Editorial Procedures

1. Overview. Please find a schematic of our publication procedures here.

2. Submission. Submission to Heliyon is online only using our editorial system EVISE®. You will be guided through the process step by step, and you will be able to track the progress of your manuscript through the system. EVISE® automatically converts the article’s source files into a single PDF, which is used in the peer review process. Please note that we will still need the source files for further processing after acceptance.

3. Article Transfer Service. Heliyon is part of  Elsevier’s Article Transfer Service. This means that you can transfer your article from any Elsevier journal to Heliyon, without the need to reformat.

4. Editor and reviewers

4.1. Suggestions. To enable speedy handling of your manuscript, we encourage you to suggest a suitable editor from our Editorial Board and to provide the names and institutional e-mail addresses of several potential referees. Note that the editor retains the sole right to decide whether or not to use the editor or reviewers you suggest.

4.2. Exclusions. You are welcome to exclude a limited number of researchers as potential editors or reviewers of your manuscript. In order to ensure a fair and rigorous peer review process we ask that you keep your exclusions to a maximum of three people. If you wish to exclude additional referees, please explain or justify your concerns – this information will be helpful for editors when deciding whether to honor your request.

5. Peer review

5.1. Manuscript checks. Our in-house editorial team will ensure that you have uploaded all necessary files in usable format and that you have provided all the information we require. If your manuscript does not meet one or more of these requirements, we will return it for further revisions.

5.2. Publishing ethics. All manuscripts submitted to Heliyon are screened using CrossCheck powered by iThenticate to identify any plagiarized content. Your study must also meet all ethical requirements as outlined in our Editorial Policies. If the manuscript does not pass either of these checks we may return it to you for further revisions, or decline consideration of your study for publication.

5.3. Editorial assessment. Once it has passed the initial checks, our editorial team will assign your manuscript to an editorial board member with relevant expertise, who will be responsible for managing the peer review process. Editorial board members as well as the Editor-in-Chief may

 

 

reject manuscripts that they deem highly unlikely to pass peer review without further consultation.

5.4. Process. Heliyon operates a single blind review process. The technical quality of the research described in the manuscript is assessed by the editorial board member and a minimum of one additional independent expert reviewer. Manuscripts transferred from another journal will be evaluated in the same way as original submissions, but the editorial board member or the Editor-in-Chief may take a decision without further consultation, if the assessments of at least two independent expert reviewers are available. The Editor-in-Chief is responsible for the final decision regarding acceptance or rejection of articles.

5.5. Confidentiality. All information contained in your manuscript and acquired during the review process will be held in the strictest confidence.

6. Decisions. Your research will be judged on technical soundness only, not on its perceived impact as

judged by editors or referees. There are three possible decisions: Accept (your study satisfies all

publication criteria), Invitation to Revise (more work is required to satisfy all criteria), and Reject

(your study fails to satisfy key criteria and it is highly unlikely that further work can address its

shortcomings). All of the following publication criteria must be fulfilled in order to be accepted for

publication:

6.1. Originality. The study reports original research and conclusions.

6.2. Data availability. All data to support the conclusions have been either provided or are otherwise

publicly available.

6.3. Statistics. All data has been analyzed with the appropriate statistical tests and these are clearly

defined.

6.4. Methods. The methods are described in sufficient detail to be replicated.

6.5. Citations. Previous work has been appropriately acknowledged.

6.6. Interpretation. The conclusions are a reasonable extension of the results.

6.7. Ethics. The study design, data presentation and writing style comply with our Editorial Policies.

7. Revisions. Whenever possible, your revised manuscript will be assessed by the original editor and, if required, by the original reviewers. We request that a response to all reviewer and editor comments is supplied alongside the revised manuscript to allow quick assessment of your revised manuscript. This document should outline in detail how each of the comments was either addressed in the revised manuscript or should provide a rebuttal to the criticism. Please note that Heliyon does not support multiple revisions, a revised manuscript will either be accepted for publication or rejected.

8. Appeals. If you believe that the editorial decision about your manuscript was based on factual errors, you can contact us by email (info@heliyon.com). Please state the manuscript number and describe in detail why you believe the decision was erroneous. Your appeal will be seen again by the handling

 

 

editor, who will revisit the previous decision in light of your comments. Please note that we do not allow multiple appeals: a second decision will be final.

9. After acceptance

9.1. Online proof correction. The corresponding author will receive an e-mail with a link to our online proofing system, which lets you annotate and correct proofs online. The environment is similar to MS Word or LaTeX depending on the file format you choose at submission. You can edit text, comment on figures/tables and answer questions that arose during the processing of your article. All instructions for proofing are provided on the online proofing site help pages. We will do everything possible to get your article published quickly and accurately, so please submit all of your corrections within 24 hours. Please check carefully before replying, as we cannot guarantee the inclusion of any subsequent corrections. Please note that we can only publish your article once we have received your proofs or notification that you are happy for us to proceed with publication as is.

9.2. Availability of the accepted article. Heliyon makes articles available online as soon as possible after acceptance, we aim to publish within 72h after receiving your proof corrections.

10. Open Access. Your article will be free for everyone to read – immediately and permanently. You keep the copyright and personal scholarly usage rights, and we’ll have the publishing and distribution rights. Once it is published, people will be able to download, copy and share your article. We provide authors with a choice of publishing under the Creative Commons licenses CC-BY and CC-BY-NC-ND. These licenses will help maximize the impact of your article, getting the most reach and use out of it. Here are the details:

10.1. Creative Commons Attribution (CC-BY): This license lets people distribute and copy your article as long as they credit you. They can create extracts, abstracts and different versions, like translations. Under this license, people can also include your article in a collective work, and mine the text and data – including for commercial purposes. All this is possible, as long as they do not claim that you endorse their adaptation, and do not damage your reputation.

10.2. Creative Commons Attribution – NonCommercial - NoDerivs Alike (CC-BY-NC-ND): This license allows people to distribute and copy your article, as long as it is not done for commercial purposes. Under this license, people cannot change or edit your article for distribution in any way. They are able to distribute and copy your article as long as they give appropriate credit (with the DOI link to the publication), provide a link to the license, and as long as they do not claim that you endorse their adaptation of your work.

11. Article Publishing Charge. Heliyon is an open access journal – everyone can read the research we publish for free. The article publishing charge (APC) that authors, their institutions or funding bodies pay covers all expenses needed to support the publication process. The APC in Heliyon is

 

 

$1250 (plus VAT or local taxes where applicable). If you or your institution cannot afford the APC, we will consider your request to waive the fee. We do this on a case-by-case basis, and we may be able to grant waivers in some instances. If you are from a country that is eligible for the Research4Life  program, we will give your application priority. Please make any requests to waive the APC upon the submission of your paper to Heliyon.

12. Copyright. Upon acceptance of an article, you will be asked to sign a publishing agreement where you will retain copyright and grant broad publishing and distribution rights to the publisher, including the right to publish the article on Elsevier's online platforms. You can refer to Elsevier’s  Copyright Guide for further information.

13. Embargo. Your paper will remain under media embargo until it is published online – until then, there cannot be any public mention of your work, including mentions in mainstream media outlets, blogs, or on social media channels. You are welcome to discuss your work with colleagues in person or at scientific conferences prior to the publication date, however we do request that authors refrain from proactively seeking press attention prior to their paper’s acceptance. Authors may begin discussing their work under the terms of our media embargo with any interested reporters once their paper has been formally accepted. For more information please refer to our Media Policies. If you have any questions regarding our embargo and media policies or if your institution plans to issue a press release, please contact press@heliyon.com.

14. Commenting. Published articles will be available for online commenting. Readers who wish to leave a comment will have to register with their name, email address and affiliation, and their names will be published alongside the comment for transparency. Comments are moderated by the editorial team to ensure they are constructive and do not contain inflammatory language.

15. Errata and Corrigenda. We will publish a correction of your article if a significant error is discovered after publication. An Erratum will be published if we introduced the error; a Corrigendum if the author introduced the error.

16. Retractions. Articles may be withdrawn, retracted, removed or replaced after publication if they contain substantial errors that cannot be corrected by publishing an Erratum or a Corrigendum, or if ethical violations come to light after publication. You can find more information in Elsevier’s  article withdrawal policies.

