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• Citation Styles

APA cover (title) page: format and templates

There are two types of title page required for APA style papers, a professional and a student version.

Student APA cover page

As long as students do not have any specific guidance from their instructors in regards to a cover page format, they should include the following elements on their cover page:

• Running head : only for APA 6th you write "Running head: TITLE" as a header. APA 7th does not require a running head.
• Title of the paper : three to four lines down from the top of the title page, centered and in bold for APA 7 (APA 6 does not have a title in bold).
• Name of author(s) : include a double-spaced blank line between the paper title and the author name(s).
• Affiliation for each author (the university attended, including department)
• Course number and name
• Name of instructor
• Due date of the assignment (date format used in your location)
• Page number (included on all pages), cover page is number 1.
• Times New Roman is the preferred font, 12-point .
• Double spacing
• 1 inch margins

We created a a student APA cover page template of both 6th & 7th edition, which you can download:

Professional APA cover page

A professional APA cover page should include the following elements:

• Name of each author : include a double-spaced blank line between the paper title and the author names.
• Affiliation for each author: give the name of the institution at which the research was carried out.
• Author note : see the specific instructions below.
• Running head (included on all pages): for APA 6th you write "Running head: TITLE" and for APA 7th only the title in caps is required (omitting the phrase running head).
• Page number (included on all pages): page 1 is the cover page.
• Times New Roman is the preferred font, 12 -point.

Since there are a few slight differences between the professional cover page in APA 6th and 7th edition, we created a template for each version, which you can download.

APA cover page: Author note format

An author note in a professional paper can be found at the bottom of the cover page. It is usually composed of four paragraphs.

• In the first paragraph : for APA 6, give the name of the author and their affiliation. For APA 7, give the authors' ORCID iDs. Omit this part if the authors don't have ORCID iDs.
• Second paragraph : Specify any changes of affiliation (for both APA 6 & 7). Use the following format: “[Author’s name] is now at [affiliation].” This paragraph may also clarify the death of an author.
• Third paragraph : give any confidentiality disclosures and/or acknowledgments.
• Fourth paragraph : give the contact information of the author(s).

Format : start this section in the bottom half of the title page, below the affiliations. Leave a minimum of one blank line between the affiliation and the author note title. Center the title “Author Note” in bold. The first line of each paragraph should be indented and all aligned to the left.

Further reading

For more details not covered in this guide, take a look at the following sources:

📝 Student and Professional APA cover page (7th ed.)

🌐 APA 6th cover page tutorial

Frequently Asked Questions about APA cover (title) page

The title page of a student paper serves as a representation of the author. It is a mere formality, as it makes your paper appear more academic. As a student, the title page helps your instructor identify on a glance who wrote the paper, what the topic is, and for what course. In sum, a student should add a title page when indicated.

The title page of a professional paper serves as a representation of the author. For professionals, the function of a title page is to introduce the reader to the main facts of the paper, such as the author, the topic, the year of publication, and contact information. In sum, a professional should add a title page to comply with academic standards.

No. According to APA style, the title's font of a title page should not include any type of Word Art or "fun" fonts of any kind. APA style indicates titles should be written in the same font as the rest of the text, it should centered and in bold (for APA 7).

Yes, APA style's title page should be formated as page 1 of the paper, followed by the abstract page as page 2.

If you learn better by watching than by reading, here are two YouTube tutorials that will help you create a title page: APA Style 7th Edition: Student Paper Formatting and APA Style 7th Edition: Professional Paper Formatting by Samuel Forlenza, PhD.

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For students and teachers.

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply —use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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WHEN or WHAT is the due date for this assignment?

I want to know due date for my assignment which is given by teacher. In this situation, is it correct to say

When is the due date for this assignment?

What is the due date for this assignment?

or other things you recommend?

• word-choice

2 Answers 2

In casual, every day use, both would be fine, but if you want to be strict, you would either say:

"What is the due date for this assignment" or "When is this assignment due?"

