Promoting Education and Child Protection among Crisis Affected Adolescent Girls and Boys in Cox’s Bazar
"Promoting Education and Child Protection among Crisis Affected Adolescent Girls and Boys in Cox’s Bazar”
Tanjil Ahmed
Table
of Content
|
S.L
No. |
Name
of the topics |
Page
No. |
|
1.
|
Introduction |
3-6 |
|
2.
|
Context of the baseline study |
6-7 |
|
3.
|
Objectives
of the Study |
7-7 |
|
4.
|
Research Questions |
8-9 |
|
5.
|
Literature Review |
10-12 |
|
6.
|
Research Methodology |
13-15 |
|
7.
|
Logical Framework |
16-18 |
|
8.
|
Ethical Consideration |
19-19 |
|
9.
|
Expected Deliverables |
19-19 |
|
.
|
Tentative Time Frame |
20-20 |
|
1 |
References |
21-22 |
"Promoting
education and child protection among crisis-affected adolescent girls and boys
in Cox's Bazar"
1.
Introduction:
Adolescents
constitute a nation's core resource for national renewal and growth.
Adolescence is a period in life when a shift from childhood to adulthood takes
place and behaviors and lifestyles are shaped. World Health Organization (WHO)
explains adolescence is the period that shapes the future of girls' and boys'
lives
Source:
Figure 1: Current Literacy rate Whykong, Leda and Teknaf Sadar Union
Besides the general view, recent estimates suggested 34% of refugee children aged 3-14 and 97% of youth aged 15-24 are without access to education while 31% of households face protection concerns which are also horrific for the refugees in hosting community.
Conversely,
the child protection arrangement of these union Parishads is not pleasing. A general scenario of an adolescent's child
protection arrangement in Teknaf Upazila is terrible. According to a study of
ISCG (2018), 35% of females aged 20-25 years were reported to have married before
age 18, 18% of households reported the presence of at-risk children, Children
involved in child labor 11%, Separated children 2%.
Source:
Figure-2: Child Protection rate of Whykong, Leda and
Teknaf Sadar Union
But
it is strongly argued that the most valuable key to success in human life is
education and is called the backbone of a nation. The supremacy of education is
not only in academic knowledge but also in finding one's place in the world and
attaining life experience
This
general purpose of this baseline study will effort to set up safe shared and
home-based learning spaces to promote access to learning opportunities for
adolescents girls and boys (aged 6-17 years) through a community-based
approach.
The
target group of this project is adolescent girls and boys who are in and out of
education and support their access to alternative learning spaces (shared and
home-based learning spaces) in both refugee and host communities, as well as
formal schools in host communities.
Conversely,
the baseline study will be combined with consciousness-raising for community
members on child protection issues, available services, and how to create
enabling and safe environments for children and adolescents. In this regard,
case management, psychosocial support, recreational activities will be steered
to promote education and child protection.
Additionally,
this study will increase community awareness, formal and informal learning
opportunities, skill development, and access psychosocial support, and other
protection services regarding adolescent education and child protection
(violent disciplining, child labor, early marriage, and gender-based violence).
2.
Context of
the Baseline Study
Although
there have been extensive studies on adolescents in the world, a growing number
of authors and scholars adduced that adolescents tend to contribute adversely
to the safety, political, social, and economy of State (Turkoglu &
Chadefaux, 2018). In the same line numbers of scholars and institutions argued
adolescent boys and girls in Bangladesh have been suffered and tortured in
respect of child laboring, early marriage, sexual harassment, trafficking, and
gender-based violence.
Especially
the marginalized and vulnerable adolescents are suffered much in such issues.
The context of this baseline study is about adolescent boys and girls in Teknaf
Upazila in Bangladesh for promoting education and child protection.
Teknaf Upazila of
Cox’s Bazar district in the division of Chittagong,
forms the southernmost point in mainland Bangladesh.
The name of the region comes from the Naf River which forms the
eastern boundary of the Upazila. It shares the border with Burma and
that’s why this area is considered as refugee’s influx. After extensive
violence in Myanmar in August 2017, more than 9.5 million people (906,572)
people (55% children), settled in camps around Cox’s Bazar, remain displaced
and in need of assistance. There is a huge amount of crisis-affected Rohingya
and host adolescents have underprivileged their education and protection as
well as basic rights in Teknaf Upazila.