 

Mark Turner, Keele University

The aim of this document is to provide informal information relating to the major search engines and digital libraries that are frequently used by the software engineering research community. The details provided are particularly focussed towards the needs of evidence-based researchers performing systematic literature reviews but the details may be useful to researchers performing any form of literature survey. Where the information is available, information is provided relating to the resources indexed by each digital library or search engine, and other relevant information concerning the searching facilities provided. It is intended that this document will be updated periodically with information relating to different electronic databases or search engines, or as new information is discovered about the databases already covered.

1. Digital Libraries

The following provides details on the main digital libraries utilised by software engineering researchers, specifically IEEE Xplore, ACM Portal, and ScienceDirect.

1.1. IEEE Xplore

Firstly, it should be noted that IEEE Xplore lists search results ranked by “relevance”, where relevance is calculated by the following algorithm:

• Frequency of the search term in the full abstract/citation record

• Text length of the abstract/citation record

• For AND queries, proximity of the search terms throughout the abstract/citation record

1.1.1. Access restrictions

A list of what can be accessed by subscription level (IEEE Member, Institutional

Subscriber, or Guest) can be seen at the following URL:

http://ieeexplore.ieee.org/guide/g oview access.jsp

1.1.2. Searching

Use of the basic search facility without using field codes to direct where to search, results in the search defaulting to the field code ‘metadata’. The field code ‘metadata’ searches the following:

Document Title, Author, Publication Title, Abstract, Index Terms, Affiliation

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Therefore, the basic search does not search the full text of the indexed resources/PDF files. Full text can be searched when using the basic search facility by including ‘<in>pdfdata’ at the end of the search string. However, a login is required to search the full text of indexed articles.

Logging in allows the user to search specifying certain field codes, as outlined in Table 1:

Abstract ab

Affiliation cs

All fields metadata

Author(s) au

Catalog number ca

CODEN cn

Conference date cy

Document title ti

Editor(s) au

Full text pdfdata

Index term de

ISBN in

ISSN in

Issue number is

Issue part number pt

Meeting date cy

Part number pt

Publication name jn

Publication year pyr

Subject term de

Title ti

Volume vo

Table 1 – Field Codes available in IEEE Xplore

(http://ieeexplore.ieee.org/xplorehelp/Help_fieldcodes.html)

Logging in also allows the user to access the advanced search facility (see Figure 1):

 

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Figure 1 – Advanced Search Screen in IEEE Xplore

A complete user guide to IEEE Xplore can be accessed at the following URL: http://ieeexplore.ieee.org/guide/g oview guidepdf.jsp 

1.1.3. IEEE Computer Society Digital Library

(http://www.computer.org/portal/web/csdl/home)

The IEEE Computer Society Digital Library (CSDL) indexes journals and conferences proceedings published by the IEEE Computer Society. The list of the resources indexed by the CSDL is available at the following link: http://www.computer.org/portal/web/csdl/home 

The advanced search facility offers the ability to search particular journals by name, and also to restrict the search to only resources to which the user is subscribed (see Figure 2). It also offers similar search facilities to IEEE Xplore, such as the ability to search via a restricted set of field codes (Full Text, Title, Author, Date, ISSN/ISBN, or Exact Phrase) as well the ability to combine search phrases using Boolean operators.

 

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Figure 2 – CSDL Advanced Search Facility

A known paper, published by the IEEE Computer Society, was searched for in both the CSDL and IEEE Xplore and the paper was found in both digital libraries (Turner et al., 2003). This result indicates that the CSDL content is a sub-set of the content indexed by IEEE Xplore. Further evidence is provided by the fact that the IEEE Computer Society journals are listed under the content indexed by IEEE Xplore, for example IEEE Transactions on Software Engineering (http://ieeexplore.ieee.org/xpl/periodicals.jsp?letter=S&type=0&list=all).

The IEEE Conference Publishing Services Web site also describes how all conference publications are published in both IEEE Xplore and IEEE CSDL.

“...all CPS published conference publications are automatically included in IEEE Xplore and the IEEE Computer Society (CSDL) Digital Library.” (IEEE Computer Society CPS, 2009).

 

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1.2. ACM Portal (http://portal.acm.org/dl.cfm)

The ACM portal indexes journals and conference proceedings published by the ACM, along with selected publications from affiliated organizations. A list of publications by affiliated organizations is available:

http://portal.acm.org/browse dl.cfm?linked=1&part=affil&coll=portal&dl=ACM&CFID =65759424&CFTOKEN=68988647 

The above link provides the following details:

• ALGOL Bulletin Computer History Museum

• Computational Linguistics MIT Press

• International Journal of Network Management John Wiley & Sons, Inc.

• Journal of Computing Sciences in Colleges Consortium for Computing Sciences in Colleges

• Linux Journal Specialized Systems Consultants, Inc.

• Mobile Networks and Applications Kluwer Academic Publishers

• Personal and Ubiquitous Computing Springer-Verlag

• Proceedings of the VLDB Endowment VLDB Endowment

• The Journal of Machine Learning Research JMLR.org

• The VLDB Journal — The International Journal on Very Large Data Bases Springer-Verlag New York, Inc.

• Wireless Networks Kluwer Academic Publishers

• ACL Workshops:  ACL Workshops 

• ACL:  Annual Meeting of the ACL 

• ANLC:  Applied Natural Language Conferences 

• CASCON:  IBM Centre for Advanced Studies Conference 

• COLING:  International Conference On Computational Linguistics 

• CSCL:  Computer Support for Collaborative Learning

• EACL:  European Chapter Meeting of the ACL 

• HLT:  Human Language Technology Conference 

• ICLS:  International Conference on Learning Sciences 

• MUC:  Message Understanding Conference 

• NAACL-ANLP:  ANLP/NAACL Workshops 

• NAACL:  North American Chapter Of The Association For Computational Linguistics

• TINLAP:  Theoretical Issues In Natural Language Processing

• VLDB:  Very Large Data Bases 

In terms of searching, ACM by default searches the full text and all metadata of all indexed articles. The advanced search (Figure 3) is also available without the need to have an account.

 

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Figure 3 – ACM Advanced Search Screen

1.3. ScienceDirect (http://www.sciencedirect.com/)

ScienceDirect is a digital library that primarily indexes material published by Elsevier.

1.3.1. Indexing

ScienceDirect indexes the following:

• Over 2000 journals published by Elsevier (including Information and Software Technology).

• Plus dynamic linking to journals from around 350 Science/Technology publishers through CrossRef (http://www.crossref.org/).

A full list of titles available through ScienceDirect is available:

http://pts.sciencedirect.com/journalholdings/sd_holdings_guest.asp 

The above list can be searched to determine if ScienceDirect indexes a particular journal. Note that both Web of Science and Scopus are also able to search Elsevier journals.

1.3.2. Searching

The basic search allows for searching of the following:

- All Fields (which searches all metadata and the full text of all articles indexed) - Author

- Journal/Book title

- Volume, Issue, Page

The advanced search facility can be accessed only when logged in, which also includes Athens or institutional access. The advanced search, as shown in Figure 4, allows the user

 

6 Version 5 – January 2010

 

to search for specific terms within particular fields (‘Abstract, Title and Keywords’, Authors, Specific Author, Source Title, Title, Keywords, Abstract, References, ISBN, ISSN, Affiliation, or Full Text).

 

Figure 4 – ScienceDirect Advanced Search Screen

2. Search Engines (index multiple sources)

The following provides details about a selection of the other search facilities available which, instead of specialising in a particular publisher, instead index content from multiple digital libraries.

2.1. Web of Science (http://isiknowledge.com)

2.1.1. Searching

The basic search facility in Web of Science allows the user to search using various search terms and Boolean operators. However, the search forces the user to search in a pre¬defined list of fields and, as it only indexes content from other sources, does not allow for the searching of the full text. The field tags that can be used are as follows:

TS=Topic

TI=Title

AU=Author

GP=Group Author

ED=Editor

SO=Publication Name

PY=Year Published

CF=Conference

AD=Address

OG=Organization

SG=Suborganization

 

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SA=Street Address

CI=City

PS=Province/State

CU=Country

ZP=Zip/Postal Code

FO=Funding Agency

FG=Grant Number

FT=Funding Text

The Boolean operators that can be used are as follows:

AND

OR

NOT

SAME

The advanced search facility allows for searching using the above field tags as well as to combine them, e.g.