The "what" is asking for a specific name / figure denoting a point in time, and the "when" is actually asking for a point in time - the answer does not have to take the form of a date. For example you could answer "tomorrow", or "in 4 weeks", whereas the first question specifically asks for a date.

Both are correct. Likewise, What is the DEADLINE? or When is the DEADLINE?

See more examples from the Longman Dictionary of Contemporary English :

The new Jan. 22 due date also applies to taxpayers in Washington, Mr Keith adds. The amount and due date will be announced in advance. It was less than satisfying; and yet as his due date neared he kept on, sometimes all night. A loan stock holder is not hampered by such restrictions if his loan stock is not paid on the due date. My first child arrived quite quickly on the due date. The covenant to pay the rent on the due date, quarterly in advance usually, is absolutely fundamental. The due date coincides with the closing ceremonies in Atlanta. Fewer than 5 percent of women deliver on their due date. Only a significantly wrong due date separates Lou Madden from a perfect Super Bowl attendance record.

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Clegg told BBC Radio 4's Broadcasting House yesterday morning: "He [Darling] needs to enjoy the public's trust when it comes to issues of financial probity, of money, of managing our nation's finances.

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SC HIST 155: Women, Gender and US Colonialism / A. Aruck / FA 2024

• This Guide, Your Assignment, and Secondary (Mostly Scholarly) Sources
• Primary Resources
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• Citing Your Sources

Your Assignment and this Guide

Welcome to the research course guide for  HIST 155: Women, Gender, and U.S. Colonialism   This guide is a good place to start for researching the primary and secondary sources you will need to locate for your annotated bibliography and for your final research paper.  Use the tabs on the side to go to the different categories on the side. 

Remember that this guide is a place to begin your research.  The main subject guides, listed below under "other research guides, have a much fuller offering of both secondary and primary source databases

  Just a few words about research that you can either heed or ignore:  seen holistically, these different types of sources make up the scholarly conversation.  Your research paper, responding to your topic and the sources you locate, is also part of the scholarly conversation.  What you find in your sources may alter the trajectory of your res earch.  In sum:  research is an art, not a science, and as such it is not linear. 

Please remember that I and other librarians are here to help you.  Don't hesitate to contact me or make an appointment.

Secondary Scholarly Resources

• America History and Life United States History
• Historical Abstracts This link opens in a new window Why search here? The main index for scholarship in early modern to present day World History, excluding United States and Canadian history. Content type: Abstracts of scholarly articles, magazine articles, dissertations and theses, books Coverage dates: 1953-present more... less... Language: English, French, German, Spanish, etc.
• Academic Search Premier Our main interdisciplinary index includes both scholarly and non-scholarly articles. Good for all subjects and topics, including Medieval and Renaissance History. more... less... May have more current research than International Medieval Bibliography and Iter, although does not go back as far.
• Library Search! Provides access to resources owned by the Claremont Colleges Library, and to millions of resources from other libraries worldwide. In addition to physical materials housed in the library, Library Search also provides access to online sources (eBooks, articles, dissertations, and streaming video and audio).

Other Research Guides

• Latin American History by Adam Rosenkranz Last Updated Sep 10, 2024 131 views this year
• Asian History by Adam Rosenkranz Last Updated Aug 30, 2024 59 views this year
• African History by Adam Rosenkranz Last Updated Aug 30, 2024 112 views this year
• Middle Eastern / North African History by Adam Rosenkranz Last Updated Sep 9, 2024 67 views this year
• Gender/ Feminist/ Sexuality/ Women's/ Queer Studies by Nazia Islam Last Updated Aug 19, 2024 152 views this year

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NATIONAL CONSULTANT TO REVIEW THE KENYA SECOND GENERATION NATIONAL ACTION PLAN ON WOMEN, PEACE AND SECURITY

Advertised on behalf of.

Nairobi, KENYA

Type of Contract :

Individual Contract

Starting Date :

07-Oct-2024

Application Deadline :

30-Sep-24 (Midnight New York, USA)

Post Level :

National Consultant

Duration of Initial Contract :

37 Working Days

Time left :

Languages required :.