That’s
why this baseline study has occupied on such crisis-affected adolescent girls
and boys for promoting their education and protection in Camp 21, 22, and 24
under Whykong and Leda unions under Teknaf Upazila and in Host Community Teknaf
Sadar and Whykong union, Cox’s Bazar, Bangladesh. The main purpose of this
baseline study is to promote education and child protection of crisis-affected,
marginalized, and vulnerable adolescent girls and boys in three Union of Teknaf
Upazila. Additionally, the general objective of this project will work to set
up safe shared and home-based learning spaces to improve access to learning
opportunities for girls and boys aged 6-17 years through a community-based
approach to train the education facilitators and support workers to provide
learning in an age-friendly and gender-appropriate approach. To conduct this
study, qualitative method has been applied.
Interviews and focus group discussion (FGD) tools will be adopted while
for qualitative survey will be conducted. However, a logical framework has
developed correspondingly to assess the overall baseline study.
3.
Objectives
of the Study:
The broad objective of this baseline
study is to promote education and child protection among crises affected
adolescent girls and boys in Cox's Bazar (Camp
21, 22 and 24 under Whykong, Leda, and Teknaf Sadar Unions under Teknaf Upazila).
The
specific objectives are –
a)
To set up safe shared and home-based
learning (formal and informal education) spaces to improve access to learning
opportunities for adolescent girls and boys in study areas.
b)
To increase capacity building
(protection) knowledge, awareness, protection, practice, engagement, activeness
and other aspects of target group toward the response of violence
c)
To illustrate age and gender appropriate
case management services to respond towards the protection needs of
crisis-affected girls and boys from the host and refugee communities in study
areas.
d)
To explore quality community-based
psychosocial intervention needs of crisis-affected girls and boys from the host
and refugee communities in study areas.
4.
Research
Questions:
Every research questions contain
the inquiry questions.
A. A. What are the policy initiatives taken
for promoting education and child protection among crisis-affected adolescent
girls and boys in Cox's Bazar (Camp 21,
22 and 24 under Whykong, Leda, and Teknaf Sadar Unions under Teknaf Upazila)
in Bangladesh?
a) What
are the social as well as capacity-building initiatives
(awareness raising, campaign for education) taken for promoting
education and child protection among crisis-affected adolescent girls and boys
in Cox's Bazar?
b) What
are the government policies taken for protecting child from early marriage,
laboring, violence and trifling?
c) What are the financial initiatives (education stipend,
distribution of education materials) taken for increasing the participants of
adolescent in school/colleges, curriculum development, policies for evaluation
and assessment of achievement and mobile learning?
d) What
are the collaborating initiatives (like teacher trainings, counselling, and
mental grooming) taken for establishing environment friendly education system
in the study area?
B. B. What
are the elements of formal and informal education systems for safe and
accessible learning environments in study areas?
a) What
are the elements for taking formal education like school, colleges,
universities, madrasah for taking formal education?
b) What
are the elements for taking informal education like home based learning,
spontaneous learning and natural way of learning?
c) How
many NGO based educational institutions for promoting education system in study
areas?
C. C. How to set up safe shared and home-based
learning spaces to improve access to learning opportunities for adolescent
girls and boys in the study areas?
a) What
the current status are of shared and home based learning for adolescent girls
and boys in the study areas?
b) What
are the challenges in setting shared and home based learning spaces in the
study areas?
c) What
are the ways on strengthening shared and home based learning spaces in the
study areas?
D. D. How to increase capacity building
(protection) knowledge, awareness, protection, practice, engagement,
activeness, and other aspects of the target group toward the response of
violence?
a) What
are the workshop, seminar and training programs existing for improving
capacity, awareness and protection of crisis affected adolescent boys and girls
in study area?
b) What
are the campaigning and cultural programs taken for protection, practice,
engagement of crisis affected adolescent boys and girls in study area?
E. E. How to illustrate age and gender
appropriate case management services to respond to the protection needs of
crisis-affected girls and boys from host and refugee communities in study areas?
a) What
are the initiatives taken for reducing gender based violence and discriminations
of study area?
F. F. What are the gaps between policy and
practice regarding promoting education and child protection among
crisis-affected adolescent girls and boys in study areas?