TS=(nanotub* SAME carbon) NOT AU=Smalley RE

It also allows for restricting the search to particular years, languages, and different document types. However, like the basic search facility, the advanced search does not appear to allow the user to search the full text of the indexed articles.

2.1.2. Indexing

Web of Science searches five databases:

• Science Citation Index Expanded

• Social Sciences Citation Index

• Arts and Humanities Citation Index

• Index Chemicus

• Current Chemical Reactions

The Science Citation Index Expanded database is of most relevance as it includes Computer Science as a discipline. The SCI-expanded database covers over 8,700 journals, and is maintained by Thomson Scientific. The computer science journals that are covered include IEEE, ACM and IET published journals. A search of the master journal list included:

IEEE Transactions on Software Engineering,

IEEE Software,

IEEE Computer

Empirical Software Engineering,

Information and Software Technology,

IET Software,

Software Practice and Experience.

 

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The master journal list for Web of Science is available, and can be searched to determine if a particular journal is indexed:

http://www.thomsonscientific.com/cgi-bin/jrnlst/jlsearch.cgi?PC=MASTER

Web of Science authorises journals for inclusion and journals can be submitted to be indexed and, if chosen, are added to the above list and included in the search.

2.2. Scopus (www.scopus.com)

Scopus is similar to Web of Science in that journals are authorised for inclusion and the engine has its own index list. Some universities have institutional access, but for those without institutional access Scopus also offers an Athens login. A full list of the journals that it indexes is available:

http://www.info.scopus.com/detail/what/titles.asp 

The list includes:

IEEE Transactions on Software Engineering,

IEEE Software

Empirical Software Engineering,

Information and Software Technology,

IET Software,

Communications of the ACM.

Similar to many other search engines, Scopus has the ability to select where to direct a search (including “All fields”, “Author”, and “References”) but as it only indexes material published elsewhere, it does not appear to have a full text search facility.

2.3. Google Scholar (http://scholar.google.co.uk/)

It is very difficult to find out exactly which journals are indexed by Google Scholar. However, it does index the ACM and IEEE databases and does not appear to include Elsevier journals (Meho & Yang, 2007). Past experience with performing SLRs has however found that there is some crossover between Google Scholar and ScienceDirect, indicating that Google Scholar does search at least some Elsevier journals.

As it is based on a standard ‘web crawler’ method of indexing (as used by Google), it is arguably more suited than the other databases for finding ‘grey literature’ (such as TRs and Masters and PhD theses).

Note that Google Scholar will return several results that are listed as [citation]. These links cannot be clicked on, as according to the Google Scholar help page: “These are articles which other scholarly articles have referred to, but which we haven't found online. A great deal of scholarly literature is still offline, and until these papers are available online, citation-only results can help researchers find as much relevant information as possible.” [Google Scholar Help, 2009].

 

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It is very difficult to determine if Google Scholar searches full text or exactly where Google scholar gets the results that are returned. As it uses the standard web crawler method, it can be assumed that it will search the full text of PDF files when available, or will search what metadata is freely available from the different indexed sources.

2.4. CiteSeer (http://citeseer.ist.psu.edu/)

CiteSeer is similar to Google Scholar or other search engines in that the indexing is done automatically via a web crawler. The crawler searches for academic publications in PDF, PS, or Microsoft Word format, with filters to remove any documents that do not meet academic standards. Documents can also be submitted for inclusion via a Web form. Links are made via citations and the references included in the indexed documents.

Therefore, it is very difficult to determine exactly what sources are included but, like Google Scholar, it will also include some ‘grey literature’ that would be not be indexed by the digital library search engines.

In terms of the search facilities, according to the help page “CiteSeer indexes the full-text of the entire articles and citations. Full Boolean, phrase and proximity search is supported.” [Citeseer Help, 2009].

Note that Citeseer appears to be in the process of being replaced by CiteseerX (http://citeseerx.ist.psu.edu/).

3. Summary

Table 2 provides a summary of the details of each search engine or digital library covered.

Digital Library (DL) or Search Engine (SE) Login

Required

(Y or N) Full text search

IEEE Xplore DL Y Y (when logged in)

ACM Portal DL Y Y (without logging in)

ScienceDirect DL Y Y (without logging in)

Web of Science SE Y (Institutional access or Athens) N

Scopus SE Y (Institutional access or Athens) N

 

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Google Scholar SE N Y (although it is assumed this is only possible when the full text is publicly available)

Citseer SE N Y (although it is assumed that this is only

possible

when the

full text is

publicly

available)

Table 2 – Summary of Digital Libraries/Search Engines

References

Citeseer help (2009): Available: http://citeseer.ist.psu.edu/citeseer.html [01/12/2009]

Google Scholar help (2009): Available

http://scholar.google.co.uk/intl/en/scholar/help.html [01/12/2009]

IEEE Computer Society Conference Publishing Services (2009), Frequently Asked Questions regarding publishing with CPS, Available: http://www.computer.org/portal/web/cscps/faq [18/01/2010]

Meho, L.I.and Yang, K. (2007) A New Era in Citation and Bibliometric Analyses: Web of Science, Scopus, and Google Scholar, Journal of the American Society for Information Science and Technology, 58(13), pp. 2105–2125.

Turner, M., Budgen, D., and Brereton, P. (2003). Turning Software into a Service, IEEE Computer, 36(10), pp. 38-44.

 

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Introduction

The Processing Procedures outlined in this document focus on specific security capabilities and features of Stacks Inc. (Stacks) and its products including Stacks, Stacks LITE and Stacks Mobile. Stacks provides secure platform services where customers have effective and manageable security to build trusted and secure web and mobile instances for their users. Stacks has a strong security culture and formal security policies, and its products have been used by enterprises over the last decade around the globe.

Security Features

Ensuring your information is safe and secure is paramount for any organization. Stacks is built to prevent the worst from happening by providing a secure CMS and application framework with robust security. Organizations around the world rely on Stacks for portals and applications, testing its security against the most stringent standards and ensuring protection against the most critical internet vulnerabilities in the world.

Procedure

1. What we collect

a. Username and email of each internal user is only collected. If batch loaded - it is the responsibility of the customer/administrator to have obtained the right to load user data on behalf of user.

2. What we control - Stacks has defined the current sources of personal data as:

a. Stacks Internal Users - Stacks has full control of data and is the owner of the data;

b. Integrated User Details - Stacks integrates data in real time via trusted services provided by other vendors. All security specified protocols are followed. Stacks does not retain this data beyond the session and is not the owner and/or controller of the data; and

c. Automated individual decision-making including:

a. MailChimp: Stacks Newsletter

b. WebEx: Stacks product demonstrations and training;

c. Calendly: Stacks product demonstration bookings; and

d. Freshdesk: Stacks Support Desk.

3. Processing Procedure (technical)

a. Integrated Users

i. Information stored during session only

ii. Displayed to user for purposes of identification to support ‘My Account’ functionality

iii. Password hashed

b. Internal Users

i. Information stored during session

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ii. Displayed to user for purposes of identification to support ‘My Account’ functionality

iii. Password hashed

iv. Data stored on the Stacks platform

v. Data stored as per security protocols outlined in Security White Paper and within internal proprietary security procedure

Data Processing Details

ACCESS MANAGEMENT

Access

Management What is your password policy/standard

(e.g. length, complexity, expiration etc), Stacks leverages real-time

integrations with local SSO systems and thus does not store user passwords beyond the session and uses SHA512 with a salt. Stacks runs the hash through PHP's hash function numerous times to

increase the computation cost of generating a password final hash (a security technique called stretching). Stacks internal authentication options employ strong password programs that may be configured on implementation to suit the policies of the customer.

Access

Management How is your password policy enforced? Stacks' password policy is technically enforced to require minimum password length and complexity, as well as password history and duration, with configuration specified by the customer.

Access

Management How many failed login attempts are permitted before the application locks out users? (e.g. Locked out beyond 5 attempts; Locked out after 5 or less attempts; Never locked out, etc) Stacks will lock an account after five (5) failed login attempts by default. This may be adjusted on request. Reset options will be presented.

APPLICATION SECURITY

Application Security What type of encryption, if any, is used for password storage? SHA512 hash with a salt.