English  

Expected Duration of Assignment :

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence. UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

UN WOMEN, grounded in the vision of equality enshrined in the Charter of the United Nations, works for the elimination of discrimination against women and girls; the empowerment of women; and the achievement of equality between women and men as partners and beneficiaries of development, human rights, humanitarian action and peace and security. Placing women’s rights at the center of all its efforts, the UN WOMEN leads and coordinates United Nations system efforts to ensure that commitments on gender equality and gender mainstreaming translate into action throughout the world. UN WOMEN provides strong and coherent leadership in support of Member States’ priorities and efforts, building effective partnerships with civil society and other relevant actors.

In Kenya, the UN Women Country Programme contributes to the development objectives of Kenya’s blueprintthe Vision 2030, the SDGs particularly, SDG 5 and is aligned to the United Nations SustainableDevelopment Cooperation Framework (UNSDCF) 2022-2026 as well as UN Women Global Strategic Plan. UN Women Kenya Strategic Note 2023-2026 aims to achieve the following results: (i) Increased women’s leadership and participation in governance; (ii) Strengthened women’s economic empowerment; (iii) Increased protection of women against gender-based violence & access to justice forwomen; and (iv) Strengthened women’s leadership in peacebuilding and humanitarian response.

In 2016, Kenya developed its first National Action Plan (KNAP) on the United Nations Security Council Resolution 1325 (UNSCR 1325), demonstrating a profound interest in the implementation of women peace and security (WPS) agenda at the country level. The KNAP is the overarching national framework that provides guidance on the implementation of UNSCR 1325 and subsequent resolutions on WPS. Many results were achieved during the first KNAP including the increase of women in the peace committee from 14% to 29 %, and the development of the Ministry of Défense Gender Policy. However, as recommended by the comprehensive review conducted in 2018; engagement of the county governments was required to fully implement the KNAP on UNSCR 1325 (2016-2018) to build an inclusive society where women’s rights were protected.

Kenya is currently implementing its second KNAP (2020-2024) on WPS, which was adopted in May 2020. It integrates lessons learned from the first KNAP and is building on previous the gains and achievements. In addition, the second KNAP strives to highlight the imperative role women play in advancing peace and security and emphasizes visibility. It also highlights the vulnerability and mitigation strategies through an implementation structure consisting of robust pillars (Participation, Protection, Prevention and Relief and Recovery) and coordination mechanism.

UN Women Kenya is committed to supporting the Government of Kenya and non-state actors to effectively implement the second KNAP. The main objectives of UN Women’s work with the Government under WPS is to support; 1) the implementation of UNSCR 1325 and subsequent resolutions and 2) women and girls in target counties to take leadership in WPS agenda, improve their resilience and participate in disaster risk management.

Considering the above, noting that the second KNAP ends in 2024, and with the aim of developing a highly relevant third KNAP, UN Women Kenya seeks to hire a national consultant to support the Government of Kenya to carry out a review of the second KNAP. 

Rationale for Review of the Second KNAP on UNSCR 1325

The second KNAP comes to an end in December 2024, which calls for a review to be conducted by November 2024 to assess level of progress in implementation, results, achievements, lessons, challenges and emerging issues that need to be incorporated in the third KNAP. The review will provide an invaluable opportunity for the Government of Kenya and non-state actors to take stock of the progress made across Government agencies and civil society organizations, that have been implementing the second KNAP since May 2020. It is an opportunity to capture the gains made at the county and national levels by highlighting implementation gaps and challenges, as well as emerging trends and priorities for action especially considering the impact of the COVID-19 pandemic on the second KNAP implementation at all levels.

Through the technical and financial support from UN Women, the State Department for Gender and Affirmative Action and the National Steering Committee on Peacebuilding and Conflict Management (NSC) will lead and provide recommendations to the review process.

Main Objective

The main objective is to document and review the progress made on the implementation of the second KNAP on UNSCR 1325 and provide recommendations for developing the third KNAP.

