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On the basis of the comments received, the Secretariat transmitted Canada’s proposed correction to the English and French language versions of entry B1030 in Annex IX to the Depositary for its action. (...) Accordingly, the Depositary considered that the change proposed by Canada to the English and French versions of B1030 had a different substantive UNEP/CHW.9/24 4 meaning from the existing wording and with other language versions of the Convention2 and, thus, appeared to be an amendment, not a correction. 11. On this basis, the Depositary advised that if the Parties agree, the proposed changes should then be made, for all authentic language versions, using the amendment procedures under article 18 of the Convention. 2 The Depositary considered the Spanish language version of this entry.

Under agenda item 4, several delegations provided inputs on the four brief documents of the second World Ocean Assessment. Revised versions of the four briefs were circulated on 17 June 2022 and received further inputs from several delegations. The final versions of the four brief documents were circulated on 5 August 2022 and then endorsed under silence procedure on 12 August 2022.

The Secretariat has sought to raise funds to have these comments incorporated into all language versions; however, as yet, funds have not been forthcoming (...) • The Secretariat has had the English version of the Training Manual designed by a graphic designer, and has sought to raise funds to have the other language versions similarly designed and to have all language versions published and printed for wide dissemination.

Israeli Ministry of Education (MoE) and Jerusalem Municipality schools: Using a distorted version of the Palestinian curriculum, these schools are fully and directly managed by the Israeli MoE and Jerusalem Municipality with a total of 70 Israeli schools serving 37,494 students. 4. (...) Recently, the Israeli occupying authorities have reprinted and distributed distorted versions of Palestinian schoolbooks to Arab schools under the supervision of the Israeli Jerusalem Municipality and MoE. A close look at these forged versions shows that all Palestinian textbooks published by the Palestinian MoEHE’s Curriculum Development Centre have been misrepresented.

ST/SG/AC.10/30/Rev.5/Corr.1 Original: English (This corrigendum does not apply to the French and Spanish versions) GE.15-07191 (C) 260515 270515  《全球化学品统一分类标签制度》(全球统一制度) 更正 注：对《全球化学品统一分类和标签制度》第五修订版的更正，也通过英特网在联 合国欧洲经济委员会的以下网址公布：http://www.unece.org/trans/danger/danger.htm 第 2.14章，表 2.14.1，第三栏，标题 将“使用 O.1的判据”改为“使用 O.3的判据” 第 2.14章，判定逻辑 关于第 2 类的文字框，“或中值燃烧速率大于……的中值燃烧速率”一语(中文 无需改动――译注) 附件 3，第 2节，表 A3.2.2，防范说明 P210，第(4)栏 将“氧化性固体”(第 2.14章)中的“A、B、C、D、E、F型”改为“1、2、3” 将“有机过氧化物(第 2.15章)”中的“1、2、3”改为“A、B、C、D、E、F型” 附件 3，第 2节，表 A3.2.2，防范说明 P280，第(3)栏 “严重眼损伤”(中文无需改动――译注) 附件 3，第 2 节，表 A3.2.3，防范说明 P305、P310、P338、P351 和 P305+P351+P338，第(3)栏 “严重眼损伤”(中文无需改动—译注) Corrigendum Ref.

.: E.07.II.E.5 (ST/SG/AC.10/30/Rev.2) May 2009 New York and Geneva (PTO) ST/SG/AC.10/30/Rev.2/Corr.2 CHINESE Original: ENGLISH (Corrigendum 2 does not apply to the French and Spanish versions) GE. 09-21941 (C) 280509 180609 《全球化学品统一分类标签制度》 更 正 注：对《全球化学品统一分类和标签制度》第二修订版的更正，也通过英特网在 联合国欧洲经济委员会的以下网址公布：http://www.unece.org/trans/danger/danger.htm 1.

Measures could include translation into appropriate languages and distribution of popularized versions of the [most recent report of the] Intergovernmental Panel on Climate Change [Fourth Assessment Report] and other key documents on climate change; (q) Seek input and public participation, including participation by youth and other groups, particularly women’s groups, in the formulation and implementation of efforts to address climate change and encourage the involvement and participation of representatives of all stakeholders and major groups in the climate change negotiation process; FCCC/SBI/2012/L.26 10 GE.12-70770 (r) Foster the participation of all stakeholders in the implementation of Article 6 of the Convention and invite them to report on the implementation of activities. (...) Measures could include translation into appropriate languages and distribution of popularized versions of key documents on climate change, including assessment reports and other reports by the Intergovernmental Panel on Climate Change; (c) Benefit from new technologies, especially from social networks, in order to integrate these into Article 6 strategies; Messages and activities (a) Promote and enhance the inclusion of climate change in school curricula at all levels and across disciplines.

Usually, two different versions are side by side on the bookshelf, with divergent facts and explanations. (...) There is a common curriculum for history but few schoolchildren learn contradictory versions of history, reasons for divergent facts and conflicting interpretations. (...) And yet, it would be easy to collate different versions of that shared history, it is abundantly written up and documented.

The Secretariat wishes to notify that the proceedings of the adoption of the draft report on the State of Qatar at the 18 th meeting of the 33rd session of the Working Group have been recorded and are available at: http://webtv.un.org/meetings-events/human-rights-council/watch/qatar-upr- adoption-33rd-session-of-universal-periodic-review-/6038127276001/?term= Both versions of the report, as distributed and as adopted, are available on the UPR Extranet: https://extranet.ohchr.org/sites/upr/Sessions/33session/Qatar/Pages/default.aspx The Secretariat of the Universal Periodic Review of the Human Rights Council avails itself of this opportunity to renew to the Permanent Mission of the State of Qatar to the United Nations Office and other international organizations in Geneva the assurances of its highest consideration.

The Guidelines as adopted by the meeting, together with a Report on the Meeting, were in the process of being transmitted to the February-March 2004 session of the ILO Governing Body for endorsement. This would include versions in Spanish and French. A priority was, however, to translate the Guidelines into the languages of the countries where shipbreaking was done: Bengali, Chinese, Hindu, Urdu and Turkish.