Application Security Please describe any and all encryption algorithms your application utilizes and the key sizes employed. Please describe any and all hash functions your application uses. SSL TLS 1.2/1.3 with 2048-bit encryption. Passwords are stored using a SHA512 with a salt. We run the hash through PHP's hash function numerous times to

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increase the computation cost of generating a password final hash (a security technique called stretching).

BACKUP AND DISASTER RECOVERY

Backup and Disaster Recovery What is your backup policy for customer data and supporting systems? Backups are taken care of by the Stacks team and our response times are as follows:

- The Recovery Time Objective (RTO) for Stacks is 6 hours. - The Recovery Point Objective (RPO) for Stacks is 2 hours. These objectives are obtained in part because customers are backed up on the following schedule: - hourly and retained for seven (7) days

- daily and retained for two (2) years

Backup and Disaster Recovery How frequently are backups performed (More than once a day, Weekly, Daily or Monthly)? Stacks backup are taken hourly and retained for serven (7) days, and daily which are retained for two (2) years.

Backup and Disaster Recovery Do you have a disaster recovery plan? If yes, where are your recovery data centers located and what are the RPO (recovery point objective) and RTO (recovery time objective) for services? Yes. The Recovery Time Objective (RTO) for Stacks is six (6) hours. The Recovery Point Objective (RPO) for Stacks is two (2) hours.

Backup and Disaster Recovery Can user data be recovered separately from other customer data? Yes. Each Stacks customer has a dedicated database that contains all of their data and configurations.

Backup and Disaster Recovery How long after termination of the business agreement would you keep copies of user data? No more than 30 days.

DATA PROTECTION

Data Protection How is your environment designed to segregate users data from other customers' data? Each customer is given a dedicated instance in our redundant cloud environment. Each customer therefore also has a dedicated database and file system.

Data Protection Do you encrypt the data at rest or apply other technologies to ensure data confidentiality? If encryption is used, please provide details of the tool and algorithm used. Data at rest is not encrypted, but is hosted in a secure environment and facilitates several options for content protection at a very granular level.

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Data Protection In what countries do you transfer, store, and backup users data? Stacks instances can be hosted in the United States, Europe or Australia.

Data Protection How do you ensure security of data in transmission from user to and within your environment? Do you use any encryption standards? If yes, what encryption strength is used? Stacks has developed and implemented several policies surrounding the protection of data. See our Security Whitepaper. Stacks uses SSL TLS 1.2/1.3 with 2048 bit encryption.

ENDPOINT AND SERVER SECURITY

 

Endpoint and

Server Security

Endpoint and

Server Security 

Please describe your patch deployment and implementation process (including timelines for implementation and how they are prioritized). Does the process differ for critical and non-critical patches?

Please describe the hardware/OS platform (including virtual machine platforms) you have deployed in your environment.

 

Stacks operates on a continuous deployment model with weekly releases including but not limited to security and non-security related patches, updates, enhancements and bug fixes. These releases do not interfere with user or administrator access or performance with our redundant cloud infrastructure. Hot fixes (critical patches) may be applied in a matter of minutes if required.

The IT infrastructure that Stacks provides to its customers is designed and managed in alignment with security best practices and a variety of IT security standards, including:

l SOC 1/SSAE 16/ISAE 3402 (formerly SAS 70)

l SOC 2

l SOC 3

l FISMA, DIACAP, and FedRAMP

l DOD CSM Levels 1-5

l PCI DSS Level 1

l ISO 9001 / ISO 27001

l ITAR

l FIPS 140-2

l MTCS Level 3

In addition, the flexibility and control allows customers to deploy solutions that meet several industry-specific standards, including:

l Criminal Justice Information Services(CJIS)

l Cloud Security Alliance (CSA)

l Family Educational Rights and Privacy Act (FERPA)

l Health Insurance Portability and Accountability Act (HIPAA)

 

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l Motion Picture Association of America (MPAA)

Endpoint and Have you deployed host-based Stacks employs a host of Security

Server Security firewalls, antivirus software, and/or protocols and systems, including

host intrusion detection/prevention systems? Please provide details. but not limited to: Preventing XSS, CSRF, and other malicious data entry.

Stacks ensures that data is validated and scrubbed before entry in the database. The system tests that user-entered data--and even the form fields themselves--match prescribed, expected formats and values.

Tokens are injected into each form as it is generated, to protect against potential CSRF attacks.

Database abstraction layer performs additional security checks on data as it is written to and retrieved from the database.

Brute Force Detection - Stacks protects against brute-force password attacks by limiting the number of login attempts from a single IP address over a predefined period of time. Failed login attempts are logged and visible via the administrative interface. Stacks can also be configured to allow administrators to ban individual IP addresses and address ranges.

Mitigating Denial of Service (DoS)

Attacks - Stacks’ extensible cache layer comes pre-configured with basic page, Javascript, and CSS caches. The system supports deep integration with performance technologies such as Memcache, Redis, Varnish, and many popular

CDN services. Individual

components of Stacks are typically cached as well, and granular expiry is a common feature. This multi-layered cache architecture is extremely resistant to high volumes of traffic, and allows for high-traffic websites.

Addresses OWASP Top 10 Risks -

Security feature address all of the

Open Web Application Security

Project’s top ten security risks, a

Stacks Inc.

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list of the most commonly seen risks in practice.

Cookies / User Data - The Stacks platform has session and cookie data is set to expire after three (3) hours. The

following provides a listing of the primary cookies that the Stacks platform uses.

Authenticated users will have a timestamp of their visit recorded in the website logs under their user profile.

Protective Block - Our hosting service has a protective blocking feature that, under certain circumstances, restricts access to web sites with security vulnerabilities. We use this partial blocking method to prevent exploitation of known security vulnerabilities. The protective block is meant for high impact, low complexity attacks.

Endpoint and Do you regularly perform vulnerability Dedicated Platform Security Team

Server Security assessment on your production The Stacks platform is backed by a

environment? If yes, what is the platform security team consisting

frequency of vulnerability assessments? of dozens of experts from around the world which are employed to validate and respond to security issues pertaining to the platform employed by Stacks. Stacks maintains a database of signatures of known security vulnerabilities.

We analyze the code of your application: When we release new code Regularly when new vulnerabilities are added to our database If a vulnerability deemed as critical is detected, our automated systems decline the release For development websites, we run complete blocks, and the error message gives us detailed information about the vulnerability.

Unblocking is automated upon resolution of the security risk. The block is removed soon after a customer applies a security upgrade and removes the vulnerability.

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Appendix A - General Data Information

Performance and Hosting

Stacks production instances are run on a 99.9% uptime-guaranteed managed host with 24/7 support. The managed host also monitors hardware and network connections for reliability purposes. 99.99% uptime is available with Stacks Premium.

Stacks utilizes a cloud environment to maintain a high degree of security while integrating all recommended information security standards as defined by ISO 27001. This includes the following:

l Enforces the use of highly secure RSA keys for server access and encryption;

l Maintains centralized logging of all servers;

l Regularly patches servers and applications;

l Enforces the use of firewalls and server monitoring; and

l Follows the openSCAP security guidelines for all servers not on our managed host.

Data Sovereignty

Stacks provides organizations with the ability to maintain data sovereignty by having data centers and servers located in the United States and Europe. More details can be found in the Stacks Security White Paper.

Secure Access

Stacks supports salted hash passwords with stretching applied (multiple hashes) for native Stacks users such as Staff users stored in the database. Third-party authenticated users such as ILS authenticated patrons are supported by a salted hash encryption method. Stacks also supports a variety of password policies such as minimum length, complexity, or expiration. Industry standard authentication practices are also supported including SSL and 2-factor authentication.

Granular User Access Control

Stacks provides a hierarchical role structure which is designed to support all levels of staff. Intricate moderation rules such as requiring proofing and approval before publishing with email notifications, ensures safe and responsible workflows within your organization. Administrators can control who can see and who can modify every part of the site including menu links and features that can be automatically hidden from users who do not have appropriate access. For example, a user role could be created that allows a user to create and update content, but not publish or delete it--permissions reserved for the editor role--while administrative settings are reserved for a separate role entirely. These roles can be further refined by individual organizations post implementation as necessary. Default roles include: Administrator, Moderator, Editor, Contributor and User.

Preventing XSS, CSRF, and other malicious data entry

Stacks ensures that data is validated and scrubbed before entry in the database. The system tests that user-entered data--and even the form fields themselves--match prescribed, expected formats and values. Tokens are injected into each form as it is generated, to protect against potential CSRF

Stacks Inc.