Specific Objectives

• Evaluate the achievements against the targets set in the second KNAP, including outcomes and outputs as well as indicators as per the implementation plan.

• Identify issues and challenges faced during the implementation of second KNAP within the context of peace and security in Kenya. Propose strategies to address challenges encountered during the implementation and provide related recommendations for development of third KNAP.

• Assess the implementation of the County Local Action Plans at the county level and evaluate the tangible effects of second KNAP on the ground among beneficiaries.

• Highlight successful practices and effective strategies employed in implementing the second KNAP.

• Share concrete recommendations for the development of third KNAP, that link to findings, challenges, best practices and lessons learned from the implementation of the second KNAP.

Duties and Responsibilities

Under the overall guidance of the UN Women Peace and Security Team Lead a.i. and the KNAP Secretariat at the State Department for Gender and Affirmative Action, the consultant will be responsible for the following tasks:

Task 1: Inception Meeting, Desk Review and Inception Report

• Inception meeting.

• Conduct a desk review of existing relevant documents and reports from UN Women, state and nonstate actors related to peace and security, including the second KNAP.

• Conduct preliminary consultations with relevant members of the implementation structures (NSC on UNSCR 1325 and the WPS taskforce at the national and county level).

• Develop and submit an inception report including of methodology and consultancy work plan, which specifies the deliverables and timelines. Present the draft inception report in a meeting and review it incorporating the received feedback from the key stakeholders.

Task 2: Data Collection and Analysis

• Develop a standardized data collection tool(s).

• Carry out data collection at the national level and from selected counties.

• Analyze data collected. Draw conclusions and recommendations from all the relevant data on the second KNAP Participation & Promotion, Prevention, Protection and Relief and Recovery pillars.

• Provide qualitative information by developing four case studies/best practices specifically on the pillars of the KNAP: Participation & Promotion, Prevention, Protection and Relief and Recovery. 

Task 3: Validation of Preliminary findings

• Draft preliminary report with recommendations, that are clearly linked to the findings, challenges, best practices and lessons learned from the implementation of the second KNAP and share with key stakeholders.

• Hold a one-day in-person validation meeting with key stakeholders, including members of the NSC on UNSCR 1325 and WPS taskforce from the national and county level.

Deliverables, Working Days and Payment Schedule

Competencies

Core Values:

• Respect for Diversity

• Integrity

• Professionalism

Core Competencies:

• Awareness and Sensitivity Regarding Gender Issues

• Accountability

• Creative Problem Solving

• Effective Communication

• Inclusive Collaboration

• Stakeholder Engagement

• Leading by Example

Please visit this link for more information on UN Women’s Core Values and Competencies:  

https://www.unwomen.org/en/about-us/employment/application-process#_Values  

Functional Competencies

• Strong programme formulation, implementation, monitoring, and evaluation skills

• Strong knowledge of Results-Based Management

• Ability to synthesize program performance data and produce analytical reports to inform management and strategic decision-making.

• Strong knowledge of Women, Peace, and Security

• Strong analytical skills

• Ability to identify and analyse trends, opportunities, and threats to fundraising and develop strategies

Required Skills and Experience

Education and Certification:

• A master’s degree or equivalent in gender/women's studies, peace studies, international development, conflict studies, law, access to justice, social sciences, human rights, or a related field is required.

• A first-level relevant university degree in combination with two additional years of qualifying experience may be accepted in lieu of the advanced university degree.

Experience:

• At least 10 years progressively responsible experience in conflict prevention and peacebuilding programming, training, and/or analysis with significant experience mainstreaming gender into analysis processes.

• Technical experience working on the WPS agenda.

• Strong understanding of the WPS Agenda, normative frameworks, and WPS programming.

• Demonstrated experience in doing research and analysis on areas of gender, development, peace, and security and demonstrate publications.

• Established working relationships with state actors at the national, county level, peace actors, women’s human rights and gender equality organizations, development partners that can be activated for the purposes of the data collection and analysis.

• Excellent written and oral communication skills in English.

• Ability to work independently and deliver on tight timelines.

