics2. Education Sector Overview3. Hazards and Risks Overview4. Disaster Risk Management Overview5. Comprehensive School Safety Overview6. Pillar 1: Safe School Facilities: Policies, Practices & Programs7. Pillar 2: School Disaster Management & Educational Continuity: Policies, Practices & Programs (including Education in Emergencies)8. Pillar 3: Risk Reduction and Resilience in Education: Policies, Practices & Programs9. Targets and Indicators for CSS10. Appendices include:

National Hazard Map(s); Education Cluster/Working Group/Task Force ToRs, Workplan and Roster; Progress towards CSS Targets and Indicators; Sub-national school facilities and enrollment statistics; National Contingency Plans; Programs Projects and Activities Mapping; EiE Provisions and Stockpiles; EiE Suppliers and Framework Agreements; EFA Global Monitoring Statistics.

[Temp DropBox: SCI AP ESD CSS Binders/Common Approach Tool Box/Assessment & Planning Tools]

Education Sector Snapshot for CSS and EiE Consultant-researched reports have been generated for more than 15 countries as a baseline for understanding policies, programs and practices in both risk assessment as well as all three pillars of school safety. The Snapshot template includes available targets

GEC and

[Template only: DropBox:

New ones coming online

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and indicators. It is intended to be updated by the national education authority, in collaboration with education sector development stakeholders. This serves as orientation for stakeholders and reference for humanitarian response.

SCI AP ESD CSS Binders/Common Approach Tool Box]

Education Sector Snapshots – 2013IndonesiaLao PDRMyanmarPhilippinesSolomon IslandsThailandTimor LesteVanuatuVietnam

Education Sector Snapshots – 2016BhutanNepalChinaPeruFijiSolomon IslandsVanuatu


SC CSS Assessment Tools Package (Sept 2015)

I. School-based Self Assessment This is a paper-based tool consisting of four parts:

A: School Profile and all-hazards/all-risks reviewB: Pillar 1 - Safer School FacilitiesC: Pillar 2 - School Disaster Management ChecklistD: Pillar 3 - Risk Reduction and Resilience Education Checklist

II. Post-Disaster School Rapid Disaster Impact Assessment Form III. Knowledge and Pracitces: Pre/Post Survey Resource: A) Informed Consent & Ethical Practices TemplateB) Household & Family Risk Reduction and Resilience SurveyC) Children & Youth Risk Reduction and Resilience Group Survey (includes Power point document)

[Temp DropBox: SCI AP ESD CSS Binders/Common Approach Tool Box]

School-based Self-Assessment Tablet app

Paper tool for School-based Self-Assessment will be available in Q1: 2016)

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∫

CSS Assessment Suite Introduction (ppt V.3)

Presentation explains the three linked digital applications intended for integration into EMIS (photo documentation can be included in all of these).

Presentation available Jan 2016

Source:Risk RED

CSS Assessment Suite: • CSS First Step – a crowd-sourcing app for engaging students and communities in identifying hazards and risks as they relate to their local school. E-mail is sent to responder and online visualization is available.

Smartphone based app available Jan 2016

Source: Save the

Children &Risk RED

CSS Assessment Suite: • CSS School Self-Assessment Survey / Tablet Application – a paper survey and tablet-based application for non-technical assessment by school management committee and/or visiting school officials to record hazards as well as conditions of school facilities, and practice of school disaster management and risk reduction and resilience education. Report and recommendations are returned to school, and education authorities and data can be fully searched and queried.

Android tablet based app and documentation available Jan 2016: English & Lao

2016: Fiji, Mexico

Source:UNESCO,

University of Udine

CSS Assessment Suite: • VISUS CSS is a visual inspection by trained surveyors for a light technical Pillar 1 assessment. A paper/digital PDF survey (and in the future, tablet-based application) for rapid visual screening of school facilities by trained engineers and technicians. Initially developed in paper format, will transition to tablet application.

Multi-hazard paper version piloted in Lao, Indonesia

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2. Safer School Facilities

Source:GFDRR, Save the

Children, UNESCO, Arup,

Risk RED

Towards Safer School Construction: A Community-Based Approach (2015). 104p.http://preventionweb.net/go/45179

This publication synthesizes the lessons from past community-based school construction programs and projects around the globe. It provides guidance for engaging communities in mobilisation, planning, design, construction and post-construction maintenance of safer schools. The approach seeks to achieve the twin goals of safer schools and more resilient communities. It treats school construction as a community learning opportunity to better understand risks, collectively commit to safety, and to learn and apply strategies for safer construction.


Complete

There is also a brochure version.

Videos to support this, coming in 2016.