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attacks. Database abstraction layer performs additional security checks on data as it is written to and retrieved from the database.

Brute Force Detection

Stacks protects against brute-force password attacks by limiting the number of login attempts from a single IP address over a predefined period of time. Failed login attempts are logged and visible via the administrative interface. Stacks can also be configured to allow administrators to ban individual IP addresses and address ranges.

Mitigating Denial of Service (DoS) Attacks

Stacks’ extensible cache layer comes pre-configured with basic page, Javascript, and CSS caches. The system supports deep integration with performance technologies such as Memcache, Redis, Varnish, and many popular CDN services. Individual components of Stacks are typically cached as well, and granular expiry is a common feature. This multi-layered cache architecture is extremely resistant to high volumes of traffic, and allows for high-traffic websites.

Addresses OWASP Top 10 Risks

Security feature address all of the Open Web Application Security Project’s top ten security risks, a list of the most commonly seen risks in practice.

Cookies / User Data

The Stacks platform has session and cookie data is set to expire after three (3) hours. The following provides a listing of the primary cookies that the Stacks platform uses. Authenticated users will have a timestamp of their visit recorded in the website logs under their user profile.

Protective Block

Our hosting service has a protective blocking feature that, under certain circumstances, restricts access to web sites with security vulnerabilities. We use this partial blocking method to prevent exploitation of known security vulnerabilities. The protective block is meant for high impact, low complexity attacks.

Additional Information

Further information can be found in the Stacks Security White Paper and Technical Data Sheet located here https://www.stacksdiscovery.com/specifications/ 

 

Stacks Inc.

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Peace Education Australia 2020

Adelaide

June 22-23, 2018

Proposal: to promote and provide Gospel-centred Peace and

Nonviolence Education resources to all Christian faith-based

educational systems and secondary schools in Australia

during the next three years

How might we work together

to engage with this proposal?

Book of Proceedings &

Participant Details

 

Co-Sponsored by: Pace e Bene Australia

Catholic Education South Australia

the Anglican Schools Commission (Inc.) of Western Australia

Edmund Rice Education Australia

 

SPONSOR INTRODUCTION 

A gathering of 15 people from four Australian states met together from 22nd – 23rd June, 2018 to dream and discuss what peace education initiatives might be possible in Anglican, Catholic and Lutheran schools in 2019 and beyond.

The Anglican Schools Commission WA (ASC), Pace e Bene Australia, The South Australian Catholic Education office and Edmund Rice Education Australia all co-sponsored the meeting.

Participants included Anglican, Catholic and Lutheran Religious Educators, curriculum writers and members of the ecumenical women’s movement, The Grail.

The meeting was inspired by the vision of Brendan McKeague (Pace e Bene) and the Reverend Michael Wood to see peace education (with a Christian foundation) extend through all Christian faith based schools in Australia. The first step in this vision had begun through the writing of a secondary school unit of work by the ASC during 2017, which has started to be trialled in a few schools.

Brendan and Michael facilitated the gathering, sharing their vision, passion and knowledge. As the gathering gained momentum, energy was high and a shared passion for growing peace education was evident. Throughout the 2 days there were many self-organised conversations (in the open-space style) which covered a number of theological, curriculum and practical matters. From these conversations, a number of action plans were created which included:

• Developing a network of peace educators and supporters to continue the work.

• Developing curriculum material to suit primary school aged students.

• Thinking through how to develop professional learning and formation experiences for school staff.

• Having conversations with people in other states.

• Connecting people in an online study/reading group to further knowledge in the area of peace and nonviolence.

Participants departed the gathering feeling inspired, energised and looking forward to what might emerge from the discussions and plans.

 

Peace Education Australia 2020 2

 

CONTACT DETAILS

 

Name Initials Contact / Email

Brendan McKeague BM mckeaguebrendan@gmail.com

Christina Jonas CJ Christina.jonas@cesa.catholic.edu.au

Dan Valencic DV Dan.valencic@cbhslewisham.nsw.edu.au

Gillian Moses GM g.moses@staidans.qld.edu.au

Jo Hart JH Jo.hart@erea.edu.au

Julian Kluge JK Julian.Kluge@cesa.catholic.edu.au

Kay Hunt KH Kay.hunt@optusnet.com.au

Liz Pemberton LP lpemberton@asc.wa.edu.au

Marcia Burgess MB Marcia.burgess@cesa.catholic.edu.au

Martina Cooper MC mcooper@waverley.nsw.edu.au

Michael Vial MV Michael.vial@cesa.catholic.edu.au

Michael Wood MW spacemaker62@gmail.com

Ruth Crowe RC ruthcrowe@ozemail.com.au

Stuart Traeger ST Stuart.traeger@lesnw.edu.au

Therese Sheridan TS tereshe@bigpond.net.au

 

Peace Education Australia 2020 3

 

TOPICS RAISED 

SESSION TOPIC TITLE INITIATOR

1A Ongoing communication/collaboration Stuart

1C Peace Education across all year groups Liz Pemberton

2A Beginning the Peace education/nonviolence conversation with Catholic Ed/ school systems Jo

2D The 5 steps to nonviolence Marcia

2 Appreciative Exploration of how nonviolence is explored in broad school curriculum; and identifying gaps Michael Vial

3C Developing a PD Session for Staff – preparing to teach and staff formation Gillian

Interpreting Gospel stories of the “frustrated” Christ Dan Valencic

4A Supporting Schools to Implement Curriculum – challenges of PD for staff Jo, Martina and Michael

4E Gospels and nonviolence Marcia

5D Peace Education and Adults Ruth Crowe

5F The voice of the Child and Nonviolence Michael Vial

5C How is gender addressed in the unit (and other men only voices) Gillian

7D Ideas for funding Brendan

7 SA RE Curriculum and nonviolence Michael Vial

ACTION PLANS (pp22-34)

 Developing a network/community of practice from this gathering Jo Hart

 Talk with people in Melbourne, Anglican/Ecumenical, re September Visit Michael Wood

 Develop lesson material/unit of work appropriate for primary level Liz Pemberton

 Incorporating collaborative learning models Gillian Moses

 Project continuation & expansion Brendan McKeague

 Schools Inquiry on whole school and/or curric exploration on nonviolence Michael Vial

 Stimulus Paper on Nonviolence Michael Vial

 Learn/read more about peace and nonviolence; with particular interest

in feminist theology Marcia Burgess

Peace Education Australia 2020 4

 

Topic Title Ongoing Communication / Collaboration Code 1A

Initiator Stuart Recorder Stuart

Present Stuart, Jo, Kath, Brendan

Notes - including summary ideas, suggestions, recommendations, plans for actions....

- Is there an ongoing Leadership Team?

- Are there people who want to facilitate?

- Open Space is handing leadership to the group – No infrastructure of ongoing leadership at the moment

• Either someone passionate stands up

• Funding is sought to support a facilitating role

- What is the need? – to stay connected

• To share new developments

• To share what we are doing?

• To share new resources we have found

• To share how we use it in other curriculum

- Facebook? Another platform? Webinars? Video meetings? Drop Box?

- Act locally, connect regionally, learn globally

- Way forward

• Find a person to take it on

• Find early adopters

- A desire for a physical coming together annually – conference.

• Who is going to facilitate?

• Partnerships? Of systems

• Maybe hold in each state to cut travel costs and increase attendance

- May have to start small and see how it grows

- Systems each contribute to funding certain aspects – Venue, speaker, catering, wine?

- Will we have a summary of these 2 days to take back in schools to use as a resource to help promote the need

- ‘Peace study tour to Philippines’ – a dream

Peace Education Australia 2020 5

 

Topic Title Peace Education across all year groups Code 1C

Initiator Liz Pemberton Recorder Liz Pemberton

Present Gillian, Teresa, Julian, Marcia

Notes - including summary ideas, suggestions, recommendations, plans for actions....

Where is peace education happening already?

What are the components? (Knowledge and skills)

What are the age appropriate concepts and language to teach this?

Are we unpacking Bible stories intentionally to draw out peace and nonviolence

teaching/themes? Keep revisiting Bible stories – adding more layers of understanding (eg 2

worlds of the text)

Perhaps we could look at language being used in our schools eg bullying. Helpful or

confusing?