5. Review of Literatures:
Adolescence refers to the period of
human growth that happens between childhood and adulthood. Also, adolescence
originates with biological maturation, when young people must bring about
developmental tasks and develop a sense of personal identity
Especially, the adolescent boys and girls in Rohingya refugees and their host communities are many sufferings at Teknaf Upazila in Cox's Bazar. After Rohingya migrants in Cox's Bazar in August 2017, the problems of education and child protection have increased in such vulnerable and marginalized groups. At present, the adolescent's boys and girls including Rohingya and host community access to quality education are burning questions in this area. In line with this discussion, child protection as well as safety and security issues need too much concern. Formal education, public awareness, and training recognized as a process by which human beings and societies can reach their fullest potential. Education is a pre-requisite for promoting sustainable development and improving the capacity of people to address environmental and developmental issues. Both formal and non-formal education are indispensable to change adolescent girls and boy's attitudes so that they can promote the inclusion of their voices in decision-making and appropriate tailored support, and response violence, to access and address psychological issues and sustainable development. To be effective and environment-friendly education should deal with the dynamic of both formal and non-formal education systems. Along with child protection from day laboring, sexual harassment, early marriage, child trafficking, and kidnapping, touching, etc. are important issues for vulnerable and marginalized adolescences in Teknaf, Cox's Bazar.
Byrne Catherine, Gunta Philip, Murray Lori
illustrate the study on Joint Participatory Child Protection Assessment with
Rohingya Adolescents. The study focuses on inter-agency child protection
program design and implementation. The assessment specifically illustrates
child protection risks affecting adolescents (unsafe locations, physical and
verbal abuse, exploitation including trafficking and violating socio-cultural
norms); knowledge, attitudes, and practices amongst adolescents when seeking
help for child protection concerns (social barrier, less awareness of the
availability of individual case management services); and existing child
protection services for adolescents (lack of inclusion, lack of infrastructure
of adolescent and communication gap among themselves). They used to
collaborative participatory approach to engage Adolescent Club members in
shaping the study. This study only focuses on child protection in specific
issues like Rohingya adolescents, not focus on the host communities as well as
education issues
UNICEF
conducted a study on the Humanization Situation Report in Cox's Bazar in
Bangladesh. The study clarifies four key
strategies for Rohingya and their host community development underling the issues
of saving lives and protecting children, promoting social cohesion and
confidence building, strengthened program implementation capacity, and working
with national strategies as development actors of the country. It conducted on
Ukiya Upazila in Cox's Bazar where they operated in child protection and
education issues. The study highlights that programs are static and mobile
Child-Friendly Spaces, Safe Spaces for Women and Girls, home-based Adolescent
Clubs for skill development, center-based Adolescent Friendly Spaces, women
with a range of protection services. For host communities, UNICEF provided as
community-based child protection committees (CBCPCs) and Child Welfare Board.
On the other hand, the study illustrates UNICEF expanded access to non-formal education
for both hosting and refugees in Cox's Bazar including teachers trained on
effective teaching methodologies, cash grants to set up educational
institutions, guidelines for improving quality and effective education, to
develop a comprehensive district-level consolidated primary education plan, and
provide the platform for effective engagement of the district education
USAID
accompanied a study on adolescents in Bangladesh. The study mainly focuses on
the safety and security of girl adolescents regarding sexual and reproductive
health and education services. The
objective of their study was to identify programmatic and evidence gaps, as
well as best practices, and support the development of effective, inclusive,
and sustainable ASRH programs that can operate at scale. The study argues that
govt. of Bangladesh and different NGOs have worked to address sexual and
reproductive health issues in Bangladesh. But these activate have often been
fragmented and are not well documented and evaluated. Additionally, the study
principally focused on cultural taboo, shortage of information among
adolescents, to identify gaps in programming knowledge and practice, to
effectively and efficiently provide SRH services that meet the needs of
adolescents and ensure efficient use of available resources. But this study has
provided a general overview of all adolescents in Bangladesh and not focus on
child protection and Rohingya adolescent in Cox's Bazar area
In
the past few years, different scholars and authors have extensively written
about adolescence, but preliminary literature review shows that there is lack
of studies to provide any model to explain as what factors contribute to
promoting education and child protection among crisis-affected adolescent girls
and boys in Cox's Bazar in Bangladesh. Similarly, the above studies explain the
improvement process and initiatives of vulnerable, marginalized, and backward
sections of Bangladesh focusing on specific areas except Whykong, Leda, and
Teknaf Sadar Unions under Teknaf Upazila. Hence, this study focuses on
promoting education and child protection among crisis-affected adolescent girls
and boys in Cox's Bazar as well as study areas.