Language Requirements:

• Fluency in English is required.

• Knowledge of Kiswahili is an asset

Application:

All applications must include (as an attachment) the completed UN Women Personal History form (P-11) which can be downloaded from:  https://www.unwomen.org/sites/default/files/2022-07/UN-Women-P11-Personal-History-Form-en.doc . Kindly note that the system will only allow one attachment. Applications without the completed UN Women P-11 form will be treated as incomplete and will not be considered for further assessment.

In July 2010, the United Nations General Assembly created UN Women, the United Nations Entity for Gender Equality and the Empowerment of Women. The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates for greater impact. It merges and builds on the important work of four previously distinct parts of the UN system (DAW, OSAGI, INSTRAW and UNIFEM), which focused exclusively on gender equality and women's empowerment.

Diversity and inclusion:

At UN Women, we are committed to creating a diverse and inclusive environment of mutual respect. UN Women recruits, employs, trains, compensates, and promotes regardless of race, religion, color, sex, gender identity, sexual orientation, age, ability, national origin, or any other basis covered by appropriate law. All employment is decided on the basis of qualifications, competence, integrity and organizational need.

If you need any reasonable accommodation to support your participation in the recruitment and selection process, please include this information in your application.

UN Women has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UN Women, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. All selected candidates will be expected to adhere to UN Women’s policies and procedures and the standards of conduct expected of UN Women personnel and will therefore undergo rigorous reference and background checks. (Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

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Notice of Final Federal Agency Actions on Proposed Highway Projects in Texas

A Notice by the Federal Highway Administration on 09/24/2024

This document has been published in the Federal Register . Use the PDF linked in the document sidebar for the official electronic format.

• Document Details Published Content - Document Details Agencies Department of Transportation Federal Highway Administration Document Citation 89 FR 77960 Document Number 2024-21771 Document Type Notice Pages 77960-77962 (3 pages) Publication Date 09/24/2024 Published Content - Document Details
• View printed version (PDF)
• Document Dates Published Content - Document Dates Dates Text By this notice, TxDOT is advising the public of final agency actions subject to 23 U.S.C. 139(l)(1) . A claim seeking judicial review of TxDOT and Federal agency actions on the highway projects will be barred unless the claim is filed on or before the deadline. For the projects listed below, the deadline is February 21, 2025. If the Federal law that authorizes judicial review of a claim provides a time period of less than 150 days for filing such a claim, then that shorter time period still applies. Published Content - Document Dates

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Department of Transportation

Federal highway administration.

Texas Department of Transportation (TxDOT), Federal Highway Administration (FHWA), U.S. Department of Transportation.

Notice of limitation on claims for judicial review of actions by TxDOT and Federal agencies.

This notice announces actions taken by TxDOT and Federal agencies that are final. The environmental review, consultation, and other actions required by applicable Federal environmental laws for these projects are being, or have been, carried out by TxDOT pursuant to an assignment agreement executed by FHWA and TxDOT. The actions relate to various proposed highway projects in the State of Texas. These actions grant licenses, permits, and approvals for the projects.

By this notice, TxDOT is advising the public of final agency actions subject to 23 U.S.C. 139(l)(1) . A claim seeking judicial review of TxDOT and Federal agency actions on the highway projects will be barred unless the claim is filed on or before the deadline. For the projects listed below, the deadline is February 21, 2025. If the Federal law that authorizes judicial review of a claim provides a time period of less than 150 days for filing such a claim, then that shorter time period still applies.

Patrick Lee, Environmental Affairs Division, Texas Department of Transportation, 125 East 11th Street, Austin, Texas 78701; telephone: (512) 416-2358; email: [email protected] . TxDOT's normal business hours are 8:00 a.m.-5:00 p.m. (central time), Monday through Friday.

The environmental review, consultation, and other actions required by applicable Federal environmental laws for these projects are being, or have been, carried out by TxDOT pursuant to 23 U.S.C. 327 and a Memorandum of Understanding dated December 9, 2019, and executed by FHWA and TxDOT.