Links between reconciliation, forgiveness and peace/nonviolence.

Can we develop a structure which enables developmentally appropriate peace education?

Where is there violence in our school structures that needs observing/noting/challenging?

Look at ACARA – general capabilities (Ethical understandings, intercultural understandings,

etc)

Links / ways in. what religious .... Could we add?

The ability to live and operate peacefully and nonviolently

Knowledge and skills 

Questions – How can we resource teachers in other learning areas to make connections with

peace and nonviolence?

School retreat/camps – can we build resource for these?

 

Peace Education Australia 2020 6

 

Topic Title Beginning the peace

ed/nonviolence conversation with Catholic ed/school systems Code 2A

Initiator Jo Recorder Jo

Present Ruth, Kay

Notes - including summary ideas, suggestions, recommendations, plans for actions....

- Catholic nonviolence initiative – forming points of entry to parishes through social justice coordinators – not through parish priest

- Could the Plenary 2020 be an opportunity for conversation

- Are Cath Ed systems open to hearing about other visions and articulations of Christology

- Connection of nonviolence education as a response to child abuse royal commission

- Making cross-curricula links, especially – environment/nonviolence – Laudato Si

- Christological approach to Advocacy

- Nonviolence curriculum possibilities documents

- Connections to current school programs ie Restorative justice, anti-bullying programs – connecting to Christological underpinnings

- Bishops onside – Peter Comensoli – Broken Bay

- Relevant to practical topics eg bullying

- Peter Smith - Sydney Archdiocese

 

Peace Education Australia 2020 7

 

Topic Title The 5 steps to nonviolence Code 2D

Initiator Marcia Recorder Marcia

Present Gillian, Brendan, Marcia

Notes - including summary ideas, suggestions, recommendations, plans for actions....

Overview: 1. Know self

2. Know culture

3. Know spirituality – faith

4. Skills for the journey

5. Foundational skills to build on to apply

1. Know understand yourself – body awareness system. What happens to you when you prepare for ‘battle’ – physiology

2. Centre yourself – ready for an informed response learning skills to centre – grows overtime. Peace Pebble – circuit breaker – helps connect to heritage. Mantra ‘God with me’, ‘God is here’, God is with us’. Meditation.

3. Listen to truth – ritualizing the intention – listen even if the person is angry, hurt, attacking.

4. Speaking own truth, being honest and open without diminishing/destroying the truth of the other. #3 and 4 are interchangeable

5. Openers to what energises – an openness to the spirit in this work. Mystery to creation. Could name what emerges?

Could be applied to National leaders – doesn’t always work – and it doesn’t have to work

Violence NEVER works.

2 hands of nonviolence

Conflict transformation is about compassion, forgiveness and intention.

Peace Education Australia 2020 8

 

Topic Title Appreciative Exploration of how nonviolence is explored in broad school curriculum: and identifying gaps Code 2

Initiator Michael Vial Recorder Michael Vial

Present Michael Vial, Julian Klyuge, Liz pemberton, Dan Valencic, Terese

Notes - including summary ideas, suggestions, recommendations, plans for actions....

- Appreciative exploration:

- Restorative practice approaches to behaviour education, backed up in pastoral care lessons

using various resources/packages (eg Bounceback, child protection, curriculum, etc)

- Social Justice initiatives, eg White Ribbon, Day support

- Circle time practices

- Ecological conversion curriculum and practice

- RE Curriculum units eg

- Heroes/ heroines of the church (who worked) - Ethics

- Religion and peace (Yr 12)

- Justice

- Reconciliation

- Evil and suffering

- Student Leadership Formation

- Student Retreats

- Pastoral care Counselling : to students/families suffering violence, domestic violence

- Online violence

- Christian Meditation / contemplative prayer practice

- English / HASS / Media studies units, Economics etc

- ‘dialogue School’ in the enhancing catholic school identity project

- Indigenous

What are the gaps? 

1. Staff formation (Spiritual /religious)

2. Staff Professional Learning

3. ANZAC and western front/Gallipoli immersion trip. Traditions: transformation required

4. Australia Day and Anzac Day – a new way to talk about

5. Explicit RE Curriculum that explore nonviolent Jesus nnd the nonviolent way of being human

6. Schools naming themselves as places of peace / shalom – deep relationship and communion (nonviolent)

7. Interreligious dialogue

8. Engagement of parents and education and their experience of violence

Ideas for moving forward: 

a. Inquiry professional learning approach around nonviolent/shalom approach (inviting schools)

b. Stimulus paper

Peace Education Australia 2020 9

 

Topic Title Developing a PD Session for Staff – preparing to teach; staff formation Code 3C

Initiator Gillian Recorder Gillian

Present Jo, Martina, Liz, Brendan, Michael

Notes - including summary ideas, suggestions, recommendations, plans for actions....

What are the easiest elements to communicate to staff?

- Do we opt in or make it all staff?

Pre-existing framework out of which unit emerged (4 pillars)

- Knowing yourself and what is my bigger narrative where I come from, ancestors (genetic memory). Naming activity and brings our bigger stories who the place and know own capacity for violence

- Know culture and how dominant culture works, vocab (shared) around culture, how dominant culture forms us around fragmentation etc, myth and redemptive violence

- Knowing my spiritual source from which I operate and what is my commitment to

peacebuilding and nonviolence, for us it’s the Jesus story, what culture/narrative was Jesus embedded in? Here you can use wink stories from Bible, Inner work that is required (shadow work)

- Skills we need to sustain commitment to nonviolence (least important part). 5 steps in conflict transformation

2 Dimensions; outer work, inner work.

- Outer – how it shows up in school community

- Inner – understanding own capacity for violence

Staff situation varies from school to school. Specialist or nonspecialist teachers. RE as last but of teacher load.

Reality is we can probably only bring in elements of this with whole staff

Schools are busy and PD is prescriptive usually and is this curriculum or formation? Staff come in and out.

How do we use elements on their own without diluting integrity of the underpinning framework.

Start where you are at with what you’ve got! If peace education in school is long term goal, have to start small – anything we do around ‘de-enemyising’ is worth doing!

Can we start with a small group in the school who are been and meet with see what we can do.

Identifying what we are already doing – how is peace already a value in a school?

Power of word “nonviolence” end justice, peace or other familiar words.

Parker Palmer’s work – quiet days for staff and power of small group to change culture, circle work/circle of trust, community of practice.

Peace Education Australia 2020 10

 

Picking a pain point in school that might traditionally be addressed by leadership and instead invite talking circle to address it – name iot peacebuilding practices in school.

Power of personal stories and especially stories of violence / nonviolence / peace building

Discipline of not fixing, advising, rescuing, saving!

Running regular meetings as circle work

Wellbeing and violence – self care etc

Anglican Schools – “God in an hour” retreats – 2 hours/wk over 6 weeks

Systemic violence Negative peace Positive peace how we value busyness but not silence

Coaching processes – creating space for deep listening coaching is valued (see ATSIL Standards)

St Marks school – 5 sessions of 2 hours ed of school day offered “coaching skills” workshops

40 teachers 5 hr and middle leaders

Great take up

Practice of nonviolence framed as coaching (form of spiritual direction)

High levels of systemic violence in school systems

Culture of “Big Questions” which are allowed to shape school year

Appreciative Inquiry again

Short video from yesterday followed by paper as part of PD Day

Difference between information and formation

Can we offer 2 or more steams on combined PD Day – one stream on nonviolence, and others. How do we enable choice and invitation.

Open space for PD Days

Ethos Committee meeting as an opening into talking about PD / Staff days

How do we do conflict well? – practice of peace

Resisting the urge to focus on outcomes ie doing something because it works, not just because it’s the right thing.

Peace Education Australia 2020 11

 

Topic Title Interpreting Gospel stories of the “frustrated” Christ Code ?

Initiator Dan Valencic Recorder Dan

Present Kay, Therese, Ruth, Christina, Martina

Notes - including summary ideas, suggestions, recommendations, plans for actions....

A ‘just’ anger can occur in a Christian life in response to unjust situations

Provoking others to gain insight into unjust practices

Being frustrated with unjust situations is a natural reaction

The distinction between anger and violence – feelings and emotions should shape Christian policy.

A reaction when the people of god are not who they are meant to be.