School Maintenance Checklist:

Checklist provides indicative daily, weekly, monthly, seasonal, and annual school maintenance tasks

See PSDM Package (included with planning forms)

Ready for adaptation and implementation

Source: Save the

Children & Risk RED

Structural Awareness Activity Cards SetThese activity cards complement the Towards Safer School Construction guidance, with right and wrong examples and explanations for the sta

2016 Q1: SC (generic) Risk RED (Nepal)

Source:UNICEF

Water Sanitation an Hygiene (WASH) in Schools: a companion to the Child Friendly Schools Manual

http://www.wsscc.org/sites/default/files/publications/

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unicef_washschools_monitoringpackage_2011.pdf

http://www.unicef.org/wash/schools/washinschools_53115.html andhttp://www.unicef.org/wash/schools/files/rch_cta_advocacypack_2010.pdf

3. School Disaster Management

Source:Save the

SDM Framework ToolsThe focus is on providing a structured approach to operationalizing and institutionalizing best practices for capacity development, scalability and sustainabilityPart 1: Background, the scope and key responsibilities identified in the CSS framework are identified at national, sub-national, and school levels, in the areas of: policies and guidance, coordination mechanisms, capacity development, ongoing assessment of hazards, vulnerabilities and capacities, inclusion and outreach, physical, environmental and socio-cultural risk reduction, response preparedness, educational continuity planning and implementation, and monitoring and evaluation. Approaches to school disaster management and lessons learned over the past decade are reviewed.Part 2: Programmatic Recommendations begins with background explaining

[Temp DropBox: SCI AP ESD CSS Binders/Common Approach Tool Box/Pillar 2 School DM Tools]

for internal use only

Resource for program design and development

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Children the rationale for GADRRR-ES involvement, as a global alliance working together to support the implementation of the CSS Framework. Four guiding principles are as the common foundation for this work: (1) strong government ownership, (2) provision of a menu of interventions, (3) reaching scale, and (4) coordination and partnership.

Component 1: Creating an Enabling Institutional and Policy Environment for School Disaster Management Component 2: Designing a Capacity-Development Strategy and Begin Implementation at ScaleComponent 3: Fast-track for Improving Educational Continuity PlanningComponent 4: Monitoring Progress on Comprehensive School Safety


Source:ASSI

SCA Participatory School Disaster Management Materials (May 2015).

Participatory School Disaster Management Handbook Template Participatory School Disaster Management Plan (Planning

Forms) Template Participatory School Disaster Management Children's Activities Participatory School Disaster Management Training Resource

Presentation consisting of about 150 slides to support training.

These serve as primary resources for RR&R focal points at school and sub-national levels.

The following materials are based on and extracted from or created to supplement these materials:• Emergency Decision Tree and Standard Operating Procedures• Sample Post-Disaster Function Division of Labor

[Temp DropBox: SCI AP ESD CSS Binders/Common Approach Tool Box/Pillar 2 School DM Tools]

Adapted and substantially adopted, as regional resource for ASSI

Adapted for Lao, VTU, PHL.

PHL has developed training modules.

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Introduction to PSDM: Online Lesson

Standard Operating Procedures Video - VanuatuStandard Operating Procedures Video - Lao

Standard Operating Procedures Video Scripts One documentary, one dramatic style

School-based Hazards / School-based Mitigation Project Classification

SDM Flipchart - VanuatuSDM Flipchart - Fiji

Ready for adaptation

Revised EiE Harmonized Training PackageRevised modules 0-7, 18, + case studyCompletion of revision is needed

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for Global Education

Cluster Consultation

Limited Use of Schools as Temporary Shelters and Collective Centers - Draft Principles for Global Consultation 6p.The four principles are:Principle 1: Minimize the use of schools as temporary shelters through national disaster management policy and consistent school disaster management by planning for all other shelter options in advance of a disaster.Principle 2: Plan for schools as temporary shelters where necessary.Principle 3: Plan for, and ensure educational continuity. Principle 4: Never allow the use of schools for military purposes nor occupied by fighting forces.Key steps in operationalizing the principles are suggested.

[Temp DropBox: SCI AP ESD CSS Binders/Common Approach Tool Box/Pillar 2/LuSATS embargoed]

To be signed off by EGI, early 2016 for release via GEC and INEE for global consultation process.


Limited Use of Schools as Temporary Shelters - Draft Principles and Operational Guidance 33p.This full guidance documents includes Section I. IntroductionSection II. Guiding Framework and PrinciplesSection III. Implementation GuidanceAnnexes

[Temp DropBox: SCI AP ESD CSS Binders/Common Approach Tool Box/Pillar 2/LuSATS embargoed]

Operational Guidance needs light revision to synchronize with Draft Principles, upon approval.