Notice is hereby given that TxDOT and Federal agencies have taken final agency actions by issuing licenses, permits, and approvals for the highway projects in the State of Texas that are listed below.

The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Categorical Exclusion (CE), Environmental Assessment (EA), or Environmental Impact Statement (EIS) issued in connection with the projects and in other key project documents. The CE, EA, or EIS and other key documents for the listed projects are available by contacting the local TxDOT office at the address or telephone number provided for each project below.

This notice applies to all TxDOT and Federal agency decisions as of the issuance date of this notice and all laws under which such actions were taken, including but not limited to:

1. General: National Environmental Policy Act (NEPA) [ 42 U.S.C. 4321-4351 ]; Federal-Aid Highway Act [ 23 U.S.C. 109 ].

2. Air: Clean Air Act [ 42 U.S.C. 7401-7671(q) ].

3. Land: Section 4(f) of the Department of Transportation Act of 1966 [ 49 U.S.C. 303 ]; Landscaping and ( print page 77961) Scenic Enhancement (Wildflowers) [ 23 U.S.C. 319 ].

4. Wildlife: Endangered Species Act [ 16 U.S.C. 1531-1544 and Section 1536], Marine Mammal Protection Act [ 16 U.S.C. 1361 ], Fish and Wildlife Coordination Act [ 16 U.S.C. 661-667(d) ], Migratory Bird Treaty Act [ 16 U.S.C. 703-712 ].

5. Historic and Cultural Resources: Section 106 of the National Historic Preservation Act of 1966, as amended [ 54 U.S.C. 300101 et seq. ]; Archeological Resources Protection Act of 1977 [ 16 U.S.C. 470(aa)-11 ]; Archeological and Historic Preservation Act [ 54 U.S.C. 312501 et seq. ]; Native American Grave Protection and Repatriation Act (NAGPRA) [ 25 U.S.C. 3001-3013 ].

6. Social and Economic: Civil Rights Act of 1964 [ 42 U.S.C. 2000(d)-2000(d)(1) ]; American Indian Religious Freedom Act [ 42 U.S.C. 1996 ]; Farmland Protection Policy Act (FPPA) [ 7 U.S.C. 4201-4209 ].

7. Wetlands and Water Resources: Clean Water Act [ 33 U.S.C. 1251-1377 ] (Section 404, Section 401, Section 319); Land and Water Conservation Fund (LWCF) [ 16 U.S.C. 4601-4604 ]; Safe Drinking Water Act (SDWA) [ 42 U.S.C. 300(f)-300(j)(6) ]; Rivers and Harbors Act of 1899 [ 33 U.S.C. 401-406 ]; Wild and Scenic Rivers Act [ 16 U.S.C. 1271-1287 ]; Emergency Wetlands Resources Act [ 16 U.S.C. 3921 , 3931 ]; TEA-21 Wetlands Mitigation [ 23 U.S.C. 103(b)(6)(m) , 133(b)(11) ]; Flood Disaster Protection Act [ 42 U.S.C. 4001-4128 ].

8. Executive Orders: E.O. 11990 Protection of Wetlands; E.O. 11988 Floodplain Management; E.O. 12898 Federal Actions to Address Environmental Justice in Minority Populations and Low-Income Populations; E.O. 11593 Protection and Enhancement of Cultural Resources; E.O. 13007 Indian Sacred Sites; E.O. 13287 Preserve America; E.O. 13175 Consultation and Coordination with Indian Tribal Governments; E.O. 11514 Protection and Enhancement of Environmental Quality; E.O. 13112 Invasive Species. (Catalog of Federal Domestic Assistance Program Number 20.205, Highway Planning and Construction.)

The projects subject to this notice are:

1. SH 36 from IH 69 South to FM 2218, Fort Bend County, Texas. The project will widen and reconstruct SH 36 from a two-lane (one in each direction) undivided roadway to a four-lane (two in each direction) divided roadway. Sidewalks will be added along both sides of SH 36 for pedestrians and cyclists would utilize a bike lane separated from the roadway with a buffer. The project is approximately 2.9 miles in length. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Categorical Exclusion Determination issued on June 7, 2024, and other documents in the TxDOT project file. The Categorical Exclusion Determination and other documents in the TxDOT project file are available by contacting the TxDOT Houston District Office at 7600 Washington Avenue, Houston, TX 77007; telephone: (713) 802-5000.