Difficult when Christian teachings re not evident in society / individuals / church structures

Are modern institutions in the same crisis as itj was in the Temple story

Lay people have the right to show that level of anger at the structures in our Church – in the same way Christ reacted in the Temple

Does the “money lenders” story give us permission to be angry at our Church structure?

Gospels should be – History / Story / Current application – allowing all stories to be used to promote peace and justice

Jesus needs to be re-represented as counter-cultural in our school communities

Stories like the ‘Cleansing of the Temple’ allow and justify us to respond to the structures that frustrate Christian adherents.

 

Peace Education Australia 2020 12

 

Topic Title Supporting Schools to implement Curriculum – challenges of PD for staff Code 4A

Initiator Jo, Martina and Michael Recorder

Present Ruth, Gillian

Notes - including summary ideas, suggestions, recommendations, plans for actions.... Challenges facing school realities – revolving door of untrained teachers

Modify unit to enable input by a trained person and teachers facilitate activities in which they learn with their students.

- Could use a flipped classroom approach of 1 or 2 expert teachers to create the shared thematic inputs

- Brendan and Michael – offer workshops around the country – day 1 for teachers, day 2 for consultants – train the trainer

Video chunks of content

Skype/phone coaching

Circles of wisdom – collaborative learning of teachers and students

Facebook page to share ideas, ask questions

Develop a community of practice at school level of those teaching the unit

National gathering to reconnect, story sharing, what are we the learnings.

Taster session in Perth

Across systems in region – practitioner workshops

- Possibly 2019

Making connections across catholic systems

 

Peace Education Australia 2020 13

 

Topic Title Gospels and nonviolence Code 4E

Initiator Marcia Recorder Marcia

Present Michael, Liz, Dan, Martina, Kay, Teresa

Notes - including summary ideas, suggestions, recommendations, plans for actions.... Gospel stories – The forgiving Father – love not rejection

Walter Wink – resources, turn the other cheek.  Examples of Jesus acting nonviolently and

challenges systems of nonviolence

- Nonviolent resistance

Stoning of the adulterous woman. “Let he who is without sin”

Woman at the Well – scapegoating

The good Samaritan 

Where is violence in the Gospels?

- Jesus fleeing as a baby to Egypt

- Jesus arrest in the garden 

- Jesus in the temple – upturning tables

- Jesus on the cross – Jesus non-violent accepting his fate

Jesus in the desert – inner struggle

Jesus’ response to Peter after the trial

The Beatitudes 

The time Jesus spent with sinners 

Connection between Jesus healing and innter peace – forgiveness and reconciliation

Young people – mid-late teens – choosing vegetarian and vegan – can we connect them with Gospel stories?

 

Peace Education Australia 2020 14

 

Topic Title Peace Education and Adults Code 5D

Initiator Ruth Crowe Recorder Ruth

Present Dan Valencie, Martina Cooper

Notes - including summary ideas, suggestions, recommendations, plans for actions....

ACH Contacts

Notre Dame

Mentoring young teachers

P&F masterclasses!!

Peace and non-violence strategy

Collaborate Dan and Martina and Grail (Social Justice Groups)

Schools in WA have a lot of training

Pace Bene contacts

And Edmund Rice Centre Homebush

SOCIAL JUSTICE GROUPS

MARIST BROTHERS’ CONTACTS

 

Peace Education Australia 2020 15

 

Topic Title The voice of the child and nonviolence Code 5F

Initiator Michael Vial Recorder Michael

Present Michael V, Terese, kay, Brendan

Notes - including summary ideas, suggestions, recommendations, plans for actions.... Kay: The voice of the child within the adult, teacher, leader

Brendan: pictorial ‘faces of the enemy’ in Bagdad, the children in the “enemy”

Musical South Pacific “you have to carefully taught to hate all those your family hate...before

you are 6, 7 or 8”

MV: Seeking to listen to children’s experience and ideas about curriculum / nonviolence / etc

- An inquiry approach

- Co-designing a unit

- A pedagogy of listening

Brendan: a co-construction of the curriculum in an Engineering example - Not normal KPIs but

1. What did you notice?

2. What did you learn?

3. How will you use that learning

ie learning how to learn

- Around a question worth asking and invite people interested and affected

Therese: Importance for teachers to know where they come from (eg Interplay)

- Their stress of holding it all together

- How to be sensitive to students and where they’re at

- What do they need to have done themselves with their own inner work

- “unless you become like children”

MV: teacher formation so important for transformation / conversion about nonviolence

- in order to be an example/witness to it (in a similar way to RE)

- essentially ‘nonviolent education’ is ‘religious education’

Kay: the anger that is within

- inner and outer work

- Brendan: ok to say “part of me is really angry.. and another part of me...” (c/- George Trippe) (a self-talk tool)

Domestic Violence and the Child

- Attachment parenting

- All behavior has meaning (Kent Hoffman and circle of security)

Brendan: child protection (and be wary of strangers) – welcome the other, the different, some contradictions, eg, forgiveness. Sin vs Sinner

Peace Education Australia 2020 16

 

Topic Title How is gender addressed in the unit (and other minority voices) Code 5C

Initiator Gillian Recorder Gillian

Present Marcia, Christina, Liz, Jo, Michael

Notes - including summary ideas, suggestions, recommendations, plans for actions....

Resources – women’s stories of peacebuilding eg in Nashville video, Fatouma’s story in soldiers of Peace other videos

Not a topic that is explored explicitly

Women writing about these topics eg Carly Osborne

Book – Athena Doctrine – qualities we describe as masculine or feminine and critiquing our systems and structures. Is there space to discuss this in the unit?

Mothers who stand for Peace – picture book (Grandmothers – who stood to change the world)

Hunger Project – educating women to empower the world

Principles – what is the violent culture in which we are embedded?

- How does gospel of Jesus speak into this?

- Who are the feminist/post – colonial theologians writing about Peace? Also

feminist Jewish scholars

How do feminist theologians engage with Girard’s idea of the forgiving victim (also post colonial period)

How is pornography addressed

Girard on desire as really useful paradigm – how does my desire enslave me?

Dignity and offering positive vision of human relationships

Wisdom of the victim

James Alison as gay person writing on Girard ‘On Being Liked’

Asking a Facebook group for their recommendations of feminist theologians writing on this issue

Peace Education Australia 2020 17

 

Topic Title Ideas for funding Code 7D

Initiator Brendan Recorder Brendan

Present Jo, Martina, Liz

Notes - including summary ideas, suggestions, recommendations, plans for actions.... Artfinc Grant - $6000; 2017-2018

Current Co-sponsors

- SA CEO

- WA ASC

- EREA

- P & B Australia

In the past – Religious congregations might have funded something like this. Diminishing

opportunities

Who to ask? Diocesan funds perhaps?

Prepare a clear vision of what we want to achieve / Jo?

- Coalition approach across the Christian ‘establishment’ landscape – reflected in our current partnerships

- Personal passion – Brendan – would love 2 days pa for 2 years to continue researching, networking and training

- How would schools be engaged?

- ‘Train the trainer” approach, local initiatives – regional

- CARITAS / BROKEN BAY INSTITUTE / ACID / NDA

BBI – infrastructure, Technology / networks a teaching level unit for Teachers /others

Connect to meet all of Divinity – possible?

Development of an online deliverable program

MCCA – peace studies/creation 6 – ecumenical

BLAIR FOUNDATION may have grants available

National Council of Churches Australia

Asking Catholic Ed/ ASC to prioritise resources/ in-kind/ secondment to assist with work

Support for specific events, future projects for peace education conference

Expend/the next steps

- Continue

Heads of catholic congregations in education

- New body – how do we engage with them?

- Opportunities to explain our vision

Peace Education Australia 2020 18

 

Topic Title SA RE Curriculum and nonviolence Code 7

Initiator Michael V Recorder Michael v

Present Michael v, Marcia B and Christina J

Notes - including summary ideas, suggestions, recommendations, plans for actions....

Developmental aspects  of ‘nonviolence’ Component elements

- This is a foundation for considering how crossways can better embrace.