Terms of Reference for Education Sector DRM Focal Points at national, sub-national and school-based focal points.This will be a simple generic model <3 p.

2016 Q1PHL Dep Ed national policies and orders

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Source:INEE

Minimum Standards for Education: Preparedness, Response, Recovery, 2nd Edition. Inter-Agency Network for Education in Emergencies. New York, NY, 2010. 78p.

The INEE Minimum Standards for Education is intended for education sector personnel, humanitarian responders and development personnel. The handbook covers Standards and Guidance Notes for five domains:1: Foundational Standards - Community Participation; Coordination; Analysis2: Access and Learning Environment - Equal Access; Protection and Well-being ; Facilities and Services3: Teaching and Learning - Curricula; Training; Professional Development and Support; Instruction and Learning Processes; Assessment of Learning Outcomes4: Teachers and Other Education Personnel - Recruitment and Selection; Conditions of Work; Support and Supervision 5: Education Policy - Law and Policy Formulation; Planning and Implementation

http://www.preventionweb.net/go/4546

Available in: English, French, Spanish, Russian, Chinese, Arabic from http://www.ineesite.org

4. Risk Reduction and Resilience Education

(& child participation)

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Source: IFRC

Public Awareness and Public Education for Disaster Risk Reduction: key messages , IFRC, 2012. Geneva. 60 p.

Public Awareness and Public Education for Disaster Risk Reduction: key messages, V.2 IFRC & Save the Children, 2016 (in development)

This volume cover approaches to public education and public awareness as well as a set of consensus-based Key Messages for household and family disaster prevention that is intended for adaptation and localization. Coverage includes:• All hazards family disaster/safety plan, and six specific hazards:• Flood • Earthquake • Wildfire • Tropical Cyclone • Pandemic • Drought


Template is available in the following 23 languages: English, French, Spanish, Arabic, Russian , Bosnian , Catalan , Croatian , Danish , Dutch , Finnish , German , Greek , Hungarian , Italian , Polish , Portuguese , Romanian , Russian , Slovenian , Ukrainian , Japanese, Korean

Public Awareness and Public Education for Disaster Risk Reduction: key messages , Second Edition, IFRC &

Joint effort seeking

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Save the Children, 2016. This edition will add guidance on how to prepare for and conduct national workshops for adaptation and adoption of key messages. It will also include specific messages to address:• Landslides/Debris flow • Volcanic eruptions • Tsunami and Storm Surges • Hailstorms • Winter Storms & Extreme Cold • Extreme Heat• Pest Infestations • Unexploded Ordinance• Chemical, Biological, Radiological & Nuclear Release Hazards • Child Safety and Protection in Emergencies• Road Safety • Water Safety

funding

PAPE KM Quick Guide to Process Facilitation

Source: IFRC and Save the Children

[Temp DropBox: SCI AP ESD CSS Binders/Common Approach Tool Box/Pillar 3]

Teachers Guide to Key Messages for Disaster Risk Reduction and Resilience, Grades 4-6


SC PHL +SCUS to use in Disney project

Disney Family Safety Activity Book


English and in translation for China, India, Peru

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Digital and for Disney printing only

Simple Checklist

Social & Behavior Change Educational Materials for RRR - Quality Review ChecklistSource: Save the Children

[Temp DropBox: SCI AP ESD CSS Binders/Common Approach Tool Box/Pillar 3]

Source: Risk RED

Adaptation and Localization – Guidelines for Development of Disaster Risk Reduction Public Education Materials, Risk RED 2008. 2p.

This brief guide is for those planning to adapt or develop educational materials for disaster risk reduction. It describes the What, Why, Who and How to go about adapting and localizing DRR educational materials in order to make best use of preceding efforts and to achieve legitimate, appropriate and high impact education, information and communication materials.


I am Safe, We are SafePublished in PHL. Ready for translation, and adaptation

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Psycho-social Support


Resilience Package

Source:No Strings Attached, Save the Children,

Plan

Tales of Disaster Videos Series of videos on risk reduction and resilience

Nice to expand to include Family Disaster Plan and School DM

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Source: Live & Learn, Vietnam

& Plan, Save the Children

ABC Climate Change

Source: Live & Learn, Vietnam

Teaching Manual on Climate Change Education

Source: Health Songs

International & Risk RED

Tuesday Tortoise on the Fast Track to Family Safety Healthsong

s Internation

aland Risk RED to provide

Available for translation, adaptation and testing

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Source: UNESCO, UNICEF

Towards a Learning Culture of Safety and Resilience, UNESCO, UNICEF, Geneva, 2014. 229p.