Additionally, the study will be combined with consciousness-raising for community members on child protection issues, available services, and how to create enabling and safe environments for children and adolescents. In this regard, case management, psychosocial support, recreational activities will be steered to promote education and child protection in the study areas.
5.
Research
Methodology:
Relevant data will be collected using
both primary and secondary sources. The study will be conducted in a mixed
method approach: meaning it intends to apply both qualitative and quantitative
research methods which will include different participants and respondents of
study area.
|
Tools |
Who
and What |
Why |
||
|
Qualitative |
Content analysis (Literatures review) |
As part of the study, brief review of
available literature and government policies, articles, books, research
papers and other materials related to the research issues will be reviewed. |
To know the different initiatives and
previous study. |
|
|
KII |
Representative of Plan International,
UP representatives, UP officials (Ups
secretary), INGOs/NGOs |
To gather a detail and deep picture of
situation, total KII will be conducted. With the intention to understand the
realistic situation of research areas |
||
|
FGD
(FGD participants will include case study) |
Parents of adolescent, marginalized and vulnerable adolescent
girls and boys including Rohingya and host communities, |
To gather in-depth scenario |
||
|
Quantitative tool |
Interview (survey) |
258
adolescent girls, boys and others (disable, orphan) |
To portraying the gross scenario of
the target areas and issues |
|
|
Boys |
86 |
|||
|
Girls |
86 |
|||
|
Others (Orphan, disable) |
86 |
|||
Table 1: Methodology
6.1 Sampling and Analysis Plan:
A totality of 258 respondents (86 boys, 86 girls and
others 86) will be selected from the inhabitants of three specific Union
Parishads (Whykong, Leda and Teknaf Sadar Unions) under Teknaf Upazila.
Collected data will be organized characteristically and the coding activities
will be done manually. Prepared data will be analyzed statistically with data
analysis software ‘MS Excel’ and ‘Statistical Package for Social Sciences
(SPSS)’ and will be presented in the report accordingly. In the whole research
process, ethical ground and confidentiality will be maintained strictly.
6.2 Sampling plan for the research is
as follows:
Table 2: Sample Size for Survey
|
Division |
District |
Upazila Parishad |
Union Parishad |
Rohingya Camp/Host community |
Criteria of respondent |
No of respondent in each UP |
|
Chottogram
|
Cox’s
Bazar |
Teknaf |
1 No. Whykong UP |
Camp
no. 21, 22, 24 |
Rohingya
and host Adolescences (boys, girls and others) |
99 |
|
Chottogram |
Cox’s
Bazar |
Teknaf |
2 No. Leda UP |
Adolescences
(boys, girls and others) under Rohingya Camp. |
99 |
|
|
Chottogram |
Cox’s
Bazar |
Teknaf |
3 No. Teknaf Sadar UP |
Host
community |
Adolescences
(boys, girls and others) under Host
Community |
60 |
|
|
No of Total Respondents |
258 |
||||
Table 3: Sample Size for Qualitative Research
|
Location |
Criteria
of respondent |
No
of respondent |
Total
no of respondents |
|
|
|
|
|
|
|
|
|
|
|
Rohingya camp 21, 22 and 24 under 1 No. Whykong UP (including host
community), 2 No. Leda UP and 3 No. Teknaf Sadar UP (Host Community) |
Representative of
Plan International |
2 (from each UP) |
6 (2x3 UPs) |
|
UP representatives |
2 (from each UP) |
6 (2x3 UPs) |
|
|
UP officials |
1 (from each UP) |
3 (1x3 UPs) |
|
|
INGOs/NGOs |
2 (from each UP) |
6 (2x3 UPs) |
|
|
Adolescent Parents |
3 (from each UP) |
9 (3x3 UPs) |
|
|
- |
- |
30 Respondents |
|
|
Case
Study |
2 from each UP |
6
Cases |
6. 3 Data collection and analysis:
Data
will be collected based on a structured survey questionnaire as part of the
quantitative tool and for qualitative data collection for KII and FGD purpose a
checklist will be prepared and followed. After collection from field data will
be coded accordingly (morally) and analyzed statistically.