- Eg knowledge, skills and disposition which together comprise ‘nonviolence’

Marcia: 5 steps are very similar to restorative justice (see handout from Thursday workshop)

The ‘wisdom’ skills and disposition strand 

Connects with:

 

- self awareness (communal and self identity)

- dialogue

- Interpretation – their, societal, historical. – interpret scripture

- Discernment and engagement

 

Purpose Statement: 4th element could include “...a just and nonviolent world”

Knowledge Strands 

- Some ‘Enduring Understandings” about nonviolence (indirectly and directly)

Integrates Concept

“Nonviolence”

 

Peace Education Australia 2020 19

 

Topic Title Biblical, Theological and

Hermeneutic touchstones for M.V Code 6A

Initiator Michael Wood Recorder Michael Wood

Present Everyone

Notes - including summary ideas, suggestions, recommendations, plans for actions....

I begin with the principal that God is a God of Love. When working with children, I ask “where is the ‘God of Love’ in this story?” (ie God intervenes in the near sacrifice of Isaac)

Jesus shows me to God who is Love

The move from God being the ambassador of the right tribe. Jesus comes along and talks about what the Kingdom of God is like – Not about who is in or out, or what you do (make the right sacrifices or taking on the Romans), its about treating people with respect. Inviting people up the mountain to hear some more. Love your enemies.

Jesus challenges the obsessive following of the law when it gets in the way of compassion. The upside down messiah. (The ‘turnip’ Messiah)

‘Love one another as I have you’

The Beatitudes

Seeing the face of Christ in everyone – connecting with everyone, just as Jesus did. (eg The woman at the Well)

God walking with Adam and Eve in the Garden (Companion god) – Ruth/Naomie story

The prophets as Companions of God

Jesus as Companion with whom we are co-creators (Feeling the partnership)

Garden of Gethsemane – ‘put away the sword – those who live by the sword will die by the sword’ (A different way of being). Instead of raising an army to strike down ones enemies.

Jesus died because he was a radical trying to change the world (not because he died for our sins) 

Jesus on the cross – sometimes part of us needs to die before we can live authentically – or for some new life to emerge (“unless a grain falls to the ground and dies...”)

Evolution could not happen if there was not death (Life requires experimentation)

Jesus did not need to die. He died because of the way he lived.

Salvation is when I can say “I will die rather than kill” (new life and sign of the kingdom)

Detachment from “clinging to Life”

Story of Muslim command to marry women raped and bring up children as own. (Bosnean war)

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Susan Connelly – Josephite in Sydney did PhD on a Girard related subject

Flip Chart Insert

Two ‘voice’ in scripture – the voice of the persecutor and the voice of the victim

- The vengeful victim (Abel’s Blood crying from ground)

- The guilty victim (Exiles)

- The victim who calls for vindication (Psalms/Job)

- The forgiving victim (Jesus) (2nd Isiah – suffering servant) ( Joseph Saga)

- Barth – Bonhoeffers critique of natural law (estate church)

Christ as the primary WORD who provides the interpretive key to scripture (Shalom – Forgiveness) Moltman – The Christlike God

St Paul The Law, apparently good in itself is ‘weaponised’ (by SIN) The WORD/Law which kills

(Problem of Zeal – Phineas) Grace and Paul’s experience of being a forgiven/transformed murderer.

N.V Atonement + The economy of exchange

Anselm – God’s offended honour

Calvinism – God’s wrath against sin

St. Paul – Romans

1. Grace trumps Law (personal salvation) – supercessionism

2. New Perspective (incorporation of the gentiles)

3. Post New Perspective (apocalyptic in breaking/revelation – Barth)

Orthodox – incorporation into TRINITY DIVINISATION

Girardian influenced

Gil Baillie – Violence unveiled (Catholic)

James Allison (Catholic)

- Raising Abel

- On Being Liked (and many others)

Walter Wink (Protestant)

- Engaging the powers

Michael Hardin (Protestant)

- The Jesus Driven Life

- Reading the Bible with Rene Girard

- Mimetic Theory and Biblical interpretation

Brad Jersak (Orthodox, from Canada)

- A More Christlike God

- Her Gates will never be shut: Hope, Hell and the New Jerusalem

- Stricken by God? Nonviolent identification and the victory of Christ (series of essays)

S. Marklteim – Saved from Sacrifice

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Action Plan

Action Area Developing Network/C of P from this gathering  

Covered by: Jo

Offers of Support:

Name Email Ph

Christina Jonas christina.jonas@cesa.catholic.edu.au

lpemberton@asc.wa.edu.au

0402 066 934

L Pemberton 0413 896 118

Gillian Moses g.moses@staidans.qld.edu.au 

0414 373 151

Martina Cooper mcooper@waverley.nsw.edu.au 

0415 194 805

Kay Hunt kay.hunt@optusnet.com.au 

0417 884 395

Terese Sheridan tereshe@bigpond.net.au 

0413 558 171

Ruth Crowe ruthcrowe@ozemail.com.au 

0408 291 429

Dan Valencic dan.valencic@cbhslewisham.nsw.edu.au 0410 456 804

Immediate next steps - Create communication base - facebook?

Action Plan

Action Area Conversations in Melb. (Anglican/Ecurenical)

(Who can I meet with?)

Covered by: Michael Wood

Offers of Support:

Name Email Ph

Jo Hart jo.hart@erea.edu.au 

0429 431 206

Next step (s) Talk with people in Melbourne

By when: During Sept

Action Plan

Action Area Develop lesson material/unit of work appropriate for primary level

Covered by: Liz Pemberton

Offers of Support:

Name Email Ph

Brendan 0429 448 090

Marcia marcia.burgess@cesa.catholic.edu.au

0421 640 061

Next step (s) Develop an outline of possible unit of

work/ideas/resources to include

By when: End August

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Action Plan

Action Area

Covered by:

Offers of Support:

Name

Martina Cooper mcooper@waverley.nsw.edu.au

0415 194 805

Liz Pemberton lpemberton@asc.wa.edu.au

0413 896 118

Michael Wood spacemaker62@gmail.com 

0435 065 326

Brendan mckeaguebrendan@gmail.com 

0429 448 090

Next step (s) To look at PBL proposal being developed

By when: End of 3rd term

Action Plan

Action Area Project continuation & expansion

Covered by: Brendan

Offers of Support:

Name Email Ph

Liz Pemberton lpemberton@asc.wa.edu.au

0413 896 118

Michael Vial michael.vial@cesa.catholic.edu.au 

0424 996 612

Michael Wood spacemaker62@gmail.com 

0435 065 326

Next step (s) Forward

Brendan will prepare a proposal for circulation

Action Plan

Action Area Schools Inquiry on whole school a/or curric exploration on nonviolence

Covered by: Michael Vial

Offers of Support:

Name Email Ph

Brendan mckeaguebrendan@gmail.com

0429 448 090

Christina Jones christina.jonas@cesa.catholic.edu.au

0402 066 934

Maria Burgess marcia.burgess@cesa.catholic.edu.au

0421 640 061

Jo Hart jo.hart@erea.edu.au 

0429 431 206

Michael Wood spacemaker62@gmail.com 

0435 065 326

Next step (s) CESA people to arrange a teleconference for larger group

By when: 3 July 2018

Peace Education Australia 2020 23

 

Action Plan

Action Area Stimulus Paper on Non Violence

Covered by: Michael Vial

Offers of Support:

Name Email Ph

Brendan 0429448090

Next step (s) Michael V to talk to Brendan about how to link this to 'Project continuation and expansion action.

By when: 3 July 2018

Action Plan

Action Area Learn/read more about peace and nonviolence  

Particular interest in feminist theology

Covered by: Marcia

Offers of Support:

Name Email Ph

Christina Jonas christina.jonas@cesa.catholic.edu.au

0402 066 934

Michael Vial michael.vial@cesa.catholic.edu.au 

0424 996 612

Gillian Moses g.moses@staidans.qld.edu.au 

0414 373 151

Michael Wood spacemaker62@gmail.com 

0435 065 326

Teresa Sheridan tereshe@bigpond.net.au 

0413 558 171

Liz Pemberton lpemberton@asc.wa.edu.au

0413 896 118

Kay Hunt kay.hunt@optusnet.com.au

0417 884 395

Ruth Crowe ruthcrowe@ozemail.com.au

0408 291 429

Dan Valencic dan.valencic@cbhslewisham.nsw.edu.au 0410 456 804

Jo Hart jo.hart@erea.edu.au 

0429 431 206

Next step (s) an email group and explore a yammer space

By when:

Peace Education Australia 2020 24