Towards a learning culture of safety and resilience: technical guidance for integrating disaster risk reduction in the school curriculum

This technical guidance encourages the incorporation of Education for Sustainable Development (ESD) insights and criteria into disaster risk reduction (DRR) curriculum review and development. It offers a rationale for DRR education, includes a typology of approaches for integrating DRR in the curriculum, elaborates learning outcomes, demonstrates learning and teaching approaches, showcases planning, assessment, monitoring and evaluation tools, provides case studies of noteworthy practice, advises on developing curriculum materials and gives guidance on the scaling up and mainstreaming of DRR curricula. It is intended for ministries of education, other educational jurisdictions, international and national non-governmental organizations and those in multiplier positions within education.


Source:Children in a

Changing Climate

Child-centered adaptation: realising children's rights in a changing climate (2015).

This report argues that children should be a focus of efforts to address climate change and play an active part in the decisions that shape their present and future. The report calls on governments to commit to 6 priority actions in the implementation of their climate change commitments and highlights child-centered case studies on tackling climate change from across the world.In developing countries, climate change is projected to exacerbate the top five causes of death for children under


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five. Children are the least responsible for creating climate change but will bear the brunt of its impacts.

Source:Children in a

Changing Climate

Children in a post 2015 DRR framework (2015). 12p.This policy brief proposes a simple framework for advocating for the inclusion of children’s rights, needs and priorities for risk reduction.


Disaster Risk Reduction in the School Curriculum: Case Studies from Thirty Countries, UNESCO, UNICEF Geneva, 2012. (Kagawa, F. & D. Selby)

The case studies in this report are described by an Overview. Introduction, curriculum development, integration, pedagogy, student assessment, learning outcomes, competencies, teacher professional development, guidance, policy development and implementation. References are also provided.

Source:Save the Children and

Climate Smart DRR Educational Activities DatabaseDozens of activities to be reviewed and

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other potential partners

selected for taggable, searchable database

Source:UNISDR Prevention

Web

PreventionWeb Educational Materials Collection

This database houses more than 2000 published materials on DRR education and school safety. Our aim is to enter all SC published materials on this database, and for our ESD Community-of-Practice to use 'machine-tags' to identify materials that can then be selected appropriately for various public-facing web-pages, and dynamically updated with newly added materials.

http://www.preventionweb.net/go/edumat orhttp://www.preventionweb.net/english/professional/edu-materials

Needs us to systematically enter and tag SC and consortium publications

5. Research / Evidence-base

Source:

Assessing School Safety from Disasters – A Baseline Study, UNISDR TPK&E, Geneva, 2012. 100 p

This research report reviews studies and documents produced from 2005 until 2011 on the subject of disaster impacts on the education sector, advocacy efforts. The analysis methodology is described. Sections of the document address approaches to assessment of school safety, assessment of safe school facilities, assessment of school disaster management, and assessment of DRR education in schools. Policy and advocacy recommendations include:

1. Re-focus on outcomes standards and core commitments in each of these areas

2. Align education sector indicators with HFA

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UNISDR 3. Develop and monitor policies to safeguard development investments4. Follow best practices to drive progress5. Work with and support regional and sub-regional partnerships6. Develop knowledge management tools for scaling-up7. Supporting impact research for scaling-up

Souce: Save the Children

Impact of 2012 Manila Floods on Education SectorMarla to provide

Source:Bushfire and Natural

Hazards Research Group (with SC

Australia)

Variety of recent research publicationsKevin

Ronan to provide

being compiled 2016 Q1

Source:ADPC

Impacts of Disaster on the Education Sector in Lao PDR (2008). Urban Research Institute, Ministry of Communication, Transport, Post and Construction, Government of Lao PDR. And ADPC. Bangkok, Thailand, 65p.

Impacts of Disasters on the Education Sector in Cambodia. (2008). Economic Institute of Cambodia and ADPC. Bangkok, Thailand, 58p.

These studies on impacts of disasters on the education sector in Lao PDR, Philippines and Cambodia builds an evidence-based rationale to raise awareness on integrating DRR concerns into education policies, programs and plans and to advocate for changing practices in school construction especially in incorporating disaster risk resilient features in new school construction


or


Respectful Relationships - Education in Schools (2015). http://www.educa

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Our Watch, Australia. Cara Geeson et. al. 40p. tion.vic.gov.au/school/teachers/health/pages/respectrel.aspx

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164. sc css rolling toolbox 2016 01 14 web viewconsultant-researched reports have been generated for...

Documents