2. I-20 from US 83 to Buck Greek Road, Taylor and Callahan Counties, Texas. The project will improve the existing I-20 facility from east of US 83 to near Buck Greek Road, a length of approximately 10.34 miles. The project will widen I-20 to three 12-foot-wide mainlanes, 10-foot wide inside and outside shoulders, two to three 12-foot-wide frontage road lanes, and a 10-foot-wide shared-use path in each direction. The mainlanes will be separated by a concrete barrier. Storm sewer will be used to convey stormwater and will replace the ditches in some places. Curb and gutter will be added to frontage roads. The project will also include ramp reconfigurations, access changes, turnarounds lanes, and intersection improvements at various locations. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Categorical Exclusion Determination issued on June 14, 2024, and other documents in the TxDOT project file. The Categorical Exclusion Determination and other documents in the TxDOT project file are available by contacting the TxDOT Abilene District Office at 4250 N Clack, Abilene, TX 79601; telephone: (325) 676-6817.

3. US 54 expansion from FM 2677 to the Oklahoma State Line, Sherman County, Texas. The project will widen the existing roadway to a four-lane divided highway with two, 12-foot travel lanes in each direction, 10-foot shoulders, a separated median within the rural area and a center 14-foot turn lane within urban limits. Existing rest stops will be removed and consolidated to one new truck parking location. The project length is approximately 19.1 miles. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Categorical Exclusion Determination issued on July 1, 2024, and other documents in the TxDOT project file. The Categorical Exclusion Determination and other documents in the TxDOT project file are available by contacting the TxDOT Amarillo District Office at 5715 Canyon Drive, Amarillo, TX 79110; telephone: (806) 356-3256.

4. SH 174 Lane Addition from Wicker Hill Rd to North of Elk Dr, Johnson County, Texas. The project will extend for a total of approximately 1.95 miles along SH 174 in Burleson, from the intersection of SH 174 and Wicker Hill Road, to approximately 0.23 miles north of Elk Drive. The SH 174 roadway will be widened to include three northbound 11-foot-wide general purpose travel lanes and three southbound 11-foot-wide general purpose travel lanes, with 8-foot-wide shoulders. Inside and outside turn lanes will be added at various intersections along SH 174. Sidewalks are proposed throughout the project corridor. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Categorical Exclusion Determination issued on July 15, 2024, and other documents in the TxDOT project file. The Categorical Exclusion Determination and other documents in the TxDOT project file are available by contacting the TxDOT Fort Worth District Office at 2501 S W Loop 820 Fort Worth, TX 76133; telephone: (817) 370-6744.

5. Center Street Extension from Bardin Rd to SE Green Oaks Blvd., Tarrant County, Texas. The project will extend Center Street from East Bardin Road to Southeast Green Oaks Boulevard and will connect Center Street (Dr. Martin Luther King, Jr. Drive) from East Bardin Road to Engleside Drive, with pavement markings carrying through to Southeast Green Oaks Boulevard. The total project length is approximately 1.18 miles. The new roadway will be an extension of the existing Center Street, with two northbound lanes and two southbound lanes separated by a raised median. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Categorical Exclusion Determination issued on July 15, 2024, and other documents in the TxDOT project file. The Categorical Exclusion Determination and other documents in the TxDOT project file are available by contacting the TxDOT Fort Worth District Office at 2501 SW Loop 820 Fort Worth, TX 76133; telephone: (817) 370-6744.