7. Logical Framework:
Since
the main aim of this baseline study is to promote education and child
protection among crisis-affected adolescent girls and boys in Cox's Bazar, this
logical framework will be helpful to obtain the overall study objectives under assessing
the adolescent’s boys and girls exiting status in selected study areas.
|
Category |
Project Summary |
Indicators |
Means of Verification |
Risks
/ Assumptions |
|
Goal |
Promoting
education and child protection among crisis-affected adolescent girls and
boys in Cox's Bazar. |
Increase quality education and promote the
adolescents inclusion of their voices in decision-making than before |
Comparison of previous and exiting status |
Some problems may arise during implementation
period like cultural issues |
|
Outcomes |
Sustainable adolescents development
through promotion of education as well as attitudes, knowledge, values and
norms etc. |
All adolescent boys
and girls including Rohingya and host community will get safe living and
standard education accommodations.
|
Expected
results |
Comfortable education and living standard including
adolescents and community development |
|
Improve life skills |
||||
|
Access to protection support |
||||
|
Reduce child labouring, child marriage,
trafficking, sexual assault, and gander based violence. |
||||
|
Outputs |
Access
to alternative learning spaces |
Increase communication and collaboration capacity
of Rohingya and host community |
Close observation
|
Community
conflict arises due to communication gap
|
|
Access
to psychosocial support
|
||||
|
Community meetings for
knowledge sharing to disseminate information. |
||||
|
Perceiving quality education and enable to response against
violence |
||||
|
Activities
|
To set up safe shared
and home-based learning spaces
|
Technical
support and quality assurance for the development of learning materials,
community-based activities. |
Progress
report of the project though effective monitoring and evaluation process. |
Marginalized
and vulnerable Rohingya & host adolescents and are interested to
participate |
|
To build awareness among host and Rohingya adolescents boys and
girls |
Campaign for increasing
adolescent awareness. |
|||
|
To create enabling and safe environment |
Participation
capacity and freedom of opinion. |
|||
|
To provide psychosocial support |
Cooperation
and mental ability and cultural events. |
|||
|
To enable protection services |
Community
based initiative. |
|||
|
Table :
Logical Framework of the Study |
||||
The above table shows the logical framework which will
be helpful to assess this baseline study. The integrated part of the logical
framework has four major categories i.e goal, outcomes, output and activities,
and four sub-categories i.e project summary, indicators, verification, and
risks/assumptions. Every part of this framework has illustrated the study
objectives, expected outputs, and outcomes under the several
initiatives/activities.
The main goal of this framework is to promote education and child protection among crisis-affected adolescent girls and boys in Cox's Bazar where the indicator shows that increase quality education and promote the adolescents' inclusion of their voices in decision-making than before. A comparison of previous and exiting status verifies the goals of the baseline study where cultural issues assumed as a risk.
The outcomes of the framework show sustainable adolescent development through the promotion of education including attitudes, knowledge, values and norms, access to protection support, reduce child laboring, child marriage, trafficking, sexual assault, and gender-based violence. The indicator of such outcomes demonstrates standard education and safe living accommodations for all adolescents’ boys and girls including Rohingya and the host community. The assumption of the outcomes is the comfortable education and living standard adolescents and host community where expected results verify the outcomes of this baseline study.
The outputs of the logical framework are access to psychosocial support, community meetings for knowledge sharing, perceiving quality education, and enable to response against violence. The indicator of these outputs demonstrates the communication and collaboration capacity of Rohingya and the host community where close observation verify the outputs of the framework. The assumption of the output is regarded as a community conflict that may happen due to the communication gap.
However, the most essential part of this logical
framework is its activities as well as actions. The activities of the logical
framework are to build awareness among host and Rohingya adolescents’ boys and
girls about their problems, to create a safe and enabling environment for
fixing their issues. Moreover, psychosocial support and protection services are
also regarded as the activities of the logical framework. The indicator of such
activities demonstrates awareness, participation, cooperation, and freedom of
opinion capacity of the adolescent’s boys and girls under the host and Rohingya
community. Effective monitoring and evaluation process verify the activities of
the framework where the interest of the marginalized and vulnerable adolescents
have been regarded as assumptions of this logical framework.
8. Ethical Consideration
This study will be maintained research ethics. Voluntary participation; confidentiality; consent before interviews and survey as well as participants privacy will be maintained. Besides, the authors of this study adheres to no harm policy; where no individuals or groups belonging to any segment will be harmed in any way. Additionally, the team will go through child protection training; so as to ensure that they are well aware and comply with child protection guideline. The study will be helpful to promote education and child protection among crisis-affected adolescent girls and boys in Cox's Bazar. Moreover, in this study, personal information, interviews and opinions of the participants will be hidden for ensuring participants sanctuary and protection.
9.
Expected Deliverables:
The expected deliverables of the report will have
the following structure-
- ·
Title page
- ·
Acknowledgments
- ·
Executive summary
- ·
List of acronyms
- ·
Table of contents and
lists of figures and tables
- ·
Introduction and
Background
- ·
Methodology
- ·
Data analysis
- ·
Results (it should be
organized as per study objectives), result based recommendation
- ·
References
- ·
Annexes
The author/organization will produce and
submit the following deliverable
- ·
An inception report
containing final methodology and work plan.
- ·
Study instruments
pretested, finalized and printed in Bangla.
- ·
Draft report
containing detailed findings, well blended qualitative and quantitative
analysis on findings.
- ·
Presentation of the
key findings to the staff members of Plan International Bangladesh and
different stakeholders.
- ·
Final report will be
submitted in two copies with spiral binding along with soft copy in MS Word.
- ·
The report will be
delivered in acceptable English. If required, the consultant/Consulting firm
will arrange for proof reading to maintain the quality.
- · All field notes, and data set (in SPSS) and other relevant materials will be submitted.
10. Time Line
11. References:
Ainul Sigma, B. A.
(2017). Adolescents in Bangladesh: A Situation Analysis of Programmatic
Approaches to Sexual and Reproductive Health Education and Services.
Dhaka: USAID; Evidencce.
BASIS, D. B.
(2020, 06 21). Teknaf Union Information . Retrieved from Bangladesh
National Portal:
http://teknafsadarup.coxsbazar.gov.bd/site/page/88799543-2144-11e7-8f57-286ed488c766/%E0%A6%97%E0%A7%8D%E0%A6%B0%E0%A6%BE%E0%A6%AE%E0%A6%AD%E0%A6%BF%E0%A6%A4%E0%A7%8D%E0%A6%A4%E0%A6%BF%E0%A6%95%20%E0%A6%B2%E0%A7%8B%E0%A6%95%E0%A6%B8%E0%A6%82%E0%A6%96%E0%A
D., K., &
Dr., C. (2014). Adolescents with HIV : Specific Issues and a Model of Care.
ISCG, G. c.
(2017). Multi Sector Need Assessmesnt -Host Community: Teknaf Upazila,
Cox's Bazar, Bangladesh. Cox's Bazar: Civil Protection and Humanitarian
Aid.
Kristen, H.
(2019, July 21). What is Education . Retrieved from Quora:
https://www.quora.com/What-is-education-2
Lori, M., Philip,
G., & Catherine, B. (2019). Joint Participatory Child Protection
Assessment with Rohingya Adolescents. Cox's Bazar: Save the Children,
Danish Red Cross, Plan International, UNHCR, United Nations High Commissioner
for Refugees, World Concern.
Organization, W.
H. (2020, June 22). Maternal, newborn, child and adolescent health.
Retrieved from https://www.who.int/:
https://www.who.int/maternal_child_adolescent/topics/adolescence/development/en/
UNICEF. (2018). Humanization
Situation Report in Cox’s Bazar in Bangladesh. Cox's Bazar: Bangladesh Joint
Reponse Plan. Retrieved from
https://www.unicef.org/appeals/files/UNICEF_Bangladesh_Humanitarian_Situation_Report_31_Dec_2018.pdf
UNICEF. (2020,
June 22). Adolescents in development, On-ground and on airwaves, UNICEF
platforms prepare youths for positive action. Retrieved from Unicef for
every child of Bangladesh :
https://www.unicef.org/bangladesh/en/adolescents-development
UNICEF. (2020,
June 21). Child Protecction from voilance, exploitation and abuse .
Retrieved from Unicef for every child: https://www.unicef.org/protection/files/What_is_Child_Protection.pdf).
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