6. FM 1053 from FM 11 to 10 miles south of FM 1450, Pecos County, Texas. The project will relocate the portion of FM 1053 that current exists from FM 11 in Imperial to approximately 10 miles south of FM 1450, a distance of approximately 17 miles. This portion of FM 1053 will be relocated to the existing Buena Vista Road, from FM 11, approximately 5 miles southeast of the current FM 1053 intersection with FM ( print page 77962) 11, to approximately 10 miles south of FM 1450, a distance of approximately 16 miles. The proposed FM 1053 roadway will consist of two undivided 12-foot-wide travel lanes with 10-foot-wide shoulders. Drainage will consist of open ditches and single pipe culverts at driveways. The project will include replacing/updating the existing bridge-class culvert. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Categorical Exclusion Determination issued on August 5, 2024, and other documents in the TxDOT project file. The Categorical Exclusion Determination and other documents in the TxDOT project file are available by contacting the TxDOT Odessa District Office at 3901 E Highway 80, Odessa, TX 79761; telephone: (432) 498-4697.

7. Loop 250 at Todd Road, Midland County, Texas. The project will construct main lanes between Fairgrounds Road and CR 1150 and an overpass at the intersection of Todd Drive. The main lanes and overpass will consist of two 12-foot lanes in each direction, with 10-foot outside shoulders and 4-foot inside shoulders. The project will also construct an at-grade intersection under the overpass at Todd Drive, along with turnaround lanes. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Categorical Exclusion Determination issued on August 28, 2024, and other documents in the TxDOT project file. The Categorical Exclusion Determination and other documents in the TxDOT project file are available by contacting the TxDOT Odessa District Office at 3901 E Highway 80, Odessa, TX 79761; telephone: (432) 498-4697.

8. South Zarzamora Street from US 90 to Jennings Avenue, Bexar County, Texas. The project will realign South Zarzamora Street from US 90 to Jennings Avenue and construct a grade separation over the Frio City Road/Kirk Place and Union Pacific Railroad (UPRR) intersections. The project is approximately 0.8 miles. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Final Environmental Assessment (EA), the Finding of No Significant Impact (FONSI) issued on June 21, 2024, and other documents in the TxDOT project file. The EA, FONSI, and other documents in the TxDOT project file are available by contacting the TxDOT San Antonio District Office at 4615 NW Loop 410, San Antonio, TX 78229; telephone: (210) 615-5839.

9. FM 812 from US 183 to SH 21, Travis and Bastrop Counties, Texas. The project will include the realignment of a 1.46-mile section of FM 812 between US 183 and FM 973 and will upgrade FM 812 from a two-lane undivided roadway to a four-lane divided roadway. The project will also include improvements to a 0.75-mile portion of FM 973 from 0.1-mile north of McAngus Road to 0.2-mile south of FM 812. The project is approximately 9.49 miles long. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Final Environmental Assessment (EA), the Finding of No Significant Impact (FONSI) issued on June 27, 2024, and other documents in the TxDOT project file. The EA, FONSI, and other documents in the TxDOT project file are available by contacting the TxDOT Austin District Office at 7901 North I-35, Austin, TX 78753; telephone: (512) 832-7000.

10. SH 249 from BW-8 N to I-45 N, Harris County, Texas. The project will reconstruct and widen SH 249 from BW 8 N to I-45 N from a six-lane roadway to an eight-lane divided roadway, for a total distance of 7.2 miles. Directions of travel will be separated by a raised median varying from 6 to 30 feet wide. Turn bays for left and right movements will be added at major intersections. Ten-foot-wide sidepaths will be constructed on both sides of the roadway near the right-of-way limits. The actions by TxDOT and Federal agencies and the laws under which such actions were taken are described in the Final Environmental Assessment (EA), Finding of No Significant Impact (FONSI) issued on July 9, 2024 and other documents in the TxDOT project file. The EA, FONSI, and other documents in the TxDOT project file are available by contacting the TxDOT Houston District Office at 7600 Washington Avenue, Houston, TX 77007; telephone: (713) 802-5000.

Authority: 23 U.S.C. 139(l)(1) .

Michael T. Leary,

Director, Planning and Program Development, Federal Highway Administration.

[ FR Doc. 2024-21771 Filed 9-23-24; 8:45 